SUMMER & GAP YEAR PROGRAMS | 2018-19 THE LEADER IN CROSS-CULTURAL + EXPERIENTIAL EDUCATION SINCE 1993
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COVER Celia Mitchell; THIS PAGE Ryan Gasper
MAPMAKERS ON C E D R E W D R AGON S TO R E PR E SE NT L A NDS UNKNOW N. BOLD EXPLORER S W HO VE N T U R E D BE YON D T HE M AP ’ S E D G E W E R E SA I D TO G O “ W HE R E T HE R E BE D R AGON S.”
WE GO THERE...
will you?
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PHOTO Parker Pflaum
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WHO WE ARE W E A R E A N I N T E R N AT I O N A L CO M M U N I T Y Dragons is a global community representing 6 continents, over 30 countries, and countless languages, villages, NGOs, religions, host families, perspectives, and stories. We are united by a mission of nurturing empathy and understanding across borders through authentic cultural exchange. Dragons offers summer and semester programs in 19 countries, each one custom-crafted by instructor teams who bring their unique vision and expertise to the course design. Our goal is to help participants develop the self-awareness and cross-cultural competencies to be active participants in the world.
WE A RE A L L ST UDE NTS
W E ARE BO LD E DU CATO RS
LEADI NG T HE WAY FOR 25+ Y EAR S
We take delight in getting dirty for the sake of discovery. ​
Our staff speak in local dialects and bring deep cultural
Dragons has over 25 years of experience guiding groups
We seek participants who are excited by the prospect
fluency and expert facilitation skills to our programs. When
and managing risk in the context of international
of exploring the road less-travelled and intrigued by the
not guiding with Dragons, our instructors are graduate
education. In addition to a history of partnerships with
questions encountered along the way. As we journey, we ask
students, returned Peace Corps Volunteers, U.N. development
over 50 esteemed schools and universities, our staff have
reflective questions about who we are, where we come from,
professionals, veteran wilderness guides, and career teachers.
facilitated international and domestic training programs
and how those inherent perspectives and power dynamics
We believe that future leaders will be required to think
specifically for teachers and faculty for almost a decade.
weave us together. We support our students as they lean into
beyond borders in order to cultivate a more inclusive,
We’ve established crucial risk management relationships
challenge. And as instructors, we ask ourselves, at every turn,
collaborative, and just future. We are fueled by a mission
with International SOS, key locally-based safety and
how we can be better teachers and more compassionate
to create positive change and pull off feats of educational
security officials, and a global network of reputable health
human beings. We carefully observe, collectively explore,
acrobatics in remote cross-cultural settings because we love
care professionals and hospitals. For more facts on our
and partner with students in a process of discovery.
what we do.
institutional reputation and integrity, please flip to page 63.
W E H O P E T H I S C ATA LO G H E L P S YO U G E T TO K N OW U S . . . About Dragons
Programs
Resources
WHAT WE DO
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PROGRAM COMPARISON CHART
14-15
BEYOND SUMMER & GAP PROGRAMS
62
WHY IS A DRAGONS PROGRAM RIGHT FOR YOU?
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ASIA SUMMER
16-33
FOR PARENTS
63
DYNAMIC COURSE DESIGN OUR PROGRAM COMPONENTS
11 12-13
LATIN AMERICA SUMMER
34-41
MEET A FEW OF OUR INSTRUCTORS
AFRICA SUMMER
42-47
WHAT CAN I HOPE TO TAKE AWAY?
66
GAP YEAR SEMESTERS
48-61
NEXT STEPS
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W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
64-65
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PHOTO Micah LeMasters
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W H AT W E D O A N D H OW W E D O I T D I F F E R E N T LY AUTHEN T I C I M M E R S IO N
ETH ICAL TRAVE L
On course, we learn by doing. We travel like locals, live with families, apprentice with artists,
Responsible travel is environmentally conscientious, culturally self-aware, and focused on
and learn from scholars, factory workers, sages, and community leaders alike. Our goal is to
developing mutually meaningful connections with local communities. We approach each
connect participants to a direct experience of a different place through hands-on and
program component and host community with respect and the humility to listen first.
meaningful engagement. We value language learning and homestays for their essential
We advocate for longer-term programming and smaller groups to reduce our ecological and
roles in opening doors to experiences in which students can listen, empathize, and learn. We
cultural footprints. And we don’t shy away from—but actively engage with—the complex
embrace a leadership model of leading-from-behind, such that participants follow their own
themes of learning service, neocolonialism, and global citizenship that arise in a group
questions and curiosity.
dynamic that encourages critical reflection.
DY NAM I C I T I N E RA RY DE S I GN
S MALL G RO U PS & P R OFESSI ONAL I NST R UC TOR S
Dragons itineraries are flexible to create space for unscripted, serendipitous, and candid
Mentorship matters. A typical Dragons group consists of 12 students and 3 instructors. This
moments of surprise and discovery. The world is constantly changing and we believe our
4:1 student-to-instructor ratio ensures that each participant receives individual support and
programs should too. Each program has an intentionally crafted structure, yet a dynamic
personalized challenge. The intimate group dynamic of a small cohort fosters deep dialogue
itinerary allows the group to be responsive to unique realities and opportunities as they arise.
and an inclusive group spirit that builds alumni friendships that last a lifetime. We work
Backpacks, not roller bags, are on the packing list because it’s a novel combination of gravel
with the best international guides and educators in the industry. Our instructors are
roads, local transportation, and dirt paths that make each program an original adventure.
carefully selected based on their group facilitation skills, local language fluency, regional experience in the country, and their connections with our host communities. To see the range of unique professional life experiences and academic educations that make our community of international instructors so exceptional, please flip to pages 64-65.
The manner in which you run your programs—student driven, flexible itineraries, tremendous freedom for the student, small groups, unbelievable student-to-instructor ratio—made this a valuable learning opportunity for Scott, but also facilitated his personal growth in a manner I’m not sure any other program could have accomplished. — PA R E N T O F S C OT T N E W M A N
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
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PHOTO Ellie Happel
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W H Y I S A D R AG O N S P R O G R A M R I G H T F O R YO U ? M
B
AR
D•
•FRO
E YA K
O
W E ’ R E G L A D YO U ’ R E H O L D I N G T H I S C ATA LO G
TH
The world is an increasingly online, fast-paced, and complicated place. Difficult questions confront us today that require us to sit and slow down. At Dragons, we go to the edge of the map because we see value in accessing rarely-visited places, and rarely-heard narratives of breathtaking beauty and raw reality. We believe that an unplugged experience, in an unfamiliar place of cultural and natural beauty, can help participants find their breath. We believe in the power of storytelling
STRAIGHT FROM THE YAK'S MOUTH The best way for you to understand Dragons is to
and that a personal account will be most impactful when heard in the voice, language, and perspective of a host mother,
hear about the experience in the words of other
a community elder, a spiritual leader, or a local mentor. As instructors, we address fundamental questions around human
participants. In this catalog, you can find stories told
nature and our role and responsibility as engaged human beings in a fragile and complex natural and socio-economic landscape. And while we’re serious about what we do, we also don’t take ourselves too seriously: we recognize the value of
directly by students on the Yak Board reflections, pages 21, 26, 31, 37, 46, and 57.
unstructured play and downtime—be that a frisbee tossed across the Himalayan lowlands or floating over a techni-colored coral reef in Indonesia. Ultimately, we believe that more than photos, it’s perspective shifts earned from critical reflection that we take home to embody, cherish, and share.
Or flip to the back of this catalog (page 66) for post-course reflections on the most valuable insights students brought home.
There’s been a growing dialogue about the value of an education in the 21st century. Students and educators are increasingly asking for concrete sets of “global competencies” and leadership skills before they join the workforce. In our
We invite you to explore the edges of your courage
experience, it’s hard to gain these skills in a traditional classroom alone. Dragons offers an alternative approach. We can’t
and curiosity with us. Visit the Yak Board for course
predict exactly what skills you’ll need to succeed in your future, but we’re willing to hedge our bets that a foreign language,
postings from Dragons students past and present at
a well-worn passport, and a healthy dose of life experience will serve you well. Whatever your background, if you feel
yak.wherethereb ed rag ons .com
Dragons is right for you, we want to hear from you.
Thus 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. — P I C O I Y E R , W H Y W E T R AV E L
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
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PHOTO Michaela O'Connor
“The flexibility allowed my group to turn hikes into classes about religion. It allowed for us to get lost, which then turned into lessons on how not to get lost. We were given the freedom to explore like a traveler, not like a tourist.” — A LY S S A H I L B , SILK ROAD PROGRAM
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DY N A M I C C O U R S E D E S I G N W H AT I S A ' F L E X I B L E ' I T I N E R A RY ? Many study abroad programs provide a day-by-day (sometimes hour-by-hour) trip schedule used year-to-year. At Dragons, we keep our programs flexible and dynamic: each itinerary is uniquely designed and implemented by the instructors who lead the program. We believe some of the best experiences can come in the unscripted, serendipitous, and candid moments of surprise. It's a novel approach to travel and best explained directly by our participants: “The best part about being able to mix up the schedule is that you have the ability to invest your time in areas you are most passionate about. For example, during my trip to China we stumbled upon a shamanism festival with rich colors and new experiences. On the spot, our group decided that spending more time at the festival would be the best for our educational and cultural journey. The best days are those that aren’t 100 percent scripted.” —LIANA FLECKER, SILK ROAD PROGRAM “The most important part of embracing the flexible itinerary was recognizing that our safety was a priority over strict travel and time constraints, and the comfort of knowing we could adjust the plan to fit our needs.” — S I LV A N A M O N T A G U , S I K K I M P R O G R A M “Unlike American life regulated by precise and punctual schedules, life abroad is hectic and ever-changing, which is the beauty of it. Pre-program, I was concerned that the larger and central aspects of the trip may be changed, but this isn’t at all what Dragons means. “Flexible itinerary” refers to smaller, more logistical changes. You’ll still get to the end destination, just perhaps by a different route. The itinerary will never be changed in a way that detracts from your experience, but will instead always improve it for you or the group as a whole, whether it is balancing out the hiking days to make it more manageable or taking a quick side-trip to the hot springs to refuel as a group.” — W I L L L e VA N , P E R U P R O G R A M “To travel with a flexible itinerary is to travel with an open mind and receptivity to the realities of travel. During my program in Morocco, there were numerous occasions in which events caused unforeseen delays in our daily plan. While ordinarily, this would be a huge logistical and emotional headache, the ease with which my instructors took it in stride and adjusted our plans made all the difference. The benefit of a dynamic itinerary is bypassing the regimented, anxious parts of travel, to embrace the wild, unplanned fun that exploration can be.” —BRETT COHEN, MOROCCO PROGRAM "Ultimately, embracing the possibility of candid experiences—those that lead you into the waters coursing Himalayan rivers and into the corridors of 500-year old monasteries, as mine did during my programs—are what have been most influential in shaping me into the confident, prepared, and wise traveler I am today." —OLIVIA SOTIRCHOS, NORTH INDIA PROGRAM
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
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OUR PROGRAM COMPONENTS T H E B U I L D I N G B LO C K S O F E V E RY D R AG O N S CO U R S E We adventure. We explore. We learn. A Dragons course is designed to be a full immersion journey. We employ nine program components to ensure that every course is a
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H O ME STAY
LA NGUAGE ST UDY
T R EKKI NG
Dragons students are travelers
In a Tajik yurt, in a Bedouin tent,
All Dragons courses include
From strolls to the strenuous,
not tourists. We believe in low-
in an apartment in Kunming…
language instruction. We do
some Dragons students hike over
impact travel, and that means
Every Dragons student is
not expect students to arrive
16,000ft passes in the Andes;
minimizing our environmental
carefully matched with a local
with any level of understanding.
others walk to waterfalls outside
and cultural impact at every
family. Students live in nearby
We do expect students to
a homestay village. Wherever
possible juncture. On course,
neighborhoods, allowing them
interact with locals, and build a
you choose to trek, you can be
we respect cultural norms
to build meaningful connections
collection of vocabulary words
assured that Dragons Instructors
by staying in family-owned
within the host community and
that enables them to deftly
will guide you into wilderness,
accommodations and taking
group. Students often tell us
navigate a new cultural context.
exposing you to the beauty of
local transportation. The most
that their homestay was the
On our language intensive
nature, mingled with the unique
profound learning moments
most transformative part of their
courses, students can expect
cultural context. Treks provide
often arise in the spaces
Dragons experience. All families
3-4 hours of daily instruction
opportunities for students to
in-between, and traveling
are selected based on the safety
in small groups. Few skills do
assume leadership roles and
like locals creates space for
of their home environments and
more to empower students to
build personal backcountry skills,
un-orchestrated moments of
their genuine enthusiasm for
be independent global citizens
like learning to pitch a tent or
engagement.
cross-cultural engagement.
than language study.
read weather conditions.
RIGHT PAGE Lital Netter-Sweet , Nicos Christour, Photo from Dragons archives
R U GGE D T RAVE L
LEFT PAGE Steven Gu, Photo from Dragons archives, Michael Woodard
well-rounded experience.
L EARN I N G SERVI C E
DE V E LO P MENT ST U DI E S
INDE PE NDE NT STU DY PROJE CT ( IS P)
COMPAR AT I VE R ELI GI ON & P HI LOSOP HY
FOC US OF I NQUI RY (FOI )
We take pride in learning first
What variables contribute to a
Dragons students are often
In each place we visit, we con-
Dragons courses are built around
and helping second. Students
good quality of life? How does
paired with local mentors to
sider how local spiritual beliefs
particular academic themes. This
rarely arrive in-country with the
privilege shape our sense of
study a particular question, craft,
are employed to interpret daily
allows students to delve into
tools to genuinely ‘help’ another
global responsibility? These
or cultural tradition in greater
reality. Dragons Instructors help
a specific line of questioning,
community, and we work hard
questions are central to the
depth. Anything is possible, and
students explore the belief sys-
exploring the impacts of climate
to dispel such expectations.
conversation about human
as a student, the ISP is a great
tems of their host culture while
change, the local religious
Students use a four-step process
development in the 21 century.
way to tailor the course to meet
living with homestay families,
traditions, or the idea of cultural
to listen, assess, act and then
Instructors introduce students to
your specific interests. We’ve had
visiting religious monuments,
survival, for example. We explore
evaluate: a framework that can
local activists who’ve taken a vo-
students study everything from
observing local rituals, and
the focus of inquiry by hosting
be applied to future learning
cal stance on the topic of ‘human
kathak dance to the impacts
reading relevant texts. Such an
guest speakers, reading local
service ventures. We don’t
development,’ while using local
of exploratory drilling in the
examination generally sparks
news, and engaging in group
measure our success by the
examples to prompt discussion.
Amazon. ISPs are a great way to
an internal conversation, and
discussions. Please reference
number of ‘service hours’ logged,
Students are encouraged to
develop place-based expertise,
instructors are available to assist
Dragons individual program
but rather by the number of
challenge their assumptions and
learn hands-on skills from local
students as they juxtapose
descriptions to learn more
critical conversations that such
expand their understanding of
mentors, and actively engage
in-country traditions with their
about the FOI on your course
an engagement provokes.
what it means to be “developed.”
living cultural traditions.
own belief systems and values.
of interest.
st
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P R O G R A M C O M PA R I S O N C H A R T
ASIA SUMMER
RUGGED TRAVEL
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
LOW EMPHASIS MODERATE HIGH EMPHASIS
DATES
AGES
PAGE
China: Mandarin Language Intensive, 4-wk
10+ days
40+ hours
Day Hikes
5+ hours
6/28 – 7/28
15–18
p18
China: Mandarin Language Intensive, 6-wk
15+ days
60+ hours
Day Hikes
5+ hours
6/28 – 8/8
16–18
p18
5+ days
10+ hours
5+ days
5+ hours
6/28 – 8/8
16–18
p19
6/28 – 7/28
16–18
p20
6/28 – 8/8
15–17
p22
6/28 – 8/8
16–18
p23
6/28 – 7/28
16–18
p24
6/28 – 7/28
17–20
p25
6/28 – 8/8
16–18
p27
6/28 – 7/28
15–17
p28
6/28 – 7/28
15–18
p29
6/28 – 7/28
16–18
p30
6/28 – 7/28
16–18
p32
China: The Silk Road
China: The Yangtze River
10+ days
10+ hours
Day Hikes
5+ hours
China: Change & Tradition
10+ days
20+ hours
3+ days
5+ hours
10+ days
10+ hours
5+ days
10+ hours
10+ days
10+ hours
3+ days
10+ hours
China & Laos: Holy Mountain to Hidden Kingdom Cambodia: Peace-Building & Conservation
Myanmar: Visions of Democracy
3+ days
10+ hours
5+ days
20+ hours
Indonesia: Community & Conservation
15+ days
10+ hours
3+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
10+ days
10+ hours
5+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
3+ days
5+ hours
10+ days
10+ hours
Thailand: The Spirit of Greng Jai
Bhutan: Happiness in the Himalayas Nepal: Traditions of the Himalayas
North India: Roof of the World, 4-wk
10+ hours
10+ days
15+ hours
Eastern Himalayas: West Bengal to Sikkim
5+ days
5+ hours
3+ days
10+ hours
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
3+ days
RUGGED TRAVEL
SUMMER
North India: Roof of the World, 6-wk
LATIN AMERICA
6/28 – 8/8
17–20
p32
6/28 – 7/28
15–17
p33
DATES
AGES
PAGE
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
Guatemala: Spanish Language Intensive, 4-wk
15+ days
40+ hours
3+ days
15+ hours
6/28 – 7/28
15–17
p36
Guatemala: Spanish Language Intensive, 6-wk
15+ days
60+ hours
5+ days
20+ hours
6/28 – 8/8
16–18
p36
Nicaragua: Community In Action
15+ days
40+ hours
3+ days
20+ hours
Bolivia: Spirit of the Andes, 4-wk
10+ days
20+ hours
5+ days
10+ hours
6/28 – 7/28
16–18
p38
6/28 – 7/28
17–19
p39
6/28 – 8/8
17–19
p39
Bolivia: Spirit of the Andes, 6-wk
20+ days
20+ hours
10+ days
10+ hours
Peru: Sacred Mountains, 4-wk
5+ days
10+ hours
5+ days
5+ hours
6/28 – 7/28
15–17
p40
Peru: Sacred Mountains, 6-wk
10+ days
10+ hours
10+ days
5+ hours
6/28 – 8/8
16–18
p40
10+ days
20+ hours
5+ days
5+ hours
6/28 – 7/28
16–18
p41
Colombia: Stories of Peace & Resistance 14
HOMESTAY
AFRICA
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
Madagascar: Island of Diversity
10+ days
10+ hours
5+ days
10+ hours
Morocco: Crossroads of Mountains & Cultures
10+ days
15+ hours
5+ days
5+ hours
10+ days
10+ hours
3+ days
10+ hours
HOMESTAY
LANGUAGE STUDY
TREKKING
LEARNING SERVICE
30+ days
60+ hours
5+ days
20+ hours
SUMMER
Senegal: In the Shade of the Baobab Tree
GAP YEAR 3-MONTH SEMESTER China Semester: South of the Clouds* Mekong Semester:
RUGGED TRAVEL
DEVELOPMENT STUDIES
DEVELOPMENT STUDIES
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
INDEPENDENT STUDY PROJECT
COMPARATIVE RELIGION
FOCUS OF INQUIRY (FOI)
LOW EMPHASIS MODERATE HIGH EMPHASIS
DATES
AGES
PAGE
6/28 – 8/8
16–18
p44
6/28 – 7/28
16–19
p45
6/28 – 7/28
15–17
p47
DATES
AGES
PAGE
9/15 – 12/6 17-22 p50
2/12 – 5/6
20+ days
20+ hours
10+ days
10+ hours
9/15 – 12/6 17-22 p51
Tibetan Plateau to the Heart of Southeast Asia 2/7 – 5/1 Myanmar Semester: Traditions & Transitions
Indonesia Semester Community, Culture & Conservation Nepal Semester: Himalayan Studies* India Semester: Himalayas to the Ganges River* Guatemala & Nicaragua Semester: Spanish Language and Grassroots Activism
West Africa Semester: Rhythms of Senegal
20+ hours
9/15 – 12/6 17-22 p52
30+ days
30+ hours
5+ days
10+ hours
9/15 – 12/6 17-22 p53
30+ days
40+ hours
20+ days
20+ hours
9/15 – 12/6 17-22 p54
30+ days
40+ hours
10+ days
20+ hours
9/15 – 12/6 17-22 p55
2/7 – 5/1
30+ days
60+ hours
5+ days
20+ hours
9/15 – 12/6 17-22 p56
2/7 – 5/1
30+ days
60+ hours
20+ days
10+ hours
9/15 – 12/6 17-22 p58
2/7 – 5/1
20+ days
20+ hours
10+ days
10+ hours
9/15 – 12/6 17-22 p59
2/7 – 5/1
Morocco Semester: Ancient Cities to the Atlas Mountains
5+ days
2/7 – 5/1
Madagascar Semester: Cultural & Ecological Diversity
30+ hours
2/7 – 5/1
South America Semester: Andes & Amazon*
10+ days
2/7 – 5/1
20+ days
40+ hours
10+ days
10+ hours
9/15 – 12/6 17-22 p60
2/7 – 5/1
30+ days
30+ hours
5+ days
20+ hours
9/15 – 12/6
17-22
p61
2/7 – 5/1
*Students participating on select Gap Semester programs (China, Nepal, South America, India) may choose to take courses for college credit (optional). Please give us a call for more information: 303.413.0822
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Bustling street corners. Steaming chai... ...A cacophony of engines, horns and vendors blend into the ambient hum that gives every conversation a sense of urgency and movement.
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ASIA IS CHANGING EVERYDAY.
Whether you’re in China, where suited entrepreneurs cut deals beneath billboards papered in Communist slogans, or in Cambodia, where monks might friend you on Facebook, the collision between traditions and modernity is evident at every turn. We invite you to join us in this exploration of culture and contrasts. In cities where cows share the bike lane and monkeys slide down the banisters. In mountains where holy men bless the dead and stand guard as vultures return their remnants to the sky. On rivers where pink dolphins swim free, and fishermen rise at dawn to drag their nets to shore. Asia is big and beautiful and full of mystery. We go there...
will you?
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CHINA MANDARIN LANGUAGE INTENSIVE 4-Week & 6-Week Summer Abroad Programs
AGES
Improve your Mandarin language skills through daily instruction in small, personalized classes; live with carefully selected homestays; engage in Independent Study Projects (ISPs).
June 28 – July 28 June 28 – August 8
15 – 18 16 – 18
LANGUAGE IN CHINA HAS ALWAYS BEEN A DYNAMIC AND POWERFUL
We leave the busy streets of Kunming
FORCE, a nd as we enter a contemporary reality of emerging powers and dominant
for a rural homestay with farming families
cultural influences, the voice of this great country speaks louder than ever before.
in Lashihai, a traditional Naxi community
Dragons Mandarin Language Intensive course offers comprehensive instruction
situated at the base of the 5596m Jade
RUSSIA
through formal language classes, homestays and
Dragon Snow Mountain. In this picturesque
independent study projects (ISPs).
environment, we learn more about China’s
Our 4 and 6 week Mandarin Intensive programs are based in Kunming, an accessible university city in the heart of China’s Yunnan Province. In a region MONGOLIA
renowned for its natural beauty and ethnic diversity—in-
AS I A: S UM M ER
cluding the Naxi, Tibetan, Yi, Mosuo, and Bai peoples—Kun-
INDIA
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PROGRAM COMPONENT EMPHASIS
BEIJING
XI ’A N
CHINA
LANGUAGE STUDY
ISPs
FOCUS OF INQUIRY
many ethnic minority groups and enjoy daily activities with locals, including “U.S. vs. China” pick-up soccer and basketball with village teenagers. Students have the opportunity to continue their independent study projects in Lashihai, perhaps foraging for medicinal plants, practicing martial arts, teaching English to local children, or documenting their experiences through writing or photography.
China. While in Kunming, students meet for 3–4 hours of formal
TIGER LEAPING GORGE
Mandarin instruction per day, with the option for 1:1 tutoring ses-
LASHIHAI HONG KONG KUNMING
ming offers us a home-base to build linguistic confidence and prepare for expeditions into more rural areas of southwestern
HOMESTAY
“During my rural homestay I learned what it means to truly be part of a community,
sions in the afternoon for hungry learners. Homestay placements
care for one another, and live with no boundaries... I'm so thankful for the opportunity
reinforce language acquisition, encouraging students to practice
to live in an environment completely unlike my own.”
new vocabulary with their host brothers and sisters at night. Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
—KYRA HAMERLING-POTTS
RIGHT PAGE Photos from Dragons archives
DAYS
DATES
LEFT PAGE Eric Jenkins-Sahlin
30/41
DESCRIPTION
CHINA THE SILK ROAD 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Explore the diversity of China’s cultural traditions: live with herders on the Tibetan Plateau, cross the Taklamakan desert, discuss issues of religious plurality with monks and Imams.
June 28 – August 8
16 – 18 RUGGED TRAVEL
MORE THAN HALF OF CHINA’S LAND IS POPULATED BY LESS THAN 5%
TREKKING
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
“I never expected to have this much fun, and learn so
OF ITS POPULATION. Worlds away from Beijing, the far-western province of Xinjiang is a land where vast desert basins meet 20,000-foot
PROGRAM COMPONENT EMPHASIS
RUSSIA
much about the culture. I truly felt immersed.”
—CLAIRE NUSEKABEL
peaks; where Central Asian cultures blend together. The adventuresome Silk Road itinerary engages students with diverse communities in western China—including Uyghur, Kyrgyz, Kazakh, Tajik, Mongol, Tibetan,
prayer reverberates from towering minarets. Donning our
Himalayas.
ruins of Turpan and the world-renowned painted caves
complex issues related to human
of Dunhuang. Overnight trains take us to the edge of
rights, political representation and
the Tibetan Plateau, where we learn the basics of yak
oasis of Kashgar, where the ancient through labyrinthine bazaars and the call to
BEIJING XINING
CHINA
herding from Tibetan homestay families. Working our way East, we take in the markers of contemporary Han Chinese society with new eyes and a sense of wonder for the vastness and cultural difference that is today’s China.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
INDIA
XI ’A N
ASI A: S UM M E R
cross the Taklamakan desert. We explore the ancient
perfumes of Silk Road merchants waft
TURPAN
KASHGAR
Over the next month, we traverse the Tarim Basin and
challenging them to consider
Our course often begins in the
URUMQI
the phenomenal beauty of this seldom-visited range in the
Hui, and Han communities—while
globalization.
MONGOLIA
packs, we ascend high into the Pamir Mountains, enjoying
19
CHINA T H E YA N G T Z E R I V E R 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Experience life in Asia’s largest river basin: live with families on the Tibetan Plateau, learn about interconnected environmental realities at the Three Gorges Dam, explore the world's largest port.
June 28 – July 28
16 – 18
PROGRAM COMPONENT EMPHASIS
HOMESTAY
RUGGED TRAVEL
DEVELOPMENT STUDIES
FROM ITS HEADWATERS IN THE HIGHLANDS OF TIBET TO THE DELTA
“I learned so much more on this program than I ever could in a classroom.
IN SHANGHAI, t his program follows the Yangtze River as it rushes nearly 4,000
Most importantly, this trip made me realize that there is so much to see in the world.” —NU XIONG
miles across southern China. This sinuous river has long shaped the region’s cultural traditions, agricultural practices, and industrial development; students on this course
cast for carp, and monks ascend to a Taoist monastery overlooking the city. We travel
estimated 550 million people who live along the
by boat 360 miles downstream to the world’s largest hydroelectric project, The Three
banks of this vital waterway.
Gorges Dam. Local experts provide insight into the
MONGOLIA
environmental impact, and China’s age-old
pillars of local culture and pilgrims still arrive with
struggle to control water resources.
AS I A: S UM M ER
yak butter offerings each day. After our first rural
INDIA
20
BEIJING
CHINA NANJING CHONGQING
SHANGHAI
myriad issues related to power generation,
Continuing east, we pass through
homestay, we journey east through Sichuan Prov-
the cultural center of Nanjing,
ince, meeting with local farmers and environmental
and eventually arrive in Shanghai.
activists in this renowned “Land of Abundance.” Our downriver journey takes us to Chongqing, a thriving city situated at the confluence of the blue Jialing
Standing on the docks of the world’s busiest port, we consider all that we’ve learned about the raw tensions
River and the golden Yangtze. Sitting on the banks, we watch
between tradition and modernity
as farmers haul cargo on bamboo shoulder poles, fisherman
represented by life along the Yangtze River.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Camille Albouy
Our course begins in the Tibetan Kingdom of Amdo, where Tibetan Buddhist monasteries are the
LEFT PAGE Parker Pflaum, Eric Jenkins-Sahlin
RUSSIA
gain firsthand insight into the lives of the
E YA K
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B Y R YA N S U N G , S T U D E N T Dragons Princeton Bridge Year China
APPLES ON THE OUTSKIRTS OF KUNMING STANDS XUNING TEMPLE, A
When I finally admitted to her that we had never met before, she didn’t show
BUDDHIST PLACE OF WORSHIP SPLASHED WITH TANGERINE
disappointment, but rather smiled with the same enthusiasm from before and
GOLD, NAVY BLUE, AND A STRONG, BOLD RED. Adorning the
said “Enjoy them! They’re a gift.”
temple stands a massive golden Buddha, whose four faces watch in every direction the residents of the homogeneous, concrete dominoes below.
After lunch, we were allowed to explore. I approached the central temple,
Before embarking on what would be a month’s trekking into the rural Yunnan
and was greeted by a friendly monk as humble in speech as he was in his
countryside, our cohort reached the temple for a vegetarian lunch.
appearance, which consisted of plain yellow robes, worn sandals, and a shaved head. He gave me a warm welcome with his limited English, and in
With some time left before entering the dining hall, I stopped by a small
turn, and we spent some time conversing on complex theological topics with
vendor’s stand, which I assumed sold Xuning souvenirs. I found instead that
my solely conversational Mandarin. Before we concluded giving our formal
it sold jewelry, but as to not offend and show complete disinterest, I did not
farewells, the monk unexpectedly pulled out the latest Chinese smartphone
leave immediately. Running the stand was a woman in her golden sixties,
from his robes and said “Add me on WeChat!”
modestly dressed yet luxuriously welcoming. When I approached her, she unveiled a contagious toothy smile and excitedly said Hao jiu bu jian, “long
I left the temple now with four bright red apples, and my seventh friend on my
time no see!” She immediately reached for the box behind her, pulled out two
Chinese social media account.
bright, red apples, and handed them to me. Very much confused, I took the apples, uncertain on what to do with them. I had never been to either Xuning
Whether shop or temple, kindness was in no shortage in Kunming. After my
Temple or China, so I was certain I could not have met the woman before.
return to the city in October, I hope to be able to someday give away apples
She began to speak enthusiastically to me about
of my own; not with any particular underlying motive,
our supposed previous contact, but I had difficulty
but for the mere joy that comes with giving apples to a “long lost acquaintance,” or a monk with a new foreign friend on WeChat.
ASI A: S UM M E R
comprehending because her accent differed greatly to what I was used to.
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
21
CHINA CHANGE & TRADITION 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Experience urban and rural realities in modern-day China: explore mega-cities and remote mountain villages; discover the ethnic tapestry that is modern China.
June 28 – August 8
15 – 17
WHEN YOU VISIT CHINA FOR THE FIRST TIME, IT DOESN’T TAKE LONG TO REALIZE THAT EVERYTHING IS CHANGING AT WARP SPEED. Old
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
“This summer was one of the best (if not the best) I have ever had. It opened up a whole new world to me, one of exploration and independence and risk taking, that I do not
neighborhoods of wooden houses are demolished to make way for 80-story
have access to at home... This trip has made me want to become a traveler.” — M AT T H E W K AT Z
buildings. Buddhist monks read ancient sutras from iPads. Millions of rural farmers
MONGOLIA
The construction of new highways, rail lines, and airports is underway virtually everywhere, in a
periphery; we follow the daily routines
race to keep up with 1.4 billion people on the
of farmers and herders; we visit
move. If you want to understand the world we
serene monasteries and booming
live in, you have to understand China.
mega-cities.
AS I A: S UM M ER
This program is Dragons version of an
INDIA
22
BEIJING
CHINA
XI ’A N
CHENGDU
LASHIHAI KUNMING HONG KONG
As we travel across China
“Introduction to China” and part of what makes
by foot, train, bus and boat, we
it unique is that our journey changes each year
discover the extent of diversity.
as we encourage our instructors to explore new
We witness the Chinese
areas and interests with their intrepid students.
peoples’ amazing capacity to
This comprehensive journey includes a broad
adjust and adapt, and with each
survey of contemporary realities: we trek beyond
new experience we take on, we
roads and learn about life for people on the
challenge ourselves to do the same.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
LEFT PAGE Photo from Dragons archives, Ming Jiu Li
RUSSIA
RIGHT PAGE Parker Pflaum, Photo from Dragons archives
now work in the city to support their families.
CHINA & LAOS H O LY M O U N T A I N T O H I D D E N K I N G D O M 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Discover the economic, environmental, and cultural mosaic of China and Laos by exploring the communities and landscapes along the Mekong River.
June 28 – August 8
16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
FROM THE BASE OF SACRED KAWAGEBO MOUNTAIN THE MIGHTY
Mekong basin swells into jungle streams. We explore
MEKONG RIVER COURSES THROUGH GORGES AND MEGA-DAMS,
the Mekong river as a natural resource and, perhaps
GRADUALLY WIDENING INTO THE TROPICAL RAINFORESTS OF LAOS. The China and Laos program splits time between China's Yunnan province and northern
waterfalls dripping off sacred Kawagebo Mountain,
plateau of Tibet, where we meet the
Laos, live with artisan families in the tranquil UNESCO
river as it gathers Himalayan glacial
World Site of Luang Prabang, and interact with
three weeks are spent in Laos, where the
inspiring NGOs in Vientiane, Laos’ capital-village. Offering students an opportunity to explore the region through a transnational lens, this program delves into the economic, environmental, and cultural mosaic of Laos and China.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
SHANGRI LA KUNMING
INDIA
JINGHONG LUANG NAMTHA LAOS
LUANG PRABANG
VIENTIANE
ASI A: S UM M E R
trek into the sparsely inhabited rainforests of northern
spent descending from the highlands
CHINA
We live with Tibetan families, hike to glacial
Our course begins on the high
toward the Golden Triangle. Our second
MONGOLIA
living deity—known as the Mae Nam Khong, or Mother and economic stability.
springs, and tumbles southward.
RUSSIA
fuel development, while in Laos it is nothing less than a
landscapes, spiritual traditions, and
Here in China our first three weeks are
FOCUS OF INQUIRY
seen as an untamed power source to be harnessed to
Mekong—and a critical source of sustenance, divinity,
along the Mekong River.
COMPARATIVE RELIGION
more importantly, as a cultural symbol: In China, it is
Laos as we explore the diverse critical issues connected to life
HOMESTAY
23
CAMBODIA P E A C E - B U I L D I N G & C O N S E R VAT I O N 4-Week Summer Abroad Program
AGES
Examine issues of human rights and international development: engage in the optimism of Cambodian youth, unpack the legacy of the Khmer Rougen and explore Buddhism firsthand.
June 28 – July 28
16 – 18
context around Cambodia’s present-day
A COUNTRY THAT EVOKES IMAGES OF OVERGROWN JUNGLE TEMPLES,
political landscape. We meet with
ROBED MONKS, AND LUSH RICE FIELDS.
activists and artists who call one Finally we make our
of Southeast Asia for nearly a thousand years. Here we explore the storied ruins to
way to the coastal village of
discover the traditions that have endured throughout the centuries of changing power.
Kampot, where we engage in
gain insight into the effects of upriver dams on the THAIL AND
L AOS
ecology of Cambodia’s largest body of fresh water.
AS I A: S UM M ER
In Cambodia's cultural haven, we meet with a local circus troupe, Phare Ponleu Selpak, and discuss environmental issues that are critical to
SIEM REAP
CAMBODIA
B AT TA M B A N G
VIETNAM KEP
COMPARATIVE RELIGION
FOCUS OF INQUIRY
a community-run mangrove restoration project and delve into colonial history. We celebrate the final days of our course reflecting with group members near the white sand beaches of Rabbit Island.
Cambodia’s food security. Our course continues onto the bustling
“The walls that humans put up between countries, made up of money, skin color
capital of Phnom Penh. Here we confront the PHNOM PENH
DEVELOPMENT STUDIES
of Asia's hippest cities home.
the secrets to the ecological and architectural wonders of a culture that ruled much
Continuing past the floating villages of Lake Tonle Sap, we CHINA
24
HOMESTAY
KNOWN FOR THE INCOMPARABLE RUINS OF ANGKOR WAT, CAMBODIA IS
Our course begins in the overgrown temples of Angkor civilization which hold
PROGRAM COMPONENT EMPHASIS
and language are meaningless. Our experiences shape the way that we see the world,
atrocities of the Khmer Rouge genocide, build empathy for the Cambodian people, and gain
but we are unified on the basis of compassion, love and a thirst for knowledge.”
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
—OONA McDOWELL
RIGHT PAGE Photo from Dragons archives, Danny Wood
DAYS
DATES
LEFT PAGE Photos from Dragons archives
30
DESCRIPTION
M YA N M A R VISIONS OF DEMOCRACY 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore one of Asia’s last frontiers: hike between the serene farming communities of Shan State, build core competencies in learning service, learn the tenets of Theravada Buddhism.
June 28 – July 28
17 – 20
TRANSITION. INSPIRATION. DEVOTION. Myanmar is a nation of warmth, beauty,
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
LEARNING SERVICE
COMPARATIVE RELIGION
“I loved the fact that we were given the opportunity to choose
and complexity. Through numerous engagements with development professionals, youth
a service site to work at independently. I think that is an
activists, and NGOs, we uncover significant pieces of the puzzle of Myanmar. Our journey
opportunity few students have in foreign countries.”
begins in Bagan, where we watch the sun rise over the majestic Irrawaddy River and cycle
DEVELOPMENT STUDIES
CHINA
—ALEXANDER WEISMAN
among golden-spired temples in a vast complex of ancient pagodas. Next we travel to Sagaing, the spiritual heart of Myanmar and center of the country’s Buddhist faith. We come to rest in one of the 500 monasteries scattered over the hills, and delve into Buddhist learning alongside local practitioners. Pressing even further east we
Next we enjoy a four-day trek through the unforgettable patchwork fields of Shan State. By day we hike through farms of ginger, peppers, and grain; at night we bed down in the
K ALAW
LAOS
some groups choose to travel to Naypyidaw to learn about
in Mandalay—Myanmar’s last royal
have ventured into the Irrawaddy Delta to discover how local
capital. Dragons students teach
farmers are creatively dealing with water scarcity. Concluding the course in Yangon, we wander among
6,000 disadvantaged students and
the most striking Buddhist stupa in the world, Shwedagon,
volunteer with an organization that
and get a glimpse of the bustling former colonial capital of
promotes sustainable approaches to
Yangon through the eyes of young politicians, activists, and artists.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
YA N G O N
MAWLAMYINE
ASI A: S UM M E R
the transition from military state to democratic darling; others
local development.
BAGAN
welcoming stilted houses of our village hosts. From here,
begin our first learning service project
in a monastic school that services
M A N DA L AY
M YA N M A R
THAILAND
25
E YA K
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BY LARKIN BARRON, STUDENT Indonesia Semester
DEAR HOME Dear Non-Quick Dry Clothes, I don’t even remember what you feel like. My shoulders and knees are so used to being covered, the idea of wearing shorts is almost scandalous. I have so much respect for the strong women and men who are able to wear jeans, long sleeves, and head scarves in this kind of heat. That’s some kind of devotion.
Dear Friends, I think of you and smile. Dear Home, I have come to believe that you, home, are a deceptive concept. If home was just one thing then, to me, it could never be a house. I think that it must instead be a state of heart. Not a state of mind or state of being, but a way that your heart feels when you are given ease and joy by your surroundings. That moment when the smile comes from the inside, the outer shells collapse and you
from these chili-filled, rice-mounded bowls of deliciousness. Food styles so
know, in your heart, that you are home. I have had to say goodbye to you Bed,
different I can’t even compare, though I’m starting to realize that not only is it
Shower, Phone, Kitchen, Clothes, Friends. I chose to do this not out of spite but out
possible to eat rice three times of day, but it is, in fact, a cultural expectation.
of an inner compulsion to stretch my boundaries. To expand my mind. To fill my
Dear Bed, You are so much more comfy than I ever appreciated. How could a simple mattress, so much more than 2 inches of padding on a wooden panel, bring so much joy? How I long to sink into your welcoming folds and lie there till all exhaustion has fled from my body and mind. I would jump on you… or just fall asleep. Bed, I miss you most.
heart with the sights and sounds of the unknown, even if it meant squat toilets and bucket showers and fleets of loud motorbikes, or a new language and a new diet and a new state of being. I did it because sometimes one home isn’t enough, and when the heart says it’s time to go exploring, well, who am I to disagree. So, home, I have left you behind.
But in many ways, in almost all the ways maybe,
Dear Shower, Sorry to say it, but I’ve actually replaced you. Yeah, I mean hot water can be nice, maybe calming, maybe relaxing, but I honestly enjoy cold water in a bucket. I’ll pour it over my head slowly and feel cleaner than I ever did with your
Larkin
Dear Phone, Okay. There are times when I wish I could escape to Facebook. Music I especially miss. I wish I was able to use GPS, but sometimes in order to see more you must carry less. I’m relieved not to have you. Distraction, I think, would only be degenerative. I don’t want to be stopped from living fully. I don’t want to miss a flash of color or smell of spice. Any moment lost could be a lifelong memory missed. Visit the Yak Board for course reflections from Dragons students past and present at
26
Love,
YA K.WHER ETHER EB EDR AGON S.COM
LEFT PAGE Celia Mitchell
AS I A: S UM M ER
electric spigot. Although—I never was this hot and sweaty at home.
I haven’t left home at all.
RIGHT PAGE Beatriz Schaver Eizaguirre, Photo from Dragons archives
Dear Kitchen, The tastes you’ve given me throughout my life are a world away
INDONESIA C O M M U N I T Y & C O N S E R VAT I O N 6-Week Summer Abroad Program
41
DAYS
DESCRIPTION
DATES
AGES
Experience the most diverse archipelago on Earth: live with sea nomads, harvest coffee, and learn about efforts to protect the world’s most extraordinary coral reefs.
June 28 – August 8
16 – 18 RUGGED TRAVEL
COMPRISED OF OVER 17,000 ISLANDS
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
as I did. It was so powerful knowing that I had touched someone’s life that radically,
IS HOME TO THE HIGHEST LEVEL OF BIODIVERSITY OF ANY NATION.
HOMESTAY
“My homestay in Tana Toraja was life changing. When I left, they cried just as hard
AND 700 LIVING LANGUAGES, INDONESIA
CHINA
PROGRAM COMPONENT EMPHASIS
and that they were able to touch mine in the same way in just one short week.”
— M O R G A N AV I S
Whether hiking through the rainforests, spearfishing with your homestay father in Sampela, or examining MANADO
BORNEO
Indonesia is sure to challenge your worldview and
LUWUK
TA N A TO R A JA
gender roles in the world’s largest Muslim nation,
MOROWALI
stimulate your senses. Arriving first in Yogyakarta, students dive headlong into Javanese culture, working with street artists, attending shadow-puppet
MAKASSAR
UBUD, BALI
build homes over the open ocean and spend the majority of their lives on the water. We embrace their unique lifestyle, snorkeling
performances, and studying the basics of the Bahasa
over fragile reefs, attending indigenous ceremonies, and learning
Indonesian language.
about conservation initiatives from local leaders.
FLORES
We then head east to the island of Flores, where
As we engage with the diverse peoples of Indonesia,
students live in the pastoral village of Langa. We meet with
we begin to understand that our definition of “community”
local coffee producers, hike up dormant volcanoes, and learn about local religious traditions with our gracious hosts. AUSTRALIA
A few flights and boats take us to the archipelago of
extends far beyond the people in our own towns. Diverse experiences help expand our worldview and encourage us to be more mindful of the interconnected relationships.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
INDONESIA
Wakatobi, home to the Bajau people, or the “sea nomads.” The Bajau
27
THAILAND THE SPIRIT OF GRENG JAI 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore the idea of reciprocity: participate in hands-on learning service projects, live with hill tribe communities, and study Theravada Buddhism along Thailand’s exquisite coast.
June 28 – July 28
15 – 17
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
LEARNING SERVICE
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
CHINA
FROM THE VERDANT MOUNTAINS AND
MYANMAR
RICE PADDIES OF THE NORTH TO THE L AOS
BUZZING METROPOLIS OF BANGKOK,
U B O N R ATC H ATA N I
THAILAND BANGKOK
CAMBODIA
LEAVES ONE ENCHANTED AND YEARNING TO
AS I A: S UM M ER 28
Moving far to the east, to the Khorat plateau, we find ourselves in Thailand's
EXPLORE THE NEXT WONDER. Our program begins
agricultural heart, Isan province, living with families in a village relocated from the
in the capital of the ancient Lanna Kingdom, Chiang Mai.
reservoir created by a hydroelectric dam. Amid
Here students orient to the cultural, spiritual, and culinary
paddies and glittering Buddhist temples,
nuances of the north before entering into a Theravada
we explore some of the dichotomies that
Buddhist monastery for a meditation retreat. We then
come with living in a region experiencing
move further north into the mountainous hill tribe regions, KRABI
—T H A I L A N D G R O U P J O U R N A L
THE STAGGERING BEAUTY OF THAILAND
SUKHOTHAI
INDIA
I can truly say that I have been to paradise.”
where we hike through jungles teeming with a dazzling array of wildlife and stay with ethnic minority villagers. Continuing north, we enter a week-long stay at an eco-village where we study permaculture and sustainability practices.
rampant development while maintaining ritual and custom. Our Thailand journey culminates with a few day’s exploration of the country’s colorful and bustling capital, Bangkok,
We learn about seed banking, traditional organic farming, adobe
where we say goodbye to Southeast Asia
building, natural medicines, and rice cultivation in a valley surrounded by
amid the wild sprawl and awe-inspiring
picturesque national parks.
skyline of one of the world's great alpha cities. Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Chelsae Ferrell
CHIANG MAI
LEFT PAGE Photos from Dragons archives
MAE HONG SON
“The jungle came right up to the sand and the water was so calm and clear.
B H U TA N H A P P I N E S S I N T H E H I M A L AYA S 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Explore a Himalayan culture where “happiness” has become a measure of national development. Homestays and intimate community connections help unveil unique Buddhist worldviews.
June 28 – July 28
15 – 18
CHINA
how these embodied philosophies impact people’s
“GROSS NATIONAL HAPPINESS”
daily choices. Through listening to both local
METRICS FOR DEVELOPMENT, Bhutan
PUNAKHA THIMPU
NASPE URA
PARO
B H U TA N
about notions of "happiness" as contributors
and the concept of the earth as an
to our own quality of life. Our journey into the
interdependent organism. Since the
Himalayan region of Bhutan gives us rare access challenging us to reevaluate commonly held notions of
FOCUS OF INQUIRY
arrival of television in 1999 and a cascade of global influences, Bhutan has experienced a steady increase in foreign tourism which contradicts
had deep social impacts, particularly on the creation of unique government policies on conservation, preservation, and sustainable development. We will also delve deeply into Buddhist philosophy, histories, and folk tales to understand different ways of viewing our existence on this planet. We seek to understand
long-held traditions. How can we understand the pressures and adaptations of Bhutanese culture in the face of a globalizing world? In our questioning and exploration of Bhutan, we hope to find a better understanding of the worldviews and assumptions that shape our lives and happiness back home.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
We will learn how Buddhism, as the state religion, has
INDIA
COMPARATIVE RELIGION
gain insights to perspectives on the environment, our role in conservation,
to the sacredness in the vast and wild landscapes,
DEVELOPMENT STUDIES
villagers and professional academics, we
encourages us to ask what we can learn
our role in the natural world.
BANGLADESH
HOMESTAY
IN A COUNTRY WHERE THE PHRASE LANDS ITSELF ON A LIST OF KEY
TIBE T
PROGRAM COMPONENT EMPHASIS
29
N E PA L T R A D I T I O N S O F T H E H I M A L AYA S 4-Week Summer Abroad Program
TIBE T DELHI
N E PP OAK LH A R A
Discover the mysticism of the Himalayas: experience life in remote mountain communities, participate in a meditation retreat, and explore how the country is getting back on its feet post-earthquake.
June 28 – July 28
16 – 18
CHINA
HAVE PASSED THROUGH KATHMANDU DURING THEIR BHUTAN JOURNEYS ACROSS THE GREAT HIMALAYAN RANGE.
AS I A: S UM M ER
COMPARATIVE RELIGION
FOCUS OF INQUIRY
opportunity to trek through stunning mountain valleys, before settling into a homestay with subsistence farmers in the Himalayan foothills. Here we learn the daily
across the Himalayan region all peacefully co-exist in the peaks
rhythms of agricultural life and have the
and valleys of this dynamic country. Nepal’s rich cultural diversity
chance to talk to local people about their
provides a strong foundation for a larger conversation about the
lived experience of pressing global concerns
underpinnings of identity, community, and spirituality.
such as climate change and foreign aid.
Our program weaves a path between rural and urban
30
ISPs
Moving into rural Nepal, we get the
Some never left, and today a multitude of ethnic groups from
environments and different religious communities as we explore
PROGRAM COMPONENT EMPHASIS
HOMESTAY
SINCE ANCIENT TIMES, TRAVELERS, MONKS, MERCHANTS, POETS, ARTISTS, AND WARRIORS
K AT H M A N D U
PATA N
INDIA
AGES
For the comparative religion aspect of this course, we explore the intertwined religions of Hinduism and Buddhism and also go on a short
how ancient traditions can survive in a rapidly developing
meditation retreat, where we have the chance to fully immerse ourselves in monastic
society. During our time in the Kathmandu valley, we meet
life. We learn about the foundations of Buddhist philosophy from a learned monk and
with local activists and experts who share their insights on
participate in a spiritual practice that is both informative and deeply introspective.
Nepal’s history, politics, and culture. They also offer a unique perspective on the socio-political complexities facing
“Nate scored his trip an “11” on a scale of 1-10. He arrived home dirty and smelly, but more
a newly-democratic Nepal, and challenges the 2015 earthquake poses to Nepali society.
mature, thoughtful and with a greater understanding of that part of the world.”
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
— PA R E N T O F N AT E Z U C H E R
RIGHT PAGE Kendall Marianacci
DAYS
DATES
LEFT PAGE Kyle Lee, Photo from Dragons archives
30
LEH
DESCRIPTION
E YA K
AR
D•
•FRO
B O
M
TH
BY LEXI NEESE, STUDENT Nepal Semester
T H E M O U N TA I N S L I F T M E U P Day 7: After rising early, we made the four-hour drive to Helambhu,
I was very nervous that the hike up to Galegaon would be a
a sacred hidden valley in the Himalayas where we would start our
repeat of the first trek. The sun was shining as we set off up the
first trek. We had a dal bhat lunch and set out on our adventure.
hill. When I looked at my watch for the first time, I was surprised
Ten minutes going up a steep stone staircase and my breath was
to find that 45 minutes had passed. My breath was easy and my
labored. I regretted all those days I put off exercise to go out with
mind was clear. I was not only enjoying the beautiful scenery of
friends or watch a movie with my younger sister. I paused to catch
the forests and the mountains, I was able to have conversations
my breath. I can’t do this, I’m not going to make it, I’m not ready
with the people around me. It started to drizzle as we reached
for this, played over and over in my mind, a poisonous thought
the top. Instead of a sad rain, however, it was cleansing and
pattern that rekindled itself whenever the path started to get
transformative, washing away the sweat and dirt of the past few
challenging. I did end up making it to our destination; however,
hours. While encouraging me to keep going on the first trek two
the entire time I was trekking, the noxious record of self-doubt
months ago, my instructor Kristin told me that despite gravity
played in my head, every syllable weighing me down and making
and everything pulling them down, the Himalayas are growing
the trek that much more difficult.
three inches every year. I feel more in touch with the mountains now. Even with the huge boulders, cliffs, and crevices, an
Day 66: On our fifth day in the village of Balamchaur, we decided to take a day hike to the nearby village of Galegaon.
“airiness” pervades them that can be seen and felt in the clouds swirling around the snow-capped peaks. Getting ready to go
A soccer tournament was taking place, and people from
on the next trek, I have found my mantra:
all the nearby villages were gathering for the festivities.
The mountains lift me up.
ASI A: S UM M E R
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
31
“I have to commend your instructors again—all 3 of them were absolutely amazing… They were inspiring and we truly appreciate the positive influence they had on our daughter.” — P A R E N T O F L I LY H I M M E L M A N
NORTH INDIA ROOF OF THE WORLD 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Examine diverse Himalayan cultures, explore Tibetan Buddhist traditions, and trek into the awe-inspiring mountains of Ladakh.
June 28 – July 28 June 28 – August 8
16 – 18 17 – 20
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
TREKKING
COMPARATIVE RELIGION
CHINA LEH
NEPAL DELHI
stay in family homes in tiny villages, sharing
MILES FROM PAKISTAN TO CHINA,
meals and learning about village life, or we
THE HIMALAYAN RANGE BOASTS HALF THE WORLD’S HIGHEST MOUNTAINS. Clinging to the far western flank of the Tibetan
AS I A: S UM M ER
INDIA
32
plateau, jagged peaks and windswept valleys have
pitch tents and sleep outside under the brilliant blanket of stars. The six-week program travels further south into the Himalayan foothills to
largely preserved the local cultures of Ladakh. Our
the Indian state of Himachal Pradesh.
exploration begins close to the regional capital
Upon the Dalai Lama’s escape from Tibet,
of Leh, where we learn language basics, explore
thousands of devout followers settled in
pastoral communities, and acclimatize to the 11,500ft
Dharamsala, the seat of His Holiness’ exiled
elevation. We explore local issues in meetings with
government. Today, Tibetan language, traditional
NGO leaders who share their firsthand experiences
medicine, art, and spirituality are preserved here. It is a
trying to preserve the traditional Ladakhi heritage
place that inspires with stories of struggle and perseverance and a message of hope and
and environment despite shifting cultural, ecological,
compassion. We stay in a Buddhist monastery to better understand the basic tenets of
and economic patterns within the region. We trek deep into glaciated valleys, passing through tiny hamlets as we follow remote herders’ trails. As we pass through some of the world’s most breathtaking mountains, we
Buddhism before moving onto Dharamsala to live with Tibetan refugee families, work in the fields, and attend classes at the Tibetan Institute of Performing Arts. The North India course is a window into diverse Himalayan cultures and landscapes, as the region adapts to both challenging environmental and political climates.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Photos from Dragons archives
TIBE T
PA K I S TA N
STRETCHING MORE THAN 1500
LEFT PAGE Cara Starnbach, Photo from Dragons archives
MANALI
E A S T E R N H I M A L AYA S WEST BENGAL TO SIKKIM 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Experience the mysticism of remote mountain communities: work with local artists and healers, and gain insight into the myriad spiritual traditions of the Eastern Himalaya.
June 28 – July 28
15 – 17 HOMESTAY
DEVELOPMENT STUDIES
ISPs
COMPARATIVE RELIGION
NESTLED DEEP IN THE EASTERN END OF THE
“You gave me such an opportunity this summer, not just to travel to this magical place, but
GREAT HIMALAYAN MOUNTAIN RANGE, WEST
something to hold on to that has sparked a new light, purpose and ambition in my life.”
CHINA BENGAL LEH
AND SIKKIM ARE INDIAN STATES THAT SIT
— B R I G E T T E B A R N AT O
SNUGLY BETWEEN NEPAL AND BHUTAN. The tension between modern influences and traditional values is strikingly apparent TIBET
DELHI
PROGRAM COMPONENT EMPHASIS
N E PAL K AT H M A N D U
L A N G TA N G KANCHENJUNGA GANGTOK KALIMPONG DARJEELING
BHUTAN
apprenticeships with artists, musicians, healers, cultivators,
in this region, as various ethnic groups
and practitioners of Hinduism, Buddhism, and types of
work to safeguard their heritage amidst
shamanism. We delve more deeply into Buddhism
the draw of globalization. Dragons
by sitting in meditation for a short retreat at a
students engage with local communities and explore ancient Buddhist and Hindu traditions,
local monastery, complementing our more theoretical understanding of the religion
gaining insight into the age-old wisdom that has held
with personal practice. Heading further
Himalayan people together for centuries. Our course
into the Himalayas, students witness
begins in northern West Bengal, an area—renowned for
Sikkim’s incredible biodiversity, with day
its fine tea—that serves as an introduction to the cultures
hikes through lush forests with potential
and traditions of the region. Amidst verdant hills of tea waiting to be picked, we learn about the living blend of religious and cultural traditions which rival the beauty of the landscapes. In
views, when monsoon rains abate, of Mount Kanchenjunga, the world’s third highest peak.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
ASI A: S UM M E R
INDIA
Kalimpong, we live with homestay families and work with local mentors, taking up
33
Take three coca leaves between your fingers and bless Pachamama.
34
L AT I N A M E R I C A IS ALIVE WITH THE COLOR OF CHANGING TRADITIONS.
Plant a row of seedlings to ensure next year’s harvest. Crest a 15,000ft pass and give thanks to the Mother Earth. Float by canoe along tropical waterways in the embrace of the jungle. In the folds of the Andes, Quechua communities are learning to cope with the impacts of climate change while staying rooted to traditional ways of life. In Central America, Mayan communities listen to Reggaeton while weaving patterns handed down from centuries past. These landscapes and stories impart valuable lessons about globalization, indigenous identity in our modern world, and natural resource use in some of the most diverse pockets of our planet. Latin America is a land of movers and shakers, of sacred peaks and vibrant community systems, of rhythm and color. Whether you’re interested in learning more about the silver mines in Potosí or the rhythms of marimba in Guatemala, Latin America is a landscape rich with beauty, complexity, and transformation. In Latin America, we are students of community reinventing itself…
are you?
35
G UAT E M A L A S PA N I S H L A N G UAG E I N T E N S I V E 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Investigate issues of social justice amidst Guatemala’s diverse landscapes and communities while improving your Spanish language skills through personalized instruction.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
OUR GUATEMALA COURSE OFFERS THE PERFECT MELD OF INTENSIVE
HOMESTAY
LANGUAGE STUDY
LEARNING SERVICE
FOCUS OF INQUIRY
“We sent our son to Guatemala as a teenager, and he returned as a Spanish-speaking,
LANGUAGE INSTRUCTION, LEARNING SERVICE, AND HANDS-ON EXPERIENTIAL LEARNING. Known as the “land of eternal spring,” Guatemala is
PROGRAM COMPONENT EMPHASIS
thoughtful, sensitive and appreciative young man; a powerful evolution!”
— R O B I N F E L L , PA R E N T
a country where towering volcanoes cradle the rich cultural heritage of the colorful
36
Spanish instructors in personalized one-on-one lessons while engaging in authentic homestays and meaningful community-driven learning service projects.
TIKAL
BELIZE
COBAN TODOS SANTOS
G UATE M A L A
We begin our course in Pachaj, a small mountain
SALVADOR
in weaving and marimba. We then wind our way into the pro-
Guatemala’s second biggest city, Quetzaltenango. In
tains to the community of San Juan
Pachaj, we live with generous homestay families, enjoy
Cotzal. Here we join our homestay
one-on-one Spanish language instruction, and volunteer
families in the fields as they plant
with the Chico Mendes Reforestation Project.
their food staples of beans, corn, and
Institute, we travel to the highland community of EL
volunteer in local schools, and receive instruction
tective folds of the Cuchumantes Moun-
After a three-day trek from Quetzaltenango to Lake
SAN LUCAS TOLIMÁN
language instruction, we meet with shamans and healers, learn traditional cooking,
community nestled in the pine forest outside of
Atitlan and a visit to the Mesoamerican Permaculture
SANTIAGO ATITL A N
challenges definitions of “traditional” and “modern.” While continuing with our Spanish
squash. Our comprehensive journey concludes with a few days in the spectacular colonial capital of Antigua.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Ashley Milligan
travel to remote communities to study under professional
ME XICO
Todos Santos. Hidden in the clouds, Todos Santos is a mystical mountain town that LEFT PAGE Lital Netter-Sweet, Photo from Dragons archives
L AT IN AM ER IC A : SU M MER
and resilient Maya people. Through this lush and textured land we
B
AR
D•
•FRO
E YA K
O
M
TH
B Y H A I L E Y O L C O T T, S T U D E N T Guatemala Program
SAN JUAN LA LAGUNA I HAVE NOW BEEN LIVING IN GUATEMALA FOR A WEEK, AND IT HAS BEEN A TIME FULL OF SURPRISES, CHALLENGING MOMENTS, AND BEAUTY. I remember standing with the other students in front of a group of women who would be our host mothers for the next five days, and I was terrified. What if I said the wrong thing? Or they couldn’t understand me? Although neither my fear of offending someone nor the challenge of a language barrier have disappeared, they have certainly lessened. For the past three days, I have grown accustomed to bucket showers at 7am, followed by a delicious breakfast of eggs and beans, before heading to Spanish classes. The sound of hands slapping tortilla dough has become a familiar noise that is constantly echoing through the house. My eyes have been delighted by the beautiful huipil traditional shirts worn by the women. San Juan is nestled between two beautiful green hills, and right along Lake Atitlan. In all honesty, it is one of the most picturesque places I’ve ever been. We are also taking Spanish classes for four hours every morning. Although I have only attended two classes, I am amazed by how quickly everyone in the group is improving. Each of our teachers is helping us address specific weaknesses in our Spanish, as well as long conversation about public health in Guatemala. This is an opportunity to practice Spanish in an organic way, that is just not possible outside of a Spanish-speaking country. It is hard to capture a culture so different from our own in words. The constant smell of street food lingers in the air, and in the moments when rain is not soaking us all, the sun beats down on the cobblestone streets. But, not only are the sights, smells, and sounds of San Juan different from the US, so are the people. There is a deep rooted generosity and strength in everyone I’ve met here. My host mom, similar to others, is willing to put my comfort and happiness before her own. This astounds and inspires me as I often struggle to even share candy with my brother back home. To many more days of mosquito-bitten legs, walking in the rain, and laughing until it hurts! I continue to look forward to learning more about the history that shaped this beautiful country and explore and learn while I’m here.
LATI N A ME R IC A : S U MM E R
capturing our attention through complex conversations in Spanish I never knew I could carry. During one of our classes, I had an hour
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
37
NICARAGUA COMMUNITY IN ACTION 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Improve your Spanish through daily instruction and learn the history of grassroots activism in some of Central America’s most socially engaged communities.
June 28 – July 28
16 – 18 HOMESTAY
CENTRAL AMERICA, A NARROW STRIP OF LUSH JUNGLES AND FIERY
LANGUAGE STUDY
LEARNING SERVICE
DEVELOPMENT STUDIES
“There have been so many different vibes and opportunities in just one month. I can
VOLCANOES, i s the earth’s most recent major land formation and a melting pot of cultural and biological diversity. At its heart lays Nicaragua, the “land of lakes and
PROGRAM COMPONENT EMPHASIS
safely say that this course is unlike anything I’ve ever experienced.”
—ELLA PEPPER
volcanoes,” and a hotbed for innovative community response to the
38
independent study projects (ISPs), with options
our Nicaragua program allows students to learn directly from
to play music with a local band, act with a
community activists, farmers, and NGOs working for social justice
O COTA L ESTELÍ
and sustainability.
M ATAG A LPA
NICARAGUA
enjoying the warm hospitality of carefully selected homestays.
GRANADA
We then travel to the island of Ometepe, where we summit the Concepcion volcano and visit lush coffee and banana plantations COS TA
RIC A
socially conscious theater troop, learn to cook with a giant adobe oven, or take advantage
Our journey begins in the picturesque colonial city of Esteli, where we deepen our understanding of Spanish language while
MANAGUA
visions for a brighter future. Students dive into
intimate homestays, and exceptional language instruction,
that skirt its base. Moving on to the highlands of Nicaragua, we settle into the hamlet of El Lagartillo for a two-week homestay. Local families invite us into their warm,
of other myriad learning opportunities. In the afternoons, we study Spanish with professional teachers before cooling off in thunderous waterfalls. After heartfelt goodbyes, we travel south for a learning service project with Los Quinchos, an organization that takes children off the streets of Managua. Nicaragua will capture our hearts and minds with its overwhelming hospitality and hopeful visions for the future.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Moriah Kofsky, Photo from Dragons Archives
With an emphasis on community-based learning service,
HONDUR A S
LEÓN
solar-powered homes, share meals and discuss their
LEFT PAGE Photos from Dragons archives
L AT IN AM ER IC A : SU M MER
rapid changes of globalization.
“I looked for a course that would challenge me physically, emotionally, mentally yet still teach me about the world. Well I found it.” —JAMES TEJERA
BOLIVIA SPIRIT OF THE ANDES 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Immerse yourself in the Andes: perform ritual mountain ceremonies, trek over snow-swept passes, and discuss the impacts of climate change with local communities.
June 28 – July 28 June 28 – August 8
17 – 19 17 – 19
KNOWN AS A LAND OF EXTREMES, BOLIVIA IS HOME TO SOME OF THE MOST STAGGERING CULTURAL AND ECOLOGICAL DIVERSITY ON THE language groups, vast mountain ranges,
the dense cloud forests on the edge of
dense Amazonian jungle, and a shifting
the Amazon Basin. Observing striking
socio-political landscape, Bolivia provides
ecological transitions, we discuss
between past and present in the heart of South
CORDILLERA APOLOBAMBA
communities through extended homestays,
S O R ATA L A PA Z COCHABAMBA CORDILLERA REAL
PAR AGUAY
management in one of the most biodiverse pockets of the planet. Our final excursion takes us south to the Uyuni Salt Flats, and otherworldly
with local activists and landscapes
landscape home to unique flora and fauna, aquamarine lagunas, and the largest reserves of
live in a small Quechua farming community. Stu-
lithium on the planet. Summiting an active volcano,
dents enjoy daily Spanish language instruction
we discuss issues of resource use and environmental
at our Program House while learning about the
conservation in one of the most dramatic locales on the planet. For our final days
vibrant history of grassroots mobilization and
together, we settle into a relaxing retreat to reflect on all we've learned about Bolivia's
resistance in the Andes.
grassroots activism and fascinating cultural and environmental diversity.
CHILE ARGENTINA
TREKKING
issues of conservation and resource
focused language study, and direct engagement The course begins in Cochabamba, where we
BOLIVIA
LANGUAGE STUDY
depart on a four-day trek in the snow-capped Cordillera Real range, descending into
America. Students integrate into several local
HOMESTAY
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
LATI N A ME R IC A : S U MM E R
BR A ZIL
RUGGED TRAVEL
Acclimatized to the Andean elevation, we
PLANET. Host to 36 distinct ethnic and
a panorama for students to explore the links
PROGRAM COMPONENT EMPHASIS
39
PERU S AC R E D M O U N TA I N S 4-Week & 6-Week Summer Abroad Programs
30/41 DAYS
DESCRIPTION
DATES
AGES
Celebrate Peru’s unbelievable diversity: paddle the Amazon River Basin in a dugout canoe and live with Quechua families in the heart of the Andes.
June 28 – July 28 June 28 – August 8
15 – 17 16 – 18
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
TREKKING
DEVELOPMENT STUDIES
ECUADOR
TOWERING PEAKS AND STEAMY JUNGLES, OF
A short trek takes us to Machu Picchu, where we quickly
MODERN URBAN CENTERS AND HIDDEN VILLAGES.
skirt the crowds and settle in for a four-day
The radical juxtapositions in landscape and culture
HUARAZ
CHIQUIÁN
of this majestic country are mirrored in the striking
S ATI P O
L AT IN AM ER IC A : SU M MER
LIMA
40
socio-economic disparities that pervade society.
O L L A N TAY TA M B O
MACHU PICCHU CUSCO
PU ERTO MALDO NATO
Students dig into critical development issues by living with families in remote indigenous
BOLIVIA
homestay in the Parque de la Papa. We rise with our homestay siblings, harvest potatoes, herd and milk livestock, and participate in a learning service project led by local leaders.
communities and exploring seldom-visited
By the end of the course
regions of the sacred Andes Mountains
students are equipped with
and lush Amazonian forests.
basic wilderness skills, and a
Our journey begins with a short flight into the heart of the Peruvian Amazon rainforest. A small boat takes us up the Madre de Dios River,
deeper understanding of regional environmental issues and the mysticism of Andean cosmology.
where we learn about forest ecology while listening to a symphony of tropical birds and jungle calls. We meet with local elders who share their hopes and fears about regional
“Q’eros changed something big inside me. What I value has changed;
development initiatives.
so has my definition of happiness.”
We travel overland to Cusco, exploring the relics of Sacsayhuamán and the central
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
—JULIA LOTVINA
RIGHT PAGE Adelaide Nalley, Nathaly Granados
BR A ZIL
Plaza, listening to tales of Incan rulers and the Spanish conquistadors that came before.
LEFT PAGE Photo from Dragons archives, David Haffeman
PERU
PERU, ANCIENT SEAT OF THE INCA IS A LAND OF
COLOMBIA S T O R I E S O F P E AC E & R E S I S TA N C E 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Learn about community approaches to conflict resolution and peace-building, explore cities and mountains, and practice Spanish through the arts, dance, and music.
June 28 – July 28
16 – 18
EXPERIENCE A VIBRANT AND DIVERSE COUNTRY FROM SNOWY
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
DEVELOPMENT STUDIES
Our journey begins in a sub-tropical corridor between the Andes and tropical
ANDEAN PEAKS, RAINFORESTS WITH ENDLESS SHADES OF GREEN,
lowlands, where we partner with a cultural and ecological restoration program
ALPINE WETLANDS THAT PRODUCE WATER AS IF BY MIRACLE, AND THE
that is working on the construction of a giant “forest of peace.” From
COLORS AND RHYTHMS OF THE PACIFIC AND ATLANTIC COASTS. with the many traditions of Colombia’s
there, we transition to our first homestay with Guambiano indigenous families in the western Andes, learning about their relationship with land and nature. In Bogotá, we explore Latin America’s largest city, and practice
indigenous communities, African
Spanish through the arts, dance, and music with
descendants, and people of European
young people’s cultural collectives. We end our
heritage create a fascinating
adventure with a trek to the ancient Lost City
fusion of landscapes, cultures, and
in the Sierra Nevada de Santa Marta, where
identities. The history of conflict and
massive peaks rise up out of the tropical shores of
transformation that Colombia has
the Caribbean to altitudes above 18,000 feet. Our
endured in recent decades, leading to the current Peace Process, offers meaningful lessons around the power of resistance, memory, resilience, and forgiveness in the face of civil conflict.
trajectory connects us to artists and dreamers,
SIERR A NE VADA D E S A NTA M A RTA
VENE ZUEL A
B O G OTÁ
COLOMBIA SAN AGUSTÍN, HUILA
farmers and indigenous leaders, peace builders and musicians, all working to weave together narratives of peace, resistance, and unity for
ECUADOR
their people and nation.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
PERU
LATI N A ME R IC A : S U MM E R
These spectacular backdrops—along
ISPs
41 BR A ZIL
The beat of a djembe. The call to prayer. A warm chuckle as your nene pulls up her chair and serves you another plate of ceebu jen.
42
AFRICA HAS ITS OWN RHYTHM.
Sounds announce our arrival in a new place, and slowly their rhythm reminds us that we’ve landed in Africa. In urban Senegal, you’ll find young entrepreneurs huddled in high-tech co-working spaces just as readily as you’ll stumble upon an open-air market selling fish from the morning haul. Get lost among techni-colored mounds of spices or the snow capped Atlas mountains in Morocco. Find the meaning of biodiversity among the Baobab trees of Madagascar. Whether you’re dancing to the beat of a drum, paddling a pirogue out to sea or sipping black coffee in a souq, there are stories in the lands of our ancestors and wisdom in the echoes of their laughter. Come ready to hear Arabic, French, Wolof, Malagasy… there are stories waiting to be heard. We’re listening…
are you?
43
MADAGASCAR ISLAND OF DIVERSITY 6-Week Summer Abroad Program
AGES
Explore Madagascar’s biological and cultural diversity, economic challenges, environmental conservation efforts, and the stories of the Malagasy people.
June 28 – August 8
16 – 18
A NTA N A N A R I VO AMPEFY
MADAGASCAR
A M BATA M A N G A
MOR ANDAVA
ANTISRABE
R ANOMAFANA PARK
AF R IC A: SUM M ER
ISALO PARK
44
RUGGED TRAVEL
MADAGASCAR: THE EIGHTH CONTINENT.
coast of the Mozambique Channel for our first
Stunningly diverse and colossal in size, more than 80%
homestay. This community is grappling with
of the plant and animal species in Madagascar are not
habit destruction, and local environmental
similarly unique. Over the past 2,000 years, immigrants
activists share a unique perspective on this
have paddled dugout canoes across the Indian Ocean and
global issue.
floated rafts across the Mozambique Channel, blending the influences of Southeast Asia and Africa into a distinct Malagasy narratives of the Malagasy people, as well as the diverse species that inhabit this incredible island.
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
the impacts of overfishing and marine
found anywhere else in the world. The Malagasy people are
identity. Over the course of the summer, we uncover the diverse
PROGRAM COMPONENT EMPHASIS
The rest of our journey takes us on a rugged, winding path through rural homestays and breathtaking landscapes. Whether we’re meeting with policymakers in Antananarivo or looking for chameleons in
Our journey begins in Ampefy, a village nestled in the shadows of a booming waterfall. A short orientation provides the
Andasibe National Park, we come to realize that each creature has a role to play in shaping the future of Madagascar.
foundation for our future travels, as we learn to navigate local transportation, speak with homestay families, and examine the influences of globalization with a more critical eye.
“This trip was incredible. The fact that we fit so much into six weeks and were able to explore so many different aspects of Madagascar from rainforest to beach to sandstone
We journey south to camp in the sandstone canyons of Isalo National Park and search for lemurs in Ranomafana's lush mid-altitude rainforest. Next, we travel to the
canyon was amazing. Everything was an experience. I loved it.”
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
—ELSA BECHU
RIGHT PAGE Cara Lane-Toomey, Gigi Crouch
DAYS
DATES
LEFT PAGE Eloise Schrier, Bella Heffer
41
DESCRIPTION
MOROCCO C R O S S R O A D S O F M O U N TA I N S & C U LT U R E S 4-Week Summer Abroad Programs
30
DAYS
DESCRIPTION
DATES
AGES
From forested mountains to the Sahara desert, explore the languages, faiths, and cultures that make up the western-most outpost of the Arab world.
June 28 – July 28
16 – 19
WANDERING THROUGH A MOROCCAN SOUQ (MARKET PLACE), FRAMED BY THE ANCIENT WALLS OF CITY MEDINAS, YOU ARE SURE TO THINK THAT YOU HAVE ENTERED ANOTHER ERA. Hiking along ancient trade routes and current nomadic enclaves, we experience a Morocco that few travelers encounter.
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
COMPARATIVE RELIGION
“The rural homestay taught me the most. I learned so much in terms of spoken and comprehensive language, Moroccan culture and way of life, and friendship and hospitality. I also learned a lot about myself, as I was surprised I was able to thrive so well in an environment I never could have imagined myself being in.” —JACKSON KENNA
Our time in remote villages immerses students in Morocco’s unrivaled hospitality; families welcome us as kin and our tea cups are never left empty. Throughout the country we
we come to see how religion and culture unite indigenous provides us wonderful opportunities to learn about
budding Arabic language skills.
the history and tradition of this, often mystical, Muslim
In the imperial cities of Fes and
culture. Whether outside an intricately decorated mosque in
Marrakesh, the sounds of people
Casablanca or walking an unpaved road in a quiet mountain
bargaining in Arabic fill our ears as
town, we often hear the call to prayer, and are reminded
the smells of exotic spices fill your
five times a day that among the vastly disparate lives of
nose. Yet only a few hours hike takes us out of the cities and to a village of peaceful mud huts in the mountains.
SPAIN
Amazigh and Arab peoples. Our time in Morocco
Morocco’s people, Islamic culture, faith, and devotion continue to bring families and communities together as it has for over 1300 years.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
FES CASABLANCA MIDDLE ATL A S M O U NTA I N S
ESSAOUIRA MARRAKESH
H I G H ATL A S M O U NTA I N S
MOROCCO
AF R IC A : S U MM E R
engage with locals using our
Though Morocco shows us a land of great differences,
45
B
AR
D•
•FRO
E YA K
O
M
TH
BY ZANDRA CAMPBELL, STUDENT Dragons Princeton Bridge Year Senegal
SOME THOUGHTS ON RELIGION A WEEK AGO, AS I POSTULATED BEFORE ALLAH IN A SUFI SERVICE FOR TABASKI (A CELEBRATION OF THE SACRIFICE OF ISHMAEL), TEARS ROLLED DOWN MY CHEEKS. The tears surprised me, but I soon recognized that I was crying because the practitioners’ prayer was so beautiful, and they were so united, and I wasn’t a part of it. Their faith in Allah connected them, and I felt that, despite my love for Judaism, my disbelief in a god isolated me from that community experience. Afterwards, the group conversed about their faiths, and members of my team expressed that although they did not subscribe to Islam, joining in the prayer connected them both to their own faiths and the community. My sadness deepened; everyone’s faith seemed to be such a part of that community experience that I so desperately craved. I felt that I must be missing out on some of the world’s joy, but you can’t force yourself to believe in something, right? Later on in the day, however, I was playing with all the children as they helped sacrifices the rams. We were laughing and taking selfies, and they begged me to pick them up and spin them around again and again until I grew so dizzy, I could barely stand. I realized that not sharing the same religion or even the same god didn’t mean I couldn’t take part in the community. Even going through the seemingly empty motions of a prayer that didn’t mean anything to me at face value, we shared something. We were sharing an experience—the sun on our faces, the feeling of the plastic woven mat under our knees, and the feeling of jàmm (peace). We were connected through these moments in the universe that we share. Faith in a god can be a beautiful thing, but it isn’t some magic ingredient for joy—you don’t need faith to do good or be connected to Senegal gives me hospitality. On our last night in Dene, the spiritual community in which we stayed during Tabaski, the community sang the national anthem of the United States in Wolof for us. I was so touched, I teared up again. With or without God, the world is an amazing place. Statistically, the chances of our own existences are so infinitesimally small, and the chances of that many people equally as improbable of existing as I should come together and stand in that circle around that bonfire is practically impossible. Yet there we were, and that’s miraculous.
Visit the Yak Board for course reflections from Dragons students past and present at 46
YA K.WHER ETHER EB EDR AGON S.COM
LEFT PAGE Elke Schmidt
AF R IC A: S U MM ER
threw a goodbye party for us. We danced around a bonfire singing in Wolof, and to close the night, one of the woman of Dene
RIGHT PAGE Angelica Calabrese, Nicos Christou
people. And in any case, I do have faith. I have faith in people to be and do good. The teranga (spirit of hospitality) pervasive through
SENEGAL IN THE SHADE OF THE BAOBAB TREE 4-Week Summer Abroad Program
30
DAYS
DESCRIPTION
DATES
AGES
Discover true generosity: live with Senegalese families, learn drum and dance, find yourself immersed in a new worldview.
June 28 – July 28
15 – 17
M A U R aI Tnew A N Icraft, A
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
SAINT LOUIS DENE DAKAR
YOU NEVER KNOW WHAT MIGHT HAPPEN NDEM THIES
IN SENEGAL. Enter a fortuneteller’s hut and ask
SENEGAL TA M BACO U N DA
TEMANTO SAMBA KOLDA KEDOUGOU
GUINE A
MALI
“The trip did an amazing job of giving us the right direction, but not holding our hands all the time like many other programs out there. I have developed as an individual,
a question about your future. Spin and dance with
as a global citizen, and as a contributing member of a community.”
Sufi mystics. Discover fluent Spanish speakers on
—MICHAEL FORTENBERRY
a mangrove island. Speak with a young man preparing to cross the Strait of Gibraltar to find work
trees turn into lush, green forest. We trek through the foothills of
in Spain. This country is a collision of influences:
the Fouta mountains, visiting Pulaar villages, traditional
French, Islamic, African, and increasingly, American and Chinese. Renowned for its hospitality and tolerance,
We come to rest for a week of homestays, where students live in a traditional thatched-hut
Our journey begins along the sandy shores of Dene, a
family compound. Students spend the day as
community located just outside of Dakar. Here we learn
locals do, working in the fields, milking cows,
cultural norms, study comparative religion, practice
partaking in drumming and dance lessons,
greetings in Wolof and French, explore colorful markets, dance and drum with local teachers, and begin to examine issues surrounding the term ‘development.’ This week
and listening to village meetings. As we sink into the rhythm of Senegalese
sets the stage for an in-depth exploration of issues related to public health, gender,
life, we see that the tradition of teranga (the
education, social justice, and human migration.
culture of giving) offers us many lessons about
Heading south, we watch the flat desert landscape scattered with ancient baobab
community and the web of connections we share.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
AF R IC A : S U MM E R
Senegal makes room for all.
healers, and environmental activists along the way.
47
Take a breath. Listen for the rhythm of your own steps.
48
GAP YEAR SEMESTERS CAN TURN THE WORLD INTO A CLASSROOM.
Beyond well-worn routines, discovery of new perspectives awaits. You might find it from a snow capped peak in the Andes or from a sleepy fishing village in Laos. You could be inspired by your first meditation retreat in the Himalayas or by an impromptu drum circle in Senegal. This is your time to wake up. To reconnect with curiosity. To find joy. To use your voice. To consider critical issues and be optimistic about cross-cultural solutions. It doesn’t take a classroom to be a student…
are you ready for the world to teach you?
49
RUSSIA
MONGOLIA
BEIJING
CHINA
CHINA
XI’AN
XIAHE
CHENGDU
SOUTH OF THE CLOUDS
KUNMING
NDIA
3-Month Gap Year Program
83
DAYS
DESCRIPTION
DATES
AGES
Improve your Mandarin, practice a traditional Chinese art form, and explore ethnic minority communities throughout China.
Sept 15 – Dec 6 February 12 – May 6
17 – 22 17 – 22
CHINA. FEW COUNTRIES EVOKE THE SAME CURIOSITY AND INTENSE FASCINATION. Our semester in China does more than introduce the contemporary China that is seen in the country’s burgeoning cities; our course takes us among
PROGRAM COMPONENT EMPHASIS
HOMESTAY
LANGUAGE STUDY
DEVELOPMENT STUDIES
ISPs
"Some of the best most impactful and enjoyable [memories] were actually unplanned or even unintended. They just happened on the road or were bumps along that road, and those are probably the ones which leave the biggest impressions." —ROBERT BURNS
this country’s diverse peoples and cultures and across lesser visited urban and rural landscapes. Inventive travel experiences are balanced with a strong language
50
Building on all we've learned and experienced in Kunming, we begin
Kunming—located southeast of the Tibetan Plateau—is our home for six weeks of
travel through China's western
the program. This “city of eternal spring” is the capital of China’s Yunnan Province; an
corridor with unique itineraries
ideal location from which we explore Han Chinese/minority relations, economic reforms
each semester that may take
and development, environmental concerns, and China’s rich history. Through guest-
us through Guizhou, Sichuan,
lectures, discussions, and mentored community-engagement, we explore traditional
Qinghai, Ningxia, or Gansu
Chinese approaches to healing, cooking, exercise, art, and music. While in Kunming,
Provinces. With a broad
students live independently with Chinese host families, many of whom represent the
curriculum and an itinerary
“new middle class” within contemporary society. At the Dragons Program House, we
designed to explore the variety
gather for Chinese language study, work on Independent Study Projects, hear from
this country has to offer, our
visiting scholars, and cook traditional meals with fresh foods purchased at the local
semester program offers an
market.
unparalleled overview of China today. Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Sampor Burke, Emma Hoffman
GA P Y E AR SE MEST ER
history and economic development, society, and cultural traditions.
LEFT PAGE Parker Pflaum, From the Dragons archives
curriculum and a comprehensive, inter-disciplinary exploration of modern Chinese
KUNMING
CHINA
XISHUANGBANA
VIETNAM LUANG PRABANG
LAOS
MEKONG
VIENTIANE
THAILAND
T I B E TA N P L AT E A U T O T H E H E A R T O F S O U T H E A S T A S I A
BANGKOK
3-Month Gap Year Program
CAMBODIA K R AT I E
PHNOM PENH
83
DAYS
DESCRIPTION
DATES
AGES
Examine issues of transboundary resource management within Asia’s largest river basin, explore diverse belief systems, and participate in community driven learning service.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
FROM ITS SACRED HEADWATERS IN THE TIBETAN PLATEAU, THE
mines leftover from the US' Secret War. We enter rural
MEKONG RIVER FLOWS 4,800-KM TOWARDS THE SOUTH CHINA SEA,
home-stays on the idyllic river island of Don Dohn,
CLEAVING A BOUNDARY BETWEEN MYANMAR, LAOS, AND THAILAND.
relaxing into “Laos time” as we prepare for the
To the Tibetans, the Upper Mekong is a powerful spiritual entity. To the Chinese, the
final leg of our journey.
river is a means of economic development. By focusing on the interdependency of
In Cambodia, we learn about the ancient
people and the natural world, The Mekong Semester examines how the demand for
Angkor empire and the tumultuous history of a
electricity and anthropocentric needs are causing irreparable damage to delicate
region ravaged by war that is once again at the
ecosystems and traditional ways of life.
forefront of development work We meet with
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
NGOs in Phnom Penh and stay with communities
Tibetan Buddhist landscapes and examine the impacts of China’s controversial
living on the banks of the sacred river. Near the
mega-dam projects. In border villages, we explore transnational trade, ASEAN, and
mouth of the Mekong Delta, we reflect on the
China’s impact on the cultural integrity and economic security of the Greater Mekong
long-term health of the river ecosystem and bring our
Sub-region.
great journey to a close.
Crossing into Laos, we explore the province of Luang Namtha on treks beneath the jungle canopy and travel through some of the most remote regions in Southeast Asia,
“Dragons strengths are in the authenticity of where they go, what they choose to do and
where cross-border trade and a booming ecotourism industry are contributing to rapid
see, where they stay and how the participants are involved along the way. Dragons does
modernization and environmental degradation. In Vientiane, we turn our focus towards
not just lead students by their hands and guide them, they let them figure things out.”
public health initiatives, visiting an international NGO working to clear unexploded W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
— PA R E N T S O F N I T S A P L AT I S
GA P Y E AR S EM E STE R
Our journey begins in China’s Yunnan Province where we trek through sacred
HOMESTAY
51
CHINA
M A N DA L AY
M YA N M A R K ALAW
LAOS
M YA N M A R TRADITIONS & TRANSITIONS 3-Month Gap Year Program
MAWLAMYINE
THAILAND
83
DAYS
DESCRIPTION
DATES
AGES
Witness democracy in action. Meet with international development experts, volunteer at the largest monastic school, and engage with the rich cultural heritage of Myanmar.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
LEARNING SERVICE
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
to promote ours.” After soaking in the majesty of this Great Dagon Stupa, we hop
THE BARK OF THE THANAKA PLANT AS A NATURAL SUNSCREEN. In 2011,
on a train for to Bagan, the ancient temple complex in the north, for orientation. We
after fifty years under a repressive military dictatorship, the country opened to the
begin lessons in introductory Burmese, Theravada Buddhist traditions, regional power
semester program have the opportunity to explore a complex culture, greatly untouched by Western influences.
GA P Y E AR SE MEST ER
RUGGED TRAVEL
IN MYANMAR, MEN STILL WEAR TRADITIONAL LONGYI AND WOMEN USE
international community. Students on this unique
52
PROGRAM COMPONENT EMPHASIS
Together, we explore themes
structures, and the dazzling complexity of Myanmar's ethnic, historical, and political landscape. The next few weeks find us visiting the great Mount Popa for a short trek and our first encounter with devout Theravada Buddhism. Following a rural homestay in the village of Atar, we travel to Mandalay where students spend five weeks living and
related to cultural preservation,
learning at the largest monastic school in the country. Here we continue our focus on
economic development, and
learning service by volunteering in small groups according to interest and paired with
political transition as they
Burmese students to foster meaningful exchange.
relate to the shifting faces of Myanmar. We begin our voyage at the tranquil Shewdagon Pagoda, where Nobel Peace Prize winner Aung San Suu Kyi once asked the world to, “Please use your liberty
After a visit to Shan state for a gorgeous trek through the highlands, students spend the final weeks of the course directing their own travels, perhaps into the Irrawaddy Delta or a journey to Karen state. Concluding the course in Yangon, we see the country through the eyes of merchants, entrepreneurs, and young activists who aim to redefine the way the word sees their country. Over the course of three months, students on our Southeast Asia Semester build core competencies as global citizens and discover community-led models for societal change.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Aaron Slosberg
YA N G O N
LEFT PAGE Xenia Octavia Viragh, Danny Wood
BAGAN
CHINA
MANADO
BORNEO
INDONESIA
LUWUK
TA N A TO R A JA
MOROWALI KENDARI
MAKASSAR
C O M M U N I T Y, C U LT U R E & C O N S E R VA T I O N
WA K ATO B I
3-Month Gap Year Program
INDONESIA UBUD, BALI
AUSTRALIA DESCRIPTION
83
DAYS
Experience the majesty of the most diverse archipelago on Earth: live with a remote jungle tribe, spearfish with sea nomads, and discuss conservation initiatives with local experts.
DATES
AGES
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
SPANNING FROM MALAYSIA TO AUSTRALIA, WITH OVER 17,000
mangrove ecosystems, and look at the nuances
EQUATORIAL ISLANDS, Indonesia hosts the world’s highest level of biodiversity
of environmental conservation.
and one of the richest cultural tapestries on earth. Our program begins in Yogyakarta,
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
FOCUS OF INQUIRY
islands famous as a source of nutmeg and
have been for centuries. With our Program House as a base, students engage in arts
cloves. Featuring dramatic volcanic formations
study, language instruction, and topical discussions on the course’s themes of cultural
draped in luxuriant vegetation and uninhabited
and religious diversity, creative expression, ecology and environmental protection, all
islands wrapped in white sand beaches, the
while living with carefully selected homestay families.
Bandas boast incredible marine diversity and a fascinating history at the center of the spice trade. We return to Yogyakarta to conclude a course that is
coffee production, hike spectacular volcanoes, explore topics in spiritual plurality, and
rugged and comprehensive, and that introduces students to some
develop a deeper understanding of traditional farming.
of the most significant ecological, cultural and geo-political conversations of our time.
We then travel to the southeastern archipelago of Wakatobi, an extraordinary National Marine Park and home to the Bajau people (also known as “sea nomads”). Staying in the stilted bamboo huts of Sampela, students learn about Bajau culture,
“Each place we went to and family I stayed with showed me something about life. Swimming with dolphins in the Bandas. Spear fishing in Sampela. Playing soccer in
practices, and religion. We snorkel world-class coral reefs, learn from host fathers
Langa. Playing gamelan in Java. There were so many impactful and enjoyable activities.”
how to fish with spears and nets, attend indigenous ceremonies, visit endangered
— W I L L I A M D U FA U LT
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
mysterious Bandas, a small group of volcanic
orchestra), Javanese dance, and shadow puppetry are studied and performed as they
From Java, we head east to the island of Flores where students live in the pastoral
RUGGED TRAVEL
Heading east we may travel to the
on the island of Java. In this center for arts and culture, ritual crafts of gamelan (bronze
village of Langa. Here students stay with generous homestay families, learn about
PROGRAM COMPONENT EMPHASIS
53
CHINA
EH
N E PA L
TIBET N E PAL
LHI
K AT H M A N D U
L A N G TA N G KANCHENJUNGA GANGTOK KALIMPONG DARJEELING
BHUTAN
H I M A L AYA N S T U D I E S 3-Month Gap Year Program
INDIA
83
DAYS
DESCRIPTION
DATES
AGES
Experience the mysticism of the Himalayas: trek on the roof of the world, study traditional arts with local masters. Live in a farming village, and sit for a Buddhist meditation retreat.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
THE HIMALAYAS. SINCE TIME IMMEMORIAL, THESE COLOSSAL PEAKS WITH THEIR VAST WEB OF RUGGED, ISOLATED VALLEYS AND DISTINCT ETHNIC GROUPS HAVE DRAWN ONLY THE MOST INTREPID TRAVELERS
PROGRAM COMPONENT EMPHASIS
HOMESTAY
TREKKING
DEVELOPMENT STUDIES
COMPARATIVE RELIGION
"I learned how to harvest barley, milk cows, and sort flax seed. I learned about Ayurvedic healing and took a jungle hike to find herbs. I had private lessons on the Bhagavad Gita. I witnessed the true meaning of community and felt a deep connection to humanity.”
FROM DISTANT LANDS. Through rural and urban homestays, a retreat in a Buddhist
—ISABELLE GRANT
monastery, high mountain trekking, learning service, and independent study, Dragons
54
deep roots in a mystical land. Our Himalaya Semester is based in the
a range of concepts in Buddhism and Hinduism and how these blend and co-exist in a beautiful patchwork. From academic discourse to hands-on study, students find areas of personal interest to explore during our time in Kathmandu. Bronze casting, jewelry making, stone carving, thangka (Buddhist iconography) painting, and music are just
Kathmandu Valley, an ancient crossroads
a few of the apprenticeship opportunities available. Students critically reflect on their
and melting pot of Himalayan peoples.
place in the world through exploring concepts of service, visiting grassroots develop-
While living with host families and
ment projects, or participating in the daily workings of an ashram.
studying Nepali language, students
From Kathmandu we hike into the foothills of the Himalaya to explore rural Nepali
meet with local scholars and activists
village life. We settle into a calmer pace of agrarian life, living simply while learning
and learn about Nepal’s history, poli-
about subsistence living. We also venture high into the Himalayas for an unforgettable
tics, and culture. The study of spiritual traditions is a central component of our Himalaya semester, introducing students to
trek amid the earth’s tallest mountains. Hiking over high elevation passes, we enjoy several weeks of active exploration through one of the most ruggedly beautiful and dramatic areas on earth.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Photo from Dragons archives, Stew Motta
GA P Y E AR SE MEST ER
encountering ancient spiritual traditions with
LEFT PAGE Maria Xu, Scott Diekema
Himalaya students explore this remarkable region,
CHINA LEH
TIBE T
A K I S TA N
NEPAL
DELHI
INDIA
VAR ANASI C A LC U T TA
INDIA
H I M A L AYA S T O T H E G A N G E S R I V E R 3-Month Gap Year Program
83
DAYS
DESCRIPTION
DATES
AGES
Immerse yourself in the rich fabric of Indian life: meditate beneath the Bodhi tree, deconstruct the term "caste," and become a new family member in India’s holiest city.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
BASED IN VARANASI, THE CITY OF LIGHT, OUR INDIA SEMESTER
artisans. Daily language classes in Hindi
IMMERSES STUDENTS IN AN INTENSELY THRIVING COMMUNITY BUILT
not only help students communicate
ALONG THE BANKS OF THE GANGES RIVER. Among the most sacred cities in
with Indian hosts, but with mentors
India, Varanasi is a melting pot of ancient tradition, modern commerce, and spiritual
of community service projects
exploration.
sponsored by schools, clinics, and
Depending on the season, we either begin or end our course with a mountain trek deep into the Indian Himalayas. To communicate the breadth and depth of Indian
PROGRAM COMPONENT EMPHASIS
HOMESTAY
ISPs
COMPARATIVE RELIGION
environmental organizations. Independent Study Projects are a core component of
Calcutta, Agra and the Taj Mahal, and Bodhgaya. However, it is our extended stay in
Dragons India semester, giving
Varanasi that frames this course, providing students a deep cultural encounter that
students the chance to master
encompasses extended homestays, yoga instruction, artist internships, ISPs, and
new and useful skills, develop a fresh
learning service work. In Varanasi, students see Hindus walk through dawn light for a
perspective on historical and social
ritual dip in their cherished Ganges, and also learn from the communities of Buddhists,
issues, and practice traditional Indian art
Jains, Muslims, Sikhs, and other devout people who live and practice in this holiest of
forms. While engaging in these studies, students
holy cities.
also have the chance to explore some of the subcontinent's most venerated and least-known places. From a trip to the Bodhi Tree and Temple at Bodhgaya, where the
ourselves. Students live with welcoming families whose members might include world-
Buddha attained enlightenment, to traditional local villages rarely visited by Westerners,
renowned sitar and tabla players, traditional doctors, university professors, or local
students witness what it means to live in India in the 21st-century.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
culture and the complexities of the modern Indian State, we embark on trips to Delhi,
It is in this inspirational celebration of life and transformation that we immerse
FOCUS OF INQUIRY
55
BELIZE
G UAT E M A L A
NICARAGUA
G UAT E M A L A & N I C A R AG UA S PA N I S H L A N G UAG E A N D G R A S S R O OT S AC T I V I S M
CO S TA R I C A
PANAMA
83
DAYS
3-Month Gap Year Program
DESCRIPTION
DATES
AGES
Build Spanish language fluency, examine grassroots political activism, and enjoy a hands-in-the-dirt approach to understanding culture and community.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
GA P Y E AR SE MEST ER
CENTRAL AMERICA: A NARROW STRIP OF LUSH JUNGLES AND FIERY
56
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
LEARNING SERVICE
We move to Nicaragua, where communities
VOLCANOES, UNITES TWO MASSIVE CONTINENTS AND SPLITS THE
have long relied on local solutions to social
WORLD'S LARGEST OCEANS. Rising out of the sea this causeway of cultures and
and environmental challenges. In the
ecological diversity is an explosion of rapid biological and cultural change. Today the
face of political strife and rapid
countries of Central America continue their historic legacy of adaptation, responding
globalization, these communities
to environmental and social challenges with innovative communal strategies. The
have joined together to devise
Guatemala and Nicaragua Semester approaches indigenous culture and collective life
creative and revolutionary
through extended rural homestays, personalized language study, work on communal
responses in the form of radical
farms, and a participatory examination of land-use and grassroots activism.
social movements, progressive
In the western highlands of Guatemala, over eighty percent of the population
PROGRAM COMPONENT EMPHASIS
organizations, and innovative
is indigenous Maya who maintain a legacy of rich cultural survival and community
technologies. While living
strength in the face of diverse external pressures. Living with indigenous families,
in homes with local farmers
working the fields, and learning Spanish, we begin our semester with an experiential
and continuing with Spanish
understanding of Mesoamerican culture and the legacy of conquest and resistance that
instruction, students learn about
has played out here for hundreds of years. Herbal healers, weavers, and community
the revolution, participate in local
leaders share their arts and experiences while conversations with local NGOs working
agricultural co-ops, partake in the
in human rights, community health, and development provide opportunities to get
annual coffee harvest and meet some of the
involved in contemporary struggles for continuity and change in Guatemalan society.
friendliest folk in this part of the world.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Reed Harwood
E L S A LVA D O R
LEFT PAGE Charlotte Boyden, Juancho Galich
HONDURAS
E YA K
AR
D•
•FRO
B O
M
TH
BY CAROLINE FENELON, STUDENT Guatemala & Nicaragua Semester
A NEW VIEW ON SERVICE CHOOSING TO DEFER FROM COLLEGE AND TAKE A GAP YEAR IS A MAJOR
the construction of the latrine, we helped where we could—from mixing cement to
ABNORMALITY FROM WHERE I COME FROM. The situation was prompting
carrying rocks—all while taking detailed notes. We were not imposing our building
questions upon questions: What is a gap year? What do you mean you are not going
techniques on the locals. No, they were teaching us.
to college next year? What will you be doing?
The reason why we spent that week learning was actually so we could later act as
How do you begin to explain a Dragons course to anyone? I told these people that I
a bridge. Luis, a few weeks prior, had received a call from the leader of a women’s
would be living in homestays in Nicaragua, El Salvador, and Guatemala and learning
weaving cooperative who inquired on how to get into contact with IMAP to learn
Spanish. Then, I would pause for their reaction: Wouldn’t you be taking Spanish classes
how to build a solar composting latrine. It hit Luis—why not have our group use the
in college? “Well, yes, but I will also be volunteering.” With that word, “volunteering,”
skills learned working at IMAP to construct a latrine with the weaving co-op? That is
the doubter’s face would light up with a more approving expression of understanding.
exactly what we did.
I was always hesitant to throw around that word (volunteering) because I deliberately
Though those two weeks ended up being focused on construction, or what many
did not choose a program that’s main focus was service. Yet it was as though because
would label as “service,” in reality, we were working and learning side by side our
I was traveling to developing countries, everyone expected me to volunteer—like if I
Guatemalan friends doing what we could to act as a bridge—transmitting information
was not going to volunteer, I was doing something wrong, being selfish.
from one local institute to another one that had asked for it.
When I recall the past three months, I do not immediately think of volunteer work.
It all made me start to think about how I am going to
Instead, I remember being welcomed with open arms into families’ homes; I remember
explain the past three months when I return
studying Spanish in a thirty-six family town; I remember learning so much about local
home. I could boil the adventure down
cultures and life in general from the many characters we met along the journey.
“volunteer work” has been vastly different from what might be imagined. We did not come into a town with the mentality that we were there to help and teach the “less fortunate” how to construct “superior” buildings or live in a “better” way. For example, in our first “service” oriented week, we partnered with IMAP (the MesoAmerican Permaculture Institute), a Guatemalan-founded and run organization, to learn how to construct a solar composting latrine. While our friends at IMAP led
impressed. But the lessons I have learned, and relationships I have formed, go so much deeper. So no, these past three months have not revolved around service work, and I am not ashamed of it.
GA P Y E AR S EM E STE R
We have encountered this legendary “service” element on this course; yet the
to being described simply as service work; people would probably be
Visit the Yak Board for course reflections from Dragons students past and present at YA K.WHER ETHER EB EDR AGON S.COM
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BR A ZIL
PERU CUSCO CORDILLERA APOLOBAMBA
SOUTH AMERICA
PUNO S O R ATA L A PA Z COCHABAMBA
ANDES & AMAZON 3-Month Gap Year Program
CORDILLERA REAL
BOLIVIA
CHILE
83
DAYS
DESCRIPTION
DATES
AGES
Examine social movements and environmental conservation efforts in the mountains and jungles of Bolivia and Peru.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
INDIGENOUS WOMEN IN COLORFUL FLOWING SKIRTS. THREE COCA LEAVES PRESSED TOGETHER FOR PACHAMAMA. Fresh snow on a ridge of the
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
TREKKING
DEVELOPMENT STUDIES
"The most wholesome, frustrating, nourishing, enriching program. This journey came full circle, and the experiences we had on our own, as a group and within Bolivia and Peru
Cordillera Apolobamba. Gold miners bent over trays alongside the Madre de Dios…
seemed to be exactly what we all needed. I would not change a thing.” — F A R I D A H N D I AY E
These scenes all speak to the many walks of life in Bolivia and Peru. Whether it’s a
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this display of democracy in action, we strike
the Andes & Amazon semester have the opportunity to learn about issues of social
out on our first trek, circling up at night to
justice and environmental activism, while the warm culture of ayni (reciprocity) makes
discuss the impacts of climate change
them feel at home throughout their journey.
as we witness glaciers receding before
The semester begins in the agricultural town of Tiquipaya in Central Bolivia. Here,
our eyes.
students live with local families, largely of Quechua descent, and settle into the rhythms
In Peru, we re-trace ancient Incan
of daily life. Our time is characterized by intensive Spanish instruction, exposure to local
trekking routes to Machu Picchu, and
activists in Cochabamba, and independent study projects (ISPs). This first month lays
venture into the Amazon basin where
the foundation for our future travels, helping students develop critical language and
we listen to indigenous leaders recount
leadership skills. Ready for the next challenge, we set off for the twin cities of La Paz
the impacts of natural resource extraction
and El Alto, dramatic urban centers that sit above 13,000 feet amidst the snow-capped
on their communities. Descending deep
peaks of the Cordillera Real. Here we partner with Teatro Trono, a local theater group
into the Amazon, we conclude amidst the calls
that empowers youth to engage with issues of social justice on stage. Charged up by
of birds and shadows of virgin rainforests.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Steven Gu
that resonates from this sacred land seeps into every aspect of daily life. Students on
LEFT PAGE Grace Powell, Julianne Chandler
GA P Y E AR SE MEST ER
remnant of the Spanish empire or a tribute to Aymara gods, the magic and mysticism
AMBANJA
MAHAJANGA
MADAGASCAR
A NTA N A N A R I VO AMPEFY
MADAGASCAR
A M BATA M A N G A
MOR ANDAVA
ANTISRABE
C U LT U R A L & E C O L O G I C A L D I V E R S I T Y
R ANOMAFANA PARK
3-Month Gap Year Program
ISALO PARK
83
DAYS
DESCRIPTION
DATES
AGES
Study endangered landscapes and cultures, witness the competing interests of economic development, and discover the natural wonders of the "8th continent."
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
SET APART FROM THE AFRICAN CONTINENT, MADAGASCAR IS THE
production while working alongside
FOURTH-LARGEST AND ONE OF THE MOST BIOLOGICALLY DIVERSE
local farmers.
ISLANDS IN THE WORLD. Historical and geographic isolation have made
taxi-brousse, through the candlelight
nowhere else on earth.
of family dinners, or under the canopy
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
of a lush rainforest; our semester exposes us to the stories that make Mad-
surveys alongside wildlife researchers. We learn about lemurs, an endangered primate
agascar a place unlike any other. Alone at
well-known for their catlike faces, large ears, and playful sounds and behaviors.
the bottom of the Indian ocean lies a beautiful and wild island waiting to be explored.
homestay families and exploring the natural wonders of tsingy (limestone pinnacles) and the Avenue of the Baobabs. After watching the dancing shadows of the majestic baobab trees at sunrise, we travel north to a quiet highland village near the capital. Electricity is rare and time passes quickly as we spend our days with families tending to daily needs: planting crops, fetching sticks for cooking, or washing clothes in the river. Even further north, on red dusty roads of the desert, we arrive in a place where the
“The most powerful aspects of the course were, to me, incredibly small and simple things... These moments are what make Dragons special because I know that in order to really experience these simple and profound things, one needs to... step out of the ideal and into the real. Open your mind and let go of the previous, secondhand judgments. Let go of convenience and complaints. Stop taking everything for granted. Open your mind and
rainforest touches the coast and the scent of vanilla fills the air where we spend the final
listen and look and let everything wash over you. Push yourself to the edge but not over it.”
weeks of the program volunteering in local villages and learning about cacao and vanilla
— AV A W E I L A N D
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
tems. We trek in two of the country’s most famous national parks and conduct animal
In the eastern region of the country, we practice the Malagasy language with
RUGGED TRAVEL
From the bumpy back seat of a
Madagascar a place where almost all of what you see, hear, and do are possible Early on in the program, we set out to explore some of the country’s unique ecosys-
PROGRAM COMPONENT EMPHASIS
59
SPAIN
FEZ
MOROCCO
H I G H ATL A S M O U NTA I N S MARRAKESH
MOROCCO
A N C I E N T C I T I E S T O T H E AT L A S M O U N TA I N S 3-Month Gap Year Program
ALG ERIA
83
DAYS
DESCRIPTION
DATES
AGES
From forested mountains to the Sahara desert, study the languages, faiths, and diversity of culture that make up the western-most outpost of the Arab world.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
LANGUAGE STUDY
COMPARATIVE RELIGION
ISLAMIC ART AND DIVERSE TRADITIONS COMBINE IN THE ENCHANTING
"Jennifer loved everything about the group, the instructors, the people of Morocco and
CITIES WHOSE VERY NAMES STRIKE COLORFUL CHORDS IN THE IMAGI-
Morocco... It opened her mind about what she would like to do with her life...”
NATION: CASABLANCA, MARRAKESH, AND FES. Within and beyond the city
— S A N D R A L E M U S , PA R E N T O F J E N N I F E R L E M U S
walls we explore incredible sites, tastes, and experiences, accessible only to the intrepid opportunity to explore philosophical and political Islam,
60
as well as progressive approaches to gender issues and ethnic diversity. Our journey
youth and elders, urban and rural dwellers, Arabs and indigenous tribes, farmers and
will allow us to compare the vastly
academics. Through rugged travel and authentic interactions, we examine the dominate
different rural and urban Moroccan
issues of this diverse society standing at the crossroads of Middle Eastern, African, and
lifestyles, as well as see first hand the
European cultures.
varying degrees to which history
We stay with urban families in cool cinder-block buildings and indigenous families
and religion impact daily duties,
in warm mud-homes, we help host communities with daily activities, travel through
culture, and understanding of the
striking natural settings, and walk through an endless series of canyons in search of
world beyond Morocco. In the
the opportunity to camp alongside nomadic families. Our time in urban environments
western-most outpost of the Arabic
and remote villages immerses us in Morocco’s unrivaled hospitality, as people
world, we explore a culture which will
welcome us as kin and our cups are never left wanting for sweet mint tea. In a world
embrace us at every opportunity with
where understanding Islam becomes increasingly relevant, we are given the unique
its famed hospitality and kindness.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
RIGHT PAGE Elke Schmidt, Anastasia Maranto
GA P Y E AR SE MEST ER
We travel through the most ecologically diverse country in North Africa. Buses and pack animals help us wind through the great diversity of people who make up Morocco:
LEFT PAGE Cara Lane-Toomey, Ami Li
traveler fueled by a curious spirit.
M AU R I TA N I A
SAINT LOUIS
DAKAR THIES
SENEGAL
WEST AFRICA
TA M B ACO U N DA
KOLDA KEDOUGOU
RHYTHMS OF SENEGAL 3-Month Gap Year Program
LABE
GUINEA
83
DAYS
DESCRIPTION
DATES
AGES
From peanut farming villages to mangrove islands, explore contemporary issues of West Africa while delving into the arts in a culture renowned for its generosity and hospitality.
Sept 15 – Dec 6 February 7 – May 1
17 – 22 17 – 22
"Amazing and transformative! Eve learned so much about global issues.... She became sensitized to how people live outside the US and the challenges they face. All this learning and growing took place within a joyful, warm and welcoming environment." — PA R E N T S O F E V E S T E I N
PROGRAM COMPONENT EMPHASIS
RUGGED TRAVEL
HOMESTAY
DEVELOPMENT STUDIES
FOCUS OF INQUIRY
language skills at the market, in service work, and with the community. Casting off in a pirogue (a Senegalese fishing boat), the group sails to an island community in the where students are
AS YOU WALK DOWN THE STREET IN SENEGAL, PEOPLE GREET YOU WITH
welcomed by host families. We serve
THE WORD “PEACE” AND STRANGERS INVITE YOU INTO THEIR HOMES
alongside a local women’s cooperative to replant mangroves and camp on nearby islands, catching fish for our dinner and
when hundreds of people stop to worship on the city’s sidewalks. Senegal’s famous
keeping our eyes peeled for the dolphins,
hospitality, called “teranga,” is in the air from the moment we set foot on the sandy
manatees, and flamingos that call this
streets of Dakar.
unique environment home. Returning to the
The semester takes us from the French colonial outpost of St. Louis, to the
mainland, our feet carry us to breathtaking
fast-paced capital of Dakar, all the way to a Sufi Islamic coastal village on a white
waterfalls and plateaus, where we speak with local
sand stretch of beach. Students on this semester stay almost exclusively with local
environmental activists and explore the home of some
families and have the opportunity to meet with leaders, traditional healers, regional
of West Africa’s last chimpanzees.
development specialists, and other experts in West African history, geography, and philosophy. Students study Wolof and French throughout the semester, using their new
We conclude in an artist enclave perched on rocky cliffs above the sea, leaving with stories we carry with us, and continue to tell, for years to come.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
GA P Y E AR S EM E STE R
FOR A CUP OF TEA. It's a country of contrasts where new development occurs beside centuries-old traditions. The Muslim call to prayer sounds five times a day
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B E YO N D S U M M E R & G A P P R O G R A M S T H E R E A R E M A N Y WAYS TO B E CO M E A D R AG O N Dragons offers other types of programs. Whether you are a parent, teacher, college student, or business leader, Dragons has opportunities for inspired community engagement, facilitated experiential learning, and intentional cross-cultural travel. Here are a few ways to go Where There Be Dragons...
62
FOR EDUCATORS
FOR ADULTS
FOR PARTNERS
COLLEGE STUDY ABROAD
E x p a n d yo u r P ra c t i c e
I g n i te y o u r I m a g i n a t i o n
Develop your Vision
Enhance your Learning
Educator Programs—for faculty and
For adults seeking to engage in the poetry
For institutions seeking to enhance
Dragons offers College Study Abroad
administrators—immerse participants
and magic of our global community, Dragons
and deepen their work in cross-cultural
Semesters that combine hands-on
in hands-on exploration of the critical
offers unique and authentic travel experiences
leadership and programming, Dragons
experiential learning with excellence in
issues of our time. Working alongside
in the world’s most intriguing locales. In
offers customized services in consulting,
academic course-work in partnership with
an intimate cohort of innovative and
the context of rich and contrasting cultural
training, and program development.
Naropa University. Dragons curriculum
inspired colleagues, these four to 14-day
realities, participants of all ages have the
Through 25-years of experience building
brings academic learning to the next
experiences offer the best in professional
opportunity to step away from the rhythms of
entrepreneurial leadership teams, we have
level by weaving mentorship throughout
development for cross-cultural education.
daily routines to find deeper meaning within
developed tested tools and processes for
adventurous and dynamic learning
Through homestays, collaborative work
their own lives. On an Adult Program, you
bringing together diverse leadership styles
experiences. Our targeted curriculum
in communities, workshops and exchange
can expect to learn from the same program
and visions into more inspired, aligned,
offers four courses allowing students to
with local experts, participants build
components and travel philosophy that are
and collaborative teams. Dragons unique
take a regular semester course load. By
meaningful relationships, bringing to life
hallmarks of our student programming.
approach to cross-cultural education
complementing formal academics with
classroom curriculum back home while
We offer expertly guided adventures that
translates into the world of academics,
our innovative approach to cross-cultural
learning intentional program design,
inspire participants to profoundly connect
business, and leadership development
education, Dragons offers the most holistic
risk management, and ethical
with the beauty and struggle that define our
to offer more inspired visions for
and inspiring College Study Abroad
community engagement.
collective human experience.
success and collaboration.
programming available.
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
F O R PA R E N T S N OT E S O N S A F E T Y, R E P U TAT I O N , A N D R I S K M A N AG E M E N T If you are a parent who wants reassurance, a student researching programs, or anyone interested in what’s behind our industry leading reputation, here are some important facts:
D R AG O N S H A S 2 5 + Y E A R S O F I N T E R N AT I O N A L R I S K
S C H O O L S A N D U N I V E R S I T I E S C H O O S E D R AG O N S .
M A N AG E M E N T E X P E R I E N C E .
Dragons has collaborated to design custom programming for Princeton University, The
Over a quarter-century we’ve built Risk Management systems and regional contacts that
Thacher School, Milton Academy, and Carleton College, among others. To see a full list of
help us navigate a wide-range of challenges—from dog bites to lost passports to political
the 50+ schools and universities that have partnered with Dragons and read testimonials,
instability. We have long-standing relationships with International SOS, key locally-based
visit the Partners Section of our website.
safety and security officials, and a global network of health care professionals. With Administrators based domestically and internationally, our support team—with acute
E T H I C S A N D S U S TA I N A B I L I T Y M AT T E R T O U S .
attention to the safety and security of our participants—is on-call 24/7 while students are
Administratively, Dragons is B-Corp Certified to meet rigorous standards of social and
in the field.
environmental performance, accountability, and transparency. In the field, Dragons practices a paradigm shift away from “voluntourism” towards “learning service” models
O U R I N S T R U C T O R S A R E E X P E R I E N C E D, C A R E E R
that promote community sustainability and participant humility. Dragons has a Community
PROFESSIONALS.
Grant Fund that returns financial support to the places that so generously welcome our
Typically, when a Dragons instructor team heads into the field they collectively represent
participants.
multiple languages, ten or more years of in-country experience, and years managing student groups abroad. Dragons Instructors average 30+ years in age. Most Dragons
T H E E X P E R I E N C E I S I N VA L U A B L E .
instructors work with us for over three years and some veteran staff have been with us
No one can explain it better than someone who knows personally. We welcome the
for over 10 years. Every instructor team has Wilderness First Aid/Responder, or higher,
opportunity to put you in touch with other alumni parents or participants to hear about
medical certifications. When needed, Instructors call on their linguistic fluency, local
their experiences firsthand.
contacts, and regional expertise to deftly navigate unexpected issues.
A N OT E O N R I S K . WE TRAIN THE TRAINERS.
We challenge our students, both physically and emotionally. Our job is to help students
Dragons has been leading trainings on best practices in international programming for
embrace those challenges while navigating the associated risks safely, professionally, and
outside faculty, schools, and organizations since 2009. Additionally, we facilitate a 2-week
transparently. There are risks inherent to travel, which families should carefully consider
training focused on wilderness risk management, innovative education practices, and
prior to choosing a program. Please carefully read our Participant Agreements for further
cross-cultural communication for our field staff. This keeps our Instructor community up-
details. If you have questions about Dragons safety and security policies, please don’t
to-date with the highest standards in international experiential education. We’ve trained
hesitate to contact us. We would be more than happy to discuss the finer points of our
over 1,000 Dragons Instructors and stewarded over 300,000 “in-field” participant days,
Risk Management systems with you.
contributing to our industry leading reputation for quality staff.
W W W.W H E R E T H E R E B E D R A G O N S . C O M / S T U D E N T S
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M E E T A F E W O F O U R I N S T R U C TO R S D R AG O N S I N S T R U C TO R S A R E AT T H E CO R E O F O U R I N T E R N AT I O N A L P R O G R A M M I N G . They are experienced educators. They are community builders. They are activists. Dragons Instructors have spent an average of 4+ years living abroad, and when they’ve chosen to pause within a single community, they’ve gained the skills to return there as international ambassadors, helping bridge the distance between students and communities on the other side of the world. We feel honored to work with this incredible community of educators. We hope you’ll take a moment to get to know them.
Shuier Zhang China
Uttara Pant India
Shuier's parents have been Dragons homestay parents for over a decade in Yunnan. She spent the last 10 years studying in the London area, where she works as a professional translator and interpreter. She loves using her language fluency to bridge cultures and facilitate communication. When she is not leading Dragons students or working on translation projects, Shuier works as a freelance art journalist, writing about art exhibitions in London for publishers in China.
Uttara’s love for the mountains began in the Palani Hills of India. Here, among eucalyptus trees and bison, she attended an international boarding school with students from around the world. Moving to the US, she attended Sarah Lawrence and Harvard Universities while focusing her studies on psychology, geography, and development economics. After graduation, she found her way to SECMOL, an alternative school in the remote Himalayan communities of North India, and later worked at Navdanya, an India based NGO working to preserve traditional agricultural methods through seed banks and advocacy for women farmers’ rights.
Luke Hein China
Ming Jiu Li China, Southeast Asia
Luke spent his senior year of high school living in China and never looked back. Since then, he’s explored the nuances of Chinese culture by interviewing migrant workers, interning at CNN, teaching English and traveling by foot, bus, plane, train, horse, and tractor through rural and urban China. Luke is especially fascinated by the country’s regional diversity and the rural-urban divide; his article, “Who Are the Migrants?” appears in FROMzine. Luke epitomizes the idea of life-long learning, and when he’s not instructing for Dragons, he’s working hard to compile a book of Chinese short stories and stay sharp on a slew of stringed instruments.
Ming was born in southwest China, but spent most of his youth in Singapore. After finishing high school, and two years of mandatory military service, Ming moved to North Carolina where he obtained his engineering degree from Duke University while working on issues of gender and social justice with the Women’s Center. Ming has led over 5 courses in China and Southeast Asia with Dragons. As an educator, he is guided by Simone Weil’s quote that “attention is the rarest and purest form of generosity.”
Sarah Bolasevich China, Bhutan
Rita Suwantari Indonesia
Sarah is a humanist at heart. She began studying the human process of “makingmeaning” of the world as an undergraduate student, and it has since led her on a wild path, from Kathmandu to Lhasa to the base of Mt. Kailash, delving deep into the tenets of Tibetan Buddhism. Sarah currently speaks five languages, and has built a base of Asia-specific expertise through her work as a teacher’s assistant for SIT Nepal, and later as a graduate student at Harvard Divinity.
Rita was born and raised in Yogyakarta, Indonesia. She is the youngest of 9 children and currently lives with 13 of her family members. In her words, “It is amazing! I love to be in a crowd.” On course, everyone benefits from her easygoing nature and innate compassion; and traveling with 12 students is nothing new. Rita got her start as a guide with ViaVia, a Belgian travel company and after 15 years in the industry, we were lucky enough to harness her talents as an experiential educator. Rita is an invaluable mentor, graciously helping students and instructors unpack the intricacies of Indonesian culture.
Anna McKeon Cambodia
Caitlin McKimmy North India
Anna left university intending to be an actress and singer in London’s West End, but ended up working on social change initiatives in Cambodia. Anna's experiences along the way have given her a unique skill set that she finds particularly useful for introducing young people to new cultures, challenges, and perspectives as they explore the world and their own identity. Now a freelance communications consultant based in Phnom Penh, Anna spends most of her time working for the Better Volunteering, Better Care initiative, advocating against volunteering in orphanages and promoting ethical and responsible volunteering alternatives.
Caitlin once found the word “Dragons” spelled out in stones at the crest of a high mountain pass in North India. Intrigued, Caitlin tracked us down, and has since led courses in the Himalayas and the Andes. Caitlin speaks Tibetan, Hindi and Spanish. She has lived in a Buddhist monastery in central India, taught English in Northeast Tibet, interviewed Sri Lankan forest hermits about love, and worked with the Tibetan community in exile to understand their conception of “Buddhist Ecology.” Caitlin believes that the upheaval of conscientious travel can unearth something inexpressibly rich within us.
M.Sc. in Translation Studies, University of Edinburgh M.A. in Interpreting and Translation, University of Westminster
B.A. English, Minor in Asian Studies, Auburn University
B.A. Religious Studies and Multidisciplinary Studies, Stonehill College M.T.S. South Asian Religious Traditions, Harvard Divinity School
M.A. University of Cambridge: English Literature P.G.Dip GSA Conservatoire, Musical Theatre
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B.A. Liberal Arts, Sarah Lawrence College M.A. International Education Policy, Harvard
B.S.E. Environmental Engineering, Duke University
B.A. in English, Sanata Dharma University, Yogyakarta, Indonesia
B.A. in Religion and Neuroscience, Carleton College M.T.S. in Buddhist Studies, Harvard Divinity School
Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
Japhy Dhungana Nepal
Irene Platarrueda Latin America
Japhy speaks five languages, and always has a difficult time answering the question: “Where are you from?” Raised in Nepal, Japhy spent his childhood exploring the Himalayas and dreaming of exploration and adventure in distant places like California. As a teenager, he immigrated to inner-city Los Angeles with his family, setting the stage for a dramatic cross-cultural education. After completing his undergraduate studies, he rode his beloved bicycle, “Bucephalus,” from his mother’s front door in the US all the way to Tierra del Fuego, Patagonia. Japhy is an accomplished alpinist and rock climber.
Irene spent her early childhood in the Colombian Amazon forest where her mother worked with indigenous communities. Later, her family moved to the shores of Lago Atitlan in Guatemala. As she grew up, Irene came to believe that the real richness of our planet lies in the diversity of the human experience. Irene has since worked with the United Nations Development Program on a joint peacebuilding initiative with the Colombian government. Irene is committed to holistic community building, and works with Dragons students to help them realize the fullness of their potential.
Thinlas Chorol North India
Richard Brown Latin America
Thinlas is the founder of the Ladakhi Women’s Travel Company, the first travel company in Ladakh to be solely owned and operated by women. A strong advocate for eco-friendly, community-based tourism, Thinlas helps both Dragons students and local developers understand the interconnected nature of natural resources and human development. Thinlas is incredibly accomplished— voted the Vellore Institute of Technology’s “Person of the Year” in 2015 for her contributions to the female job market in Ladakh—and we feel privileged to work with such a strong female role model on our North India programs.
Born in South Africa to a journalist and a diplomat, Rich has lived in Guatemala since 2013. After graduating from Columbia, he worked with miners and activists in rural Appalachia to combat mountaintop removal coal mining. Rich is an editor and journalist for EntreMundos, a bilingual magazine in Guatemala focused on human rights and social development issues. Rich is just as passionate about identifying bird and plant species as he is about fostering intercultural dialogue.
Claire Bennett Southeast Asia, Himalayas
Micah LeMasters Madagascar, Indonesia
Claire is driven by a passion for global equality and social justice. She first ventured to Asia as a volunteer in Nepal and later returned to found a rural development organization, PHASE. Since then, she has spent time volunteering in Cambodia, coordinating regional strategy for “global education” within the UK school system, and facilitating Global Youth Action—a global work project for disadvantaged youth. Claire is an incurable optimist and has boundless energy – mainly fueled by caffeine from her British tea-drinking habit. She’s currently writing a book on the value of learning service, instructing courses for Dragons, and working as a freelance development consultant.
Micah first traveled outside of the US after buying a plane ticket to London on a whim. Immediately falling in love with the idea of ‘other’, he spent a year living in Australia studying Aboriginal history and Australian literature. After several backpacking trips through Europe and the US, Micah joined the Peace Corps in Madagascar, where he taught high school, conducted adult literacy classes, and worked with the World Wildlife Federation. He then enrolled in a Master’s course where he studied the implications and effects of multi-modal literacies, cultural nuance and language on educational processes and experiences.
B.A. Summa Cum Laude, with Honors in Anthropology from the University of California Los Angeles.
B.A. from Jammu University
B.A. in Socio Cultural Anthropology from the National University of Colombia
B.A. Anthropology, Columbia University
M.A. History, University of Cambridge
Luis Alvarado Latin America, Himalayas
B.A. Spanish Language and Literature, B.A. Fine Arts, Truman State University Inspired by the intact cultures of the Mayan people of Mesoamerica, Luis has spent several years living, working and learning in Central America. Over time, he developed an interest in regenerative agriculture and traditional healing. Since beginning work with Dragons in 2011, Luis has explored those interests in further flung reaches of the world, including Nepal and India where he developed a deep and abiding interest in the traditional spiritual and healing practices of South Asia. Luis currently works for Dragons in a number of capacities while continuing to pursue his passions in language, music, and health.
Juan Salvador Galich Guatemala
B.A. with honors, American history/English, University of Indianapolis M.S.ed, Literacy, Language and Culture studies from Indiana University
Babacar Mbaye Senegal It takes a wise man to know one, and sometimes it feels hard to quantify all that Babacar brings to a Dragons program. Babacar is an educator at heart, and has worked as an English teacher in Senegal since 1997 after receiving his MA in English. Babacar has been working with Dragons since 2006, first supporting Dragons summer courses and more recently moving into a full-time position with our Princeton Bridge Year program. Although students see Babacar as their fearless leader, he maintains that he is first and foremost a student of their unique perspective and wisdom.
Sidonie Emerande Madagascar
Proud of being the son of artists and a true nature lover, ‘Juancho’ has worked as a professional guide and educator in Antigua Guatemala for over 10 years. When he is not climbing volcanoes or guiding film crews on adventures, he is collaborating on musical projects with local and international artists. Juancho discovered the beauty of Guatemala through his passion for mountain biking and outdoor adventures, and was inspired to work as a local activist campaigning to help support communities as they endeavored to preserve nature and improve their lives. Juancho is a trained chef who traveled and lived in the U.S. for two years before following his heart back to Guatemala—where he continues to pursue a lifestyle that is deeply connected to the natural landscape.
B.A. Applied Linguistics in Language Teaching M.A. Studies in Civilization on Gender/Social Issues, Antananarivo University Growing up in Madagascar, Sidonie moved around the country for her parents’ work. At 19, she participated in an international exchange program that sparked her passion for exploration and adventure. She started her teaching journey with Peace Corps in Madagascar as a Malagasy language and cross cultural facilitator. Sidonie’s work with Peace Corps allowed her to collaborate with US volunteers, NGOs, and local authorities. Sidonie is also a lover of languages and speaks Malagasy, English, French, German, and passable Arabic and Spanish.
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W H AT C A N I H O P E TO TA K E HOME FROM THIS EXPERIENCE? A CO M M O N Q U E S T I O N , A N SW E R E D BY O U R PA R T I C I PA N T S
“I was challenged. I became more confident. I became more inspired. We had incredible discussions. I learned about a new culture which in turn made me think critically about myself and my own life. I reevaluated my values and I think I am now a more loving, compassionate, understanding, curious, and inspired person.” —EL WILLIAMS, SOUTH AMERICA SEMESTER “Before my Dragons course, I knew I was passionate about global engagement, but had no idea how to translate that internal drive into action. After my course, I felt as if
“The community from which I come has shaped many of my views, mannerisms, and perspectives; while this is generally okay, such a cloistered outlook on the world
I gained the confidence, courage and support to get out into the world—whether that
inevitably leads to a lack of perspective concerning the lives, thoughts, and struggles
meant becoming involved in a club at my school, as a volunteer in my local community,
of people around the world. Exposure to Moroccan people, in all their differences
or with the issues of a country far from home.”
compared to Americans, radically changed my worldview. Meeting Muslims daily and
—OLIVIA SOTIRCHOS, NORTH INDIA PROGRAM
having informative conversations about their faith changed the way in which I view religion.”
“I no longer get impatient in lines in the grocery stores or complain about the long wait
—BRETT COHEN, MOROCCO PROGRAM
for my coffee. My world is bigger now, and my town feels smaller. I feel a little more caged in—not a great feeling, but I know that it will push me to keep on getting out of my comfort zone and keep traveling.”
“I’ve started meditating daily since I got home, and have been keeping a gratitude journal I write in every few days. When it is so easy to get swept away in the chaos of
— K AT E C A N N I N G , M A D A G A S C A R P R O G R A M
my senior year of high school, filled with college applications, difficult classes, family responsibilities, friends, and everything else, I have found that my experiences abroad
“I learned about resource extraction, the lives of indigenous tribes in the Amazon, Andean spirituality and music, and about my fellow Dragons who made
have become a grounding force.” — S I LV A N A M O N T A G U , S I K K I M P R O G R A M
my experience truly unforgettable. But the greatest effect that Through reflection, Peru taught me more about my role in the world as a global citizen, my role with my peers, and about who I want to be.” — W I L L L e VA N , P E R U PROGRAM
“My time in Indonesia has allowed me to act, advocate, and lead by example for friends and family about world issues I really care about. Even three years later, I think about my homestays, instructors, and friends from the trip all the time. It ignited a passion for global environmental and social justice causing me to choose my specific majors and minors at school (Environmental Studies, Sociology, and International Development). My semester in Indonesia gave me so much direction for who I want to be.” — C R I S S Y M C C A R T H Y, I N D O N E S I A S E M E S T E R
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Q U E S T I O N S ? G I V E U S A C A L L AT 3 0 3 . 4 1 3 . 0 8 2 2
PHOTO Rebecca Winslow
my experience had on me was my perspective on myself.
S O W H AT N O W ?
NEXT STEPS
THE SEARCH FOR A PERFECT SUMMER OR SEMESTER P R O G R A M S TA R T S W I T H A S K I N G G O O D Q U E S T I O N S .
VISIT OUR WEBSITE Visit Dragons website to see photos, videos, more specific program descriptions, and read participant reflections from the field via our Yak
Here are some for you to consider (and ask of different providers) as you do your research:
Board. If you have questions while exploring our site, just send a message to us via Live Chat.
»» How many years have you been running international programming? SPEAK WITH DRAGONS STAFF
»» What is your ratio of instructors to students?
Give us a call! We love hearing from prospective students and
»» What are the typical professional qualifications and ages of your field staff? »» Do your field staff speak the local languages and have extensive in-country experience?
parents. Our staff is ready to answer any question, no matter how big or small. And we’re always happy to put you in touch with alumni students for their perspective on specific programs.
»» How many of your staff return year after year?
SCHEDULE A HOME VISIT We have Dragons instructors touring the country and meeting with
»» What type of trainings do you provide your field staff?
prospective students and families. Connecting in-person is a great way to hear about programs and find out if Dragons is right for you.
»» How do your mitigate and respond to risks on course? »» How are your programs and itineraries designed?
READY TO JOIN US?
»» How do you approach the theme of “service” and manage the dangers of “voluntourism”?
Don't wait too long. Our most popular summer and semester programs generally start to fill up 3-6 months before departure. Students
»» How do you ensure the sustainability of your programming with local communities?
are admitted on a first-come, first-serve basis, so get in touch to hold
»» How do you help students apply what they've learned abroad after they return home?
remaining on a specific program.
your place on a program. Or check our website for updates on the spots
To hear our responses to these questions, and more, give us a call!
WHERE THERE BE DRAGONS ON INSTAGRAM
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APPLY ONLINE
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INTERVIEW
FINANCIAL AID Any student that demonstrates reasonable financial need is eligible to apply for financial aid. When awarding financial aid, we look for applicants who are curious, driven, and ready to fully engage with communities around the world.
Follow us on Facebook for community news and reflections, photos, and videos from around the world. facebook.com/WhereThereBeDragons
Approximately 20% of our students go abroad with some level of financial assistance each year. Check out our website to find out more.
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MAPMAKERS ONCE DREW DRAGONS TO REPRESENT LANDS UNKNOWN. BOLD EXPLORERS WHO VENTURED BEYOND THE MAP’S EDGE WERE SAID TO GO
“ where there be dragons ”… There are people who live their lives for adventure, exploration and knowledge… people who are willing to venture into the unknown for the sake of discovery. For those people, we offer incredible experiences. We hope you are one of them.
RUGGED TRAVEL
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PHONE: 303.413.0822 | EMAIL: INFO@WHERETHEREBEDRAGONS.COM | FAX: 303.413.0857 3200 Carbon Place #102, Boulder, CO 80301
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