Global Service Learning in Bolivia
As the departure date for our international trip approaches and as I pack my bags, I find myself reflecting on the journey of this course so far. The transition from theory-based learning in the classroom to practical, hands-on learning that we will be undertaking in Cochabamba excites me. We are no longer just reading about service learning; we are about to step into a completely different cultural and operational environment and apply what we learned in class.
For this Global Service Learning project, I am working with CEOLI, a non-profit school for disabled children located in Cochabamba, Bolivia. They serve a vital role in their local community, providing support for approximately 50 children and adolescents with physical and intellectual disabilities. This localized, targeted support is absolutely essential in a region where public resources for special education and accessible infrastructure can be severely limited. My initial impression of CEOLI is one of immense admiration for their holistic approach and against-all-odds mentality. They are not simply addressing immediate educational needs; their stated mission strives for the “complete educational, social, and labor inclusion” of the youth they serve. In a world where individuals with disabilities are often marginalized and unfortunately an afterthought, CEOLI goes a step further by working directly with families and local communities to change societal perceptions and stigmas.
Our Scope
The scope of the project I am conducting is highly structured and focuses on long-term capacity building rather than short-term fixes. The primary objectives are broken down into four key deliverables. First, I am tasked with assessing and procuring essential equipment to enhance CEOLI’s educational capacity, with a target of acquiring at least 90% of the identified needs. Second, I am curating professional development resources, specifically identifying a minimum of five free or low-cost training opportunities focused on early childhood education and disability support strategies for the CEOLI staff. Third, I am working to establish active network connections between CEOLI and at least three relevant student-based or professional networks in the United States to foster ongoing collaboration. Finally, all of this will culminate in a comprehensive final report and presentation.
In-Country Team Goals and Possible Cultural Issues
When I land in Cochabamba for the on-site work portion of the program, my primary hope is to continue to execute an efficient and effective workflow. My team and I are scheduled to present our deliverables directly to our client contacts, Ronald and Ariel. However, my team’s goal is not simply to present to them, but to gather their honest feedback on-site. We want to use that feedback to make necessary, real-time revisions to the deliverables. This collaborative iteration process is crucial, as a deliverable is only successful if the client adopts it. And a deliverable can only be adopted if it is tailored to suit the specific needs of the client, particularly for a specialized client such as CEOLI.
If there is one cultural norm of the host country that I anticipate being a significant challenge to conducting business, it is the fundamental difference in how our two cultures approach time, efficiency, and relationship-building. In the United States, professional environments are often highly transactional. We are conditioned to operate on strict agendas, prioritize rapid deliverables, and separate personal lives from professional tasks. Based on my understanding of Bolivian business culture from our group presentation as well as some excerpts I read from the Culture Smart book, business in Bolivia is deeply relational as opposed to transactional. Trust and personal connection must be firmly established before meaningful, productive work can truly begin, and I hope my team and I achieve this aspect with no issues.
Impactful Course Readings
Two specific readings have profoundly impacted my approach to this course and my personal development. The first is the case study Conflict Management, and it completely reframed how I view group dynamics and my own role within them. It is easy to assume that a team without visible conflict is a successful one, but the research clearly shows that some teams that prioritize equality and harmony at the expense of performance often fail to reach their potential. This reading made me realize that my team must actively use the principle of equity, rather than equality, to allocate tasks. We also should not fear conflict, as that is the way we will become stronger as a team.
The second incredibly impactful reading was Points of Discomfort: Reflections on Power and Partnerships in International Service-Learning by Sharpe and Dear. The authors reflect on the “agitated interactions” they experienced in Cuba, confronting the uncomfortable truth that well-meaning service-learners can often inadvertently adopt a harmful “tourist gaze” that reinforces power asymmetries. The story of the students eagerly digging up a school courtyard without proper communication or direction simply to fulfill their own “desire to serve” was sad to read about. However, I am extremely confident that my team and I will not be responsible for any actions that could be similar to the story from the reading. Furthermore, the critique of the concept of “reciprocity” forced me to re-evaluate the entire foundation of service-learning. Reciprocity often implies a transactional balance that masks power imbalances. The authors suggest striving for “solidarity,” which means that we recognize our shared values and work alongside our partners to dismantle the inequalities that necessitate the service in the first place. Solidarity is a fascinating new way to look at service in general. In a way, it is the antithesis to the transactional American business culture that I am used to. I hope to implement solidarity in my work not only with CEOLI but with other organizations I collaborate with in the future.
Final Thoughts
As I wrap up my packing for Cochabamba, I feel genuine excitement for my professional responsibilities and the experiences I will gain. This project is not a vacation, nor is it a simple academic exercise to be graded and forgotten. It represents an opportunity to bridge the gap between abstract academic theory and tangible global impact. I am ready to learn from the incredible staff at CEOLI and leave with more information to develop solutions that support their mission of inclusion.