GSL Bolivia

By: Preston Vissotski

As my departure for Bolivia approaches, I have been reflecting on how this course has progressed from classroom discussions to a real-world experience. What began as theoretical learning about service and global engagement is now transitioning into practical, hands-on work in Cochabamba. This shift is exciting because my classmates and I will soon apply what we have learned in a new cultural environment while working directly with a community organization.

For this Global Service-Learning project, I am partnered with CEOLI, a nonprofit school in Cochabamba that serves children and adolescents with physical and intellectual disabilities. The organization supports roughly fifty students and provides educational, social, and developmental services. My impression of CEOLI is overwhelmingly positive. The organization appears deeply committed to the well-being and long-term success of the students it serves. Rather than focusing only on short-term educational needs, CEOLI aims to promote full educational, social, and workforce inclusion for people with disabilities. In a region where public support for special education and accessible infrastructure can be limited, organizations like CEOLI play a critical role in ensuring that children with disabilities have opportunities to learn, grow, and participate fully in society. Their work also extends beyond the classroom by engaging families and communities in order to challenge stigma and reshape perceptions surrounding disability.

The scope of my project focuses on strengthening CEOLI’s long-term capacity rather than providing temporary solutions. My work is structured around four main deliverables. First, I will assess the organization’s equipment needs and help procure essential materials that improve the school’s educational capacity, with the goal of obtaining at least 90 percent of the items identified. Second, I am compiling professional development resources for staff members, identifying at least five free or low-cost training opportunities related to early childhood education and disability support strategies. Third, I will work to connect CEOLI with at least three relevant student or professional networks in the United States in order to build relationships that may support future collaboration. Finally, all of this work will be summarized in a comprehensive final report and presentation for the organization.

During the international portion of the program in Cochabamba, my team hopes to present these deliverables directly to our client contacts, Ronald and Ariel, and gather their feedback in person. Our goal is not simply to deliver a finished product but to collaborate with them and refine our work based on their insights. By receiving real-time feedback, we can adjust our recommendations to better align with the organization’s actual needs. Ultimately, our team hopes that our work will be useful enough that CEOLI adopts and continues using the resources and connections we provide.

One cultural difference that may present a challenge is the way time, efficiency, and professional relationships are approached. In many professional settings in the United States, business interactions tend to be highly structured and task-oriented. Meetings are often tightly scheduled, and there is a strong emphasis on efficiency and immediate results. From what I have learned about Bolivian business culture, relationships and trust are often prioritized before formal work discussions begin. Building personal connections is an important part of conducting business effectively. This difference may require my team and me to adjust our expectations regarding timelines and communication styles. However, it also presents an opportunity to better understand the value of relationship-building and collaboration.

Several class discussions and readings have significantly influenced how I approach this project. One of the most impactful readings for me was the case study on conflict management. It challenged my previous belief that successful teams avoid conflict entirely. Instead, the reading demonstrated that constructive disagreement can actually strengthen a team and improve outcomes. It also introduced the concept of equity rather than equality when assigning responsibilities. This perspective encouraged me to think more intentionally about how teams allocate work based on individual strengths.

Another reading that strongly influenced my perspective was Points of Discomfort: Reflections on Power and Partnerships in International Service-Learning by Sharpe and Dear. The authors describe how well-intentioned service-learning projects can unintentionally reinforce power imbalances between visiting students and host communities. Their discussion of the “tourist gaze” made me think more critically about how service work should be approached. Rather than focusing on the desire to help or complete a project, it is important to prioritize communication with community partners and ensure that their voices guide the work being done. The authors also introduced the idea of solidarity instead of reciprocity. While reciprocity suggests a balanced exchange, solidarity emphasizes shared goals and working alongside community partners to address deeper structural inequalities. This idea has shaped how I think about my role in this project and how I hope to engage with the staff at CEOLI.

Overall, as I prepare for the trip, I feel both excited and motivated by the opportunity ahead. This experience represents more than just a class assignment; it is a chance to apply academic knowledge in a real-world context while learning from a community with different perspectives and experiences. I hope that my team can contribute meaningful support to CEOLI while also gaining a deeper understanding of international collaboration, cultural awareness, and responsible service.