Organizing the MOI Library and Other Post-Project Reflections

Eloa and I with a portion of the new books we’ve purchased for the collection.


Last week, our Live It! Project at the Mid-Continent Oceanographic Institute (MOI) continued as we labeled over 1,000 books that were already in their collection. 1,000! Eloa and I spent many hours pulling off old labels, putting on new colored labels that correspond to three age level categories, and putting on new labels that indicate the book is MOI property. Green stickers indicate kindergarten through 3rd grade reading level, yellow stickers indicate 4th through 7th grade, and blue stickers indicate 8th through 12th grade. Once all of the books are labeled, we organized them on the shelves in alphabetical order by the author’s last name. We’ve finished two out of the three different sections of the library, and it’s really exciting to see the progress we’ve made over the past couple of weeks.

My main role in the project is to research and buy the new books we’re adding to their collection. My goal is for the vast majority of books I purchase to contain protagonists of color and plots that embody the experiences of the students that MOI serves. I’ve found everything from picture books about kids who have recently immigrated to the U.S. to teen novels about what it’s like to be a Muslim girl growing up and finding love in a culture that’s different from her parents. It’s been a fun process to research and explore the genre of multicultural children’s literature, which is definitely something I was not well-versed in prior to this project! By the end of the project, we will have purchased around 100 new books for MOI’s library. The library is now more accessible to the students (books for kindergarteners are no longer on the highest shelf of a bookcase) and students will be able to check out and take books home for the first time.

As J-Term and our project come to a close, I’ve been reflecting on the overall experience. It’s interesting to look back at the original list of possible books to purchase I made back in December before I had spent much time at MOI or had conversations with the people who work there. Just being in the space and overhearing what kind of things the MOI staff were saying about their students was when I learned the most about what is at the heart of what MOI does. They believe that kids are silly and creative and full of limitless potential when given the chance. With that in mind, I tried to choose books that would foster that creativity and love of learning. I have loved working with MOI and it’s been immensely rewarding to be able to use my time and resources as a Macalester student to fulfill a need that this organization would not have been able to meet on their own. I’ve decided to start volunteering with MOI’s after-school tutoring program this semester, and I’m excited to see the long-term impact of our project as the students explore their new library.


The newly labeled and organized 4th-7th grade section of the library!

The cataloging marathon and book buying frenzy


In our project we are organizing the library at the Mid-Continent Oceanographic Institute (MOI), a nonprofit that offers free homework help and writing workshops to St. Paul public schools students. Most of the students that  MOI assists are students of color from immigrant families, so a large part of the project is to buy new books that have protagonists of color and relate to the students’ lived experiences.

The first step to organize their library was to make a list of the books that MOI already owns. I took pictures of the book shelves at MOI and on the first day of our Winter Break I started going through the pictures and cataloging the books. Two weeks and 1,000 titles later I was done with my cataloging marathon.

Meanwhile, Emily was researching and creating a list of books that we would buy. Unfortunately and not surprisingly, finding early readers books that have non-white main characters has been a challenge.  As an Educational Studies and Psychology major, Emily has come in contact with a lot of research that describes the importance of having access to books in which the characters represent you. It is empowering and can also help increase the interest in reading, improving literacy and success in school. Therefore, the difficulty in finding the books is depressing. But with research and digging Emily has found many relevant titles,  we have acquired 50 new books to MOI library and the book buying frenzy has only began.

This week we will be spending more time at MOI, now physically organizing the books. We will code color them according to grade level, add stickers that identify them as MOI property and shift the books around. Soon, MOI will have a better organized library, more accessible to the students and with a more diverse book collection. We are excited about how the project is progressing.

Tunaenda wapi? (Where are we going?)

“Tunaenda wapi?” or “where are we going? is the question we’ve been asking all over the city of Mwanza for the past two days. The answer seemed clear enough as we prepared earlier this week in Nairobi buying the GPS-enabled Daladala outside viewsmartphone units we planned to use here to track our routes in Tanzania. Even as we drove down all day Wednesday the answer was clear: we were headed to Mwanza, Tanzania to map the local daladala transit system.

As we drove into town, however, we realized the neat Excel list a government official had handed me this summer didn’t quite match the labels on the daladalas we were passing on the road. So, we scrapped our original plan and headed out Thursday morning writing down every route name we saw, riding every new one we could, and always asking “tunaenda wapi?”

Asking questions has paid off. In two days we’ve found our way all over town from major airport routes to bumpy dirt roads. We’ve had conversations with all kinds of people and have laid down GPS tracks for nearly every route in the city (tomorrow we’ll do a sweep to catch any we’ve missed). From here it’s on to the detail work with online mapping and tracking down health data.

Turnaround: La Mesa, Weeks 6 and 7

The week of preparation leading up to our sixth meeting of La Mesa de Conversacion was a time of worry and crippling self-doubt: I had lost hope after three weeks of increasingly frustrating meetings.

The Sunday before each Tuesday meeting usually had found me relatively prepared, with food ordered and activities planned. Yet this week I hadn’t even ordered food, instead opting for plan b: curling into a woeful ball and hoping Tuesday would never arrive. Tuesday arrived. I ordered pizza. Last minute, my expectations were further lowered by a text from Marisol, who couldn’t make it to translate.

SO, I found myself at the Rec Center at 5:45, both worried that people wouldn’t show up and worried that they would.

Things got off to a slow start, certainly. Jane arrived, and I warned her that we might be the only participants tonight. At 6:15, we were surprised by the arrival of Cynthia, a delightfully quirky woman from the community who had attended the second meeting. We chatted for a while, and were just serving up pizza for our tiny group when we were greeted with another surprise: Marisol’s family had arrived, including her dad, a dairy worker who had the night off. We ate, and then paired up and began discussing questions I had prepared (“if you could go anywhere in the world, where would you go and why?” or “how do you get rid of stress?”)

I stumbled through translating during the meeting, oddly liberated without Marisol’s help. Folks were patient with my mistakes; we were all working on our language skills together, we laughed at ourselves together and it was good. We finished up the evening Cumbia dancing under the tutelage of Rosa, a Latina woman who works at the Rec Center and had offered to come do a movement activity during the last twenty minutes. The music and positive energy left me feeling completely reenergized; my low expectations and dread leading up to the evening made its positive outcome all the more affirming. Once again, I was excited to think up ideas for the next week!

Week Seven followed in this same upward trajectory, something I couldn’t have been more grateful for. Tonight I decided to order Chinese food after a request from participants to mix things up. Today, Marisol was again unable to make it due to an issue with her car, but I was overjoyed to see other familiar faces: high school senior Jaqueline and her two younger siblings were there, representing their family after the tragedy they had experienced several weeks ago. Again, we went through a series of questions in small groups. I chatted with the kids (we all appreciated the opportunity to practice our Spanish) while the adults translated their way through the questions, a painstaking process they all were taking very seriously. We ended the evening dancing with Rosa again, and I was boundlessly grateful for her energy and enthusiasm.

Pintamos La Parva! (We painted La Parva!)

Rosa Druker

Pintando La Parva: Afterschool art classes at La Parva school. Viña del Mar, Chile.

Week 7 and 8

We did it. Yesterday I walked through the gates of Escuela La Parva for what very well may be my last time. I gave a speech in front of approximately 30 people in Spanish. We put our final touches on each of the five beautiful murals. We shared sandwiches and cake. I taught my final art class to third graders. I handed out the tshirts that the art teacher and I designed and screenprinted in her house. I hugged everyone goodbye, took the bus home, and took a long nap followed by an empanada in bed.

It is difficult to condense all of the things I´ve accomplished and all of the barriers that I´ve faced in the past three weeks into this post. Firstly, a list of reasons I had to cancel workshops: the school was closed due to torrential rains for two days, the school was closed because the water in the neighborhood was shut off, and because the bus drives went on strike for a day. These minor inconveniences, compounded with the weeks of teacher strikes caused my project to be a bit rocky.  Thanks to the amazing team I´ve had supporting me, the confidence of the school, and the unwavering commitment of the art teacher, we never gave up on our vision. And of course, thanks to the wonderful students who participated.

When the strike ended and school resumed as usual, I took the opportunity to do art projects with first through fourth grade classes. We made paper mache masks, painted a handprint tree, and drew self portraits. I learned so much in this short time about how to get these age groups excited about art. I couldn’t believe how difficult and frustrating it was to try and command their attention. I saw some very sweet children treat other sweet children in a violent manner. I also was surprised by the beautiful artwork they created. I made a lot of little friends and answered a lot of really funny questions about life in the states. (Some of my favorites: Do they have the Simpsons in the US? What day in new years? Do you speak Japanese? If you were born in Chile would you be Chilean?)

Right now, I´m feeling exhausted, but happy. I spent the morning meeting with my community partners, NGO 360, to discuss the successes and failures of my project. My relationship with this organization has been complicated by our culture differences, and we were able to address that today. Learning how my presence has better prepared them to work with foreigners in the future is so gratifying. Next I´m going to travel to Quillota to say goodbye to the family of my best Chilean friend. I´m coming back to Saint Paul on Tuesday, and am truly ecstatic to come home.

This experience has challenged me in so many ways. My Spanish has improved vastly, as has my confidence in public speaking and interacting with young children. I will post one more time to share pictures in the next week.
¡Un abrazo a todos mis amigos Chilenos!

Condensed Disillusionment: La Mesa, Weeks 4 and 5

There are a several problems with getting behind on tasks (like, say, weekly blogging). For me, the guilt of not completing things on time can exacerbate the problem, paralyzing me from getting back on schedule. In the case of blogging, behindness can also serve to airbrush any negative memories. Time really does heal wounds, and I find myself having a hard time recalling in detail the frustration and disillusionment I felt during the fourth and fifth week of my project.

Week four continued in a trajectory of increasingly sparse turnouts: only English-speakers showed up, and so I decided to forgo my plan for the evening and instead discuss our common paths as Spanish learners. The evening was enjoyable and the conversation flowed easily, precisely because we had few cultural or language barriers to navigate. In other words, we weren’t accomplishing any of my goals for cross-cultural dialogue. We talked in depth about immersion, traveling, and the Day of The Dead, but lacked balance in the perspectives represented. I left feeling slightly deflated, hoping this week was just an exception and not an emerging trend.

Week five, however, left me with the feeling that my project really was spiraling downwards. This week, our group was small but diverse, and should have offered opportunities for good dialogue. Yet the topic of the night, learning, didn’t spark conversation the way I’d hoped. Even in this smaller group, people didn’t seem willing to speak up, and the evening went by slowly, as I tried to bring up new topics without much success. After, I felt that it would have better served this group to spend more time working in pairs, rather than sharing in a larger group. Yet the nature of this project is that each week the group is a different mix of our rotating cast of characters, and so I can never fully predict how successful different modes of conversation will be within a given group dynamic. Here’s to a heightened ability to read a room and cater to changing dynamics as they arise.

And now, some pictures:

My materials have slowly been consolidated into one box, containing dishware, silverware, books, handouts, and books!

My materials have slowly consolidated themselves into one box, containing dishware, silverware, books, handouts, and books!

Learning materials set out

Learning materials optimistically set out

A gift from Lark, one of our participants.

A gift from Lark, one of our participants.

Sitting down to la mesa

Sitting down to La Mesa

Week Three of La Mesa: Speedbumps

Week Three of La Mesa de Conversacion had arrived, and I was excited after two great weeks prior as I waited for people to show up. With each previous meeting, “regulars” had arrived later and later while newbies arrived on-time or early. This rendered the time slot from 6-6:20 an awkward introductory period, during which I generally made conversation with newcomers and assured them that others would (probably!) be there soon.

By 6:15 this week, only a handful of people were present: myself, my ever-supportive parents, the rec center liaison Jane, and Marisol, our translator. I was abundantly grateful when two new ladies from the community arrived: Lane, a woman I had known since elementary school, and another community member I recognized by face, Judith.

Soon after, Marisol’s mom arrived with her daughter and terrible news: another regular family couldn’t make it because of the tragic and violent death of a family member back in Mexico. With this news came the realization that as undocumented migrants, the Perez family couldn’t safely return home to Mexico to attend a funeral or support their family. Denied a pilgrimage of grief I tend to take for granted, they were isolated in their loss.

In their home, the Perezes dealt with day one of a tragedy all too common in the modern Mexican narrative. At the Rec Center, we served up fajitas and I introduced the week’s topic, family. I had thought this topic would elicit some good dialogue; instead, reality proved to be fickle.

In this case, I’d underestimated one of the newcomers’ understanding of the group. Most newbies are drawn to Mesa by friends who have attended or informational flyers that explain the group in detail, but apparently Judith had followed Lane to the event with only the vaguest idea of what it entailed. When I began handing out the conversation-starter worksheets that had been so successful the week before, I explained that they were for facilitating learning and teaching both Spanish and English. “Well, I already speak Spanish,” she replied, seemingly irritated. “I don’t want to teach it, though. It’s easy.”

We worked in pairs for ten minutes or so before reconvening, using the same technique as before of introducing one’s partner to the group. After, we began the large discussion. I had just posed the first question (“what did people do for father’s day?”) when Judith interjected, “I’m just curious what you’re doing here.”

Taken aback (and finally clued into the fact that she really was critically confused about the group), I tried to concisely give her my elevator speech. My dad added a comment about how important it is to bring together the anglo and “hispanic communities.”

AAAAAAND the floodgates had been opened. Judith launched into a tirade about his non-PC use of the word “hispanic,” and our conversation was derailed, headed in a sharply different direction and led by Judith. Suddenly, we were discussing the racism she had experienced growing up in a latino community in California and issues of discrimination worldwide. This conversational tangent was not wholly unwelcome; in fact, Marisol’s mom spoke up about race dynamics she had witnessed in our community and it seemed we might find common ground again. But when someone began speaking of solutions, Judith quickly shut them down: “Good luck changing anything.”

Two hours later, our conversation was over and everyone helped clean up and rearrange tables. Folks filed out, and I was filled with disappointment and the sense that I could have done things better. Throughout the project, I’ve tended towards “behind-the-scenes” leadership, partly because age dynamics make taking complete control of the room awkward. Yet in some cases, I’m realizing, it’s necessary to step forward and rebalance a conversation that’s being dominated by one person and their ideas.

La Parva in action

Rosa Druker

Pintando La Parva: Afterschool art classes at La Parva school. Viña del Mar, Chile.

Week Seven

The big exciting news that I mentioned in my previous post? Last Monday, the school filled up with teachers, administrators, and students wearing their uniforms. The past week has been so overwhelming, and so gratifying. After over seven weeks of being on strike, the union of public school teachers accepted that their demands would not be met. I stand witness to the frustration and disappointment of many Chileans– so much time and energy was poured into their movement, and the fact that the essential problems remain unsolved sets a grim precedence for equitable education in Chile´s future. Even as these thoughts swirled through my mind, I could not help but feeling a deep sense of relief. The students of La Parva and returning to normalcy, and that is a beautiful thing. As predicted, my project has accelerated and grown considerably in the past week. I´m feeling overwhelmed and overjoyed.

We held two mural workshops last week. Both were attended by over ten students (including two new ones, and some younger siblings). Tomorrow we will put our first marks on the walls, based on the paintings we just finished.


I love this picture because of Nicole´s little brother in the background.

On Thursday, we achieved a major accomplishment. The art teacher, Belen, and I, took the students on a field trip to Valparaiso. Valpo (that´s what the cool locals call it) is right next to Vina– kind of like Minneapolis to Saint Paul. Valpo is world famous for its street art, and though Vina is close by, it feels like a different world. I rented a bus (only to have it cancel the night before), got a friend who works in catering to make us lunch, and begged everyone to turn in their permission slips on time. I´ve never been put in charge of 15 teenagers, and I´ve definitely lead a field trip anywhere. Thanks to my wonderful team, and my wonderful students I can say that we pulled it off beautifully. We walked through the hills of Valparaiso all day, and though it was cold and threatening rain, we stayed warm and dry.

A few beautiful coincides made the experience special. Firstly, as a we walked down a mural-filled street, we stumbled upon a couple of Belen´s college friends, working on preparation for a giant mural. After getting a great example of what a large-scale mural looks like in process, we went to a the house of another friend of Belen so that the students could use the bathroom. It turns out that he is also an artist, and was working on a large sketch to eventually paint his own mural.


Pedro showing us his work in progress


Random slide in the middle of Valpo. We spent a good 10 minutes playing here. Very educational.

This week I also met with first through fourth grade teachers to plan the workshops I will carry out in their classes for the next three weeks. Things are feeling hectic, but I’m happy to finally be making progress.



Setbacks and Exciting Progress

Rosa Druker

Pintando La Parva: Afterschool art classes at La Parva school. Viña del Mar, Chile.

Week 4-6

I’m going to try to keep this entry quite general because I have some big exciting news to share for this current week, and I’d like to decide an entire post to my updates. I hope this cliffhanger is exciting for my dedicated readership (Hi, mom and dad!).

As you remember, since my arrival to Chile, public school teachers have been on strike, making the realization of my project painfully slow. The strikes continued for the past several weeks and we saw inconsistent attendance and a growing feeling of lethargy from everyone. Furthermore, the past two weeks were winter vacation, so many students were visiting family and could not come to class. We decided to open up the classroom twice a week to give more opportunities to the students who were able to come.

Each class we had between 1 and 7 students. We pulled out big paper, paints, markers, went outside to observe trees, googled pictures on our phones, brainstormed positive messages for the community and took selfies. Two friends of mine came to volunteer their time with us– a North American exchange students I met here, and a Chilean artist who currently resides in France. We had a blast. One of the great elements of my project is that the students are being exposed to people different from themselves right there in their own school.

During week four we divided into groups and each group picked a wall in the school to realize their mural. We all donned stylish paint smocks and got to painting the wall with white paint. This class was really enjoyable because we started to truly envision the final products and the impact they will have on the school. I left the school that day feeling that my confidence in our project had been rekindled.


It finally feels real. (The person in the middle is my friend, generously volunteering his time)

The following week we started planning the murals, but our progress felt sluggish. The main frustration with the lack of a consistent attendance is that our project is by nature collaborative. When one or zero group members shows up, the whole process of collaboration falls apart.


Brainstorming with markers.

A major personal success during these weeks has been the growth of my relationships with the students. Since we have had so much downtime, students who show up regularly have seen a lot of me. They feel totally comfortable asking me any random questions that might occur to them about my life. I am so impressed by the confidence with which certain students express their emotions and goals. One young man in particular has spoken to me a lot about his goal if moving into an apartment with friends because he finds his home situation to be stressful. Since I have lived with friends, I encouraged him to follow his dream, and also explained some of the potential challenges of that independence. They are definitely growing on me, even though they totally pretend that they suddenly don’t under my accent when I say it’s time to clean up.

Self portraits, sandwiches, and a mini-history lesson

Rosa Druker

Pintando La Parva: Afterschool art classes at La Parva school. Viña del Mar, Chile.

Week Three

The bad news: the teachers are still on strike with no easy solution in sight. The good news: twelve students came to my class and we shared food and made art. Me and Belén, the art teacher at La Parva, had aggressively launched a campaign to spread the word: calling students, messaging them on watsapp (apparently I am shockingly out of date for not using the online-messaging app), and telling everybody to invite their friends. Plus the added incentive of free food. I looked around at twelve young faces gathered around the table, and launched into my earth-shatteringly inspired speech. “Can anyone tell me what a mural is?” Murals are for everybody. Murals send a message. “What themes can a mural have?” Anti-bullying, friendship, protecting the environment.

Getting ready before class.

Getting ready before class.

Our first activity was to draw self-portrait caricatures on big sheets of paper, to represent our unique characteristics. I walked around the room offering encouragement and admiring their handiwork. I kept having the same exchange again and again:

Me: Wow, that looks great.

Student: It’s ugly/bad. I don’t know how to draw hands/eyes/hair.

Me: You know it doesn’t have to be realistic, right?
Student: *looks at me suspiciously*

Finished products!

Finished products!

Seeing this attitude made me realize why I am here in Chile, doing this project. The students have a timidness with their creativity and self-expression, and there is value in whatever small my workshops change that, or open up their confidence.


In 2006, high school students went on strike for approximately two months, culminating in some of the largest political demonstrations in the past 30 years in Chile. Students in schools all over the country were occupied by students. They were demanding, in short, a more equal education system with better accessibility.
The catalyst of the wide-spread dissatisfaction? Under the Pinochet dictatorship, the legal framework for education was laid into place, and has remain relatively intact, despite the public condemnation of the regime. This neo-liberal policy minimizes the state’s responsibility for education, and puts it into the hands of private corporations and local government. As I explained in my previous post, education had become commodified. These protests set the precedence for social activism and strikes in the schools. However, many of the demands made by students where not met, and continue incite frustration and tension.