Bridging Histories, Building Futures

Over the course of several months, Daeshin and Seoil high school students from Daejeon, South Korea took part in IVECA’s Global Youth Mentorship Program, collaborating with university student mentors in the United States on the exploration of expansionism in national development and identities. Through classroom research and virtual guidance from their mentors, students explored how historical imperialism and expansionism have shaped modern challenges related to the United Nations’ Sustainable Development Goals (SDGs), proposing innovative solutions to drive positive change for the future.

At the start of the term, Korean students were introduced to their U.S. university students from various backgrounds and countries including Burkina Faso, Myanmar, and the United States. and. Building a close relationship with their mentors through exchanging introductions, interest, and their passion for creating change, the Korean students were inspired to put great effort into their research as well as the broader impacts they have the potential to make. As one Daeshin student replied to their mentor’s introduction, “I admire how you’re growing through your experiences at NYU and in New York while staying connected to your roots [in Myanmar]. I also hope to bring people in my community closer together and promote understanding among them.”  

This period of introduction also allowed students and mentors to begin exploring the theme of their IVECA virtual exchange, Expansion in Our Countries by sharing their reflections on the topic. “I deeply value being a citizen of my home country and am grateful for the privileges that come with it. At the same time, I recognize there are areas where we can improve. Like all nations, we must embrace change and foster greater interconnectivity.”, mentor Frankland Watts (Anderson University, South Carolina) shared. His university cohort, mentor Angelica Hernandez  expressed her excitement to grow further through the program, “Every step I take in life, whether in my studies or adventures, brings me closer to becoming a more interconnected and understanding global citizen.”

With an inspiring and energetic start to their research project, Korean students drafted detailed academic papers. Their research areas included the varied impacts of expansion and imperialism on the political and social development and cultures of countries around the world. Many impressive and thought-provoking subjects were discussed including the influences of historical colonialism on sustainability, imperialism’s effects on modern education in Kenya, single crop cultivation, and lasting environmental and economic repercussions of Japanese colonialism in South Korea during the first half of the 20th century. Their deep dive into multifaceted issues led the students to discover connections between the past and present achievements of the SDGs. One Korean student group described the lasting devastation of colonialism by the French in Senegal and Dutch in Indonesia still affecting their achievement of SDGs such as No Poverty (SDG 1), Decent Work and Economic Growth (SDG 8), and Reduced Inequalities (SDG 10), over a century later.

After preparing the written research and discussion, students received advice on improving, clarifying, and perfecting their work. Mentors guided them with critical insights on creating stronger cross-sector connections. Maung Sayweddholla (New York University, New York) suggested to one group from Seoil, “... dive a little deeper into the long-term impacts of imperialism. While the facts were great, exploring how these changes affected the social, political, and economic fabric of Korean society on a deeper level could make your presentation even more impactful.” Students thoughtfully embraced the advice they were given, solidifying their solutions to global challenges. The students reflected, “Efforts to address historical accountability are crucial for unified national identity,” and recommended,  “[Nations should] encourage dialogue through neutral forums, invest in cultural education, and promote mutual trade benefits to reduce conflicts.” 

On December 16th and 20th students and mentors joined virtual Live Class sessions to share their final presentations, thoughts, and reflections on the value of considering the countless lasting consequences of expansionism on both the colonized and occupying nations. Two special guests, Dr. James Ryan, Superintendent of New York Elmsford Union Free School District Office of Education, and Mr. Omar Hernandez, Program Coordinator at UNESCO Caribbean Office and Former Public Information Officer of the United Nations Academic Impact, offered further inspiration for students to continue on their paths towards becoming efficacious global citizens. Dr. Ryan applauded the students and mentors for their dedication to learning and admirable efforts. “I am so proud of you for taking the initiative to address significant topics in this collaborative format.” Mr. Hernandez also stressed the significance of the exchange and the importance of continued diligence in pursuing a better future, “Keep going. The world around us keeps spinning, and there is no shortage of things to do. Get involved. Your time is not in the very distant future. Your time is now.” 

Concluding the enriching and transformative exchange program, students and mentors shared farewells with one another through the IVECA Virtual Classroom. “Knowing you all and participating in these discussions with you has offered me more critical thinking skills and expanded my love for the world.” mentor Benjamin Goldstein (Anderson University, South Carolina) wrote. Maimouna Ba, a youth activist, encouraged mentees to continue improving their understanding of the world. “Embrace every opportunity to learn from others, challenge your assumptions, and approach the world with an open heart and mind.” Capturing the spirit of the exchange, one student remarked, “The IVECA program brought me one step closer to my dreams, and your thoughtful guidance and encouragement enabled me to learn, grow, and gain the courage to take the next steps. Although I still have much to improve, your support has given me the confidence to move forward.”

#IVECA #GlobalCitizenship #InterculturalExchange #YouthEmpowerment #YouthMentorship #SDGs #SustainableFuture #LearnFromHistory

Global Youth Tackles Climate Change

Climate change is a global issue, largely driven by human activities such as burning fossil fuels and deforestation. A partnership between two schools from India and the United States allowed the opportunity for students to research how climate change affects their countries and what they can do to help. During the end of semester Live Class, students displayed the unstoppable energy of youth in tackling one of the planet’s most critical issues. 

A science class from Portland, Oregon focused on the increasing frequency and intensity of extreme weather events in their country. Their presentations explored the impact of climate change on hurricanes, tornadoes, and wildfires. Emphasis was placed on how rising sea levels cause an increase of severe hurricanes which unfortunately cannot be reversed. American students didn’t stop at the alarming fact, information was added to how we can use rising sea levels to our advantage. “Sea level rise cannot be reversed but we can use the water to help endangered species, put out wildfires and droughts, and freeze [the water] for transporting medicine and food.” These students brought to life the challenges their country faces, illustrating how citizens can be prepared for these inevitable natural disasters in order to overcome them. 

Meanwhile, their counterparts in India provided a vivid account of climate change’s effects in their own country. While they also touched on the prevention of wildfires and rising sea levels, their presentations expanded to include issues unique to their region, such as prolonged droughts, worsening air pollution, and heatwaves. The students shared government initiatives to address these issues while also informing their peers on relevant solutions for citizens to get involved. While work and school schedule adjustments and healthcare interventions during a heatwave can mitigate short-term effects, avoiding cutting down trees will be more impactful in the long run. Students painted a clear picture of solutions to show how climate change is threatening lives and livelihoods across diverse landscapes.

Through this exchange, the students deepened their understanding of global climate issues while demonstrating the importance of science in fostering solutions. The principal from Oregon remarked, “I want to highlight the importance of open and honest conversations about the state of our natural world, and about the collective responsibility we share in protecting it for future generations. These discussions remind us that no matter where we come from, we are all connected through the challenges and opportunities our planet presents.” Their discussions underscored the urgency of collective action and the unique ability of young people to bring fresh ideas and energy to the fight against climate change. Events like this synchronous virtual exchange remind us that empowering the next generation with knowledge and opportunities for collaboration is key to building a sustainable future.

#IVECA #ClimateChange #VirtualExchange #GCED #InterculturalCompetence

Coming Together for Change in the USA and Korea

After months of communicating through IVECA’s online exchange platform, students from  Alexander Hamilton High School in Elmsford, New York and Noeun High School in Daejeon, South Korea met face to face in a virtual conference, celebrating their global friendship and collaboration. With excited smiles and eager waves to one another, the students and their teachers embarked on the final leg of their IVECA journey by sharing their research, insights and solutions for Challenges in Our Countries.

Throughout their exchange, the students engaged in collaborative research in their classrooms focused on identifying and addressing cross-sector problems in their countries. By focusing on how global issues impact local communities, students used Sustainable Development Goals to reflect on topics such as water and environmental pollution, social inequalities, and renewable energy.

Students joining from New York shared their personal experiences of working together to protect and improve their local environment. By witnessing the damage caused by improper waste disposal and lack of recycling efforts in their local town, students were inspired to take action by participating in local river clean-up programs and spreading awareness in their area under the guidance of their teachers Ms. Watson and Ms. Thomas. Through regularly taking part in river garbage collection and environmental activism, Alexander Hamilton students demonstrate how young people can make a difference. Students proposed solutions to the water pollution and waste disposal that were varied and inspired. From creating garbage patrol officer routes and developing pollution reporting apps, to working with local organizations and investing in waste processing robotics, the US students were unified in their determination. “One in three people on earth do not have access to clean water,” shared one student. “Our generation can change this!” 

Korean students also shared the passionate dedication for inspiring peers in their country, diving into interconnected challenges and cross-sector solutions. Exploring multiple issues in their regions, the students also emphasized the need for more proactive participation in creating solutions. One group explored the significance of renewable energy, explaining that reducing the cost of sustainable energy resources is essential. Other students shared their research on equality in employment fields and the impact it has on economic growth as well as the social inequities felt throughout their local and national communities. Korean students demonstrated the undeniable connections between each of these issues and the significant roles they all play in achieving the UN SDGs. Guided by their teacher, Ms. Yi, Korean students shared impactful and actionable solutions which have the potential to create a better future for all.

Reflecting on each other’s research and innovative solutions, students shared a sense of unity across countries. Korean students noted the similarities between the two schools’ aspirations. “The solutions we shared [are different] but the commonalities are community participation and collaboration.” Perfectly summarizing how all felt by the session’s end, one US student wished her partners farewell, “Connecting with all of you helped us grow as individuals, which made us more understanding and more prepared for our future.”

#IVECA  #GlobalCitizenship  #SDGs  #Sustainability  #VirtualExchange #LiveClass #GlobalFriendship #GlobalChallenges #EnvironmentalActivitsm #SocialInequalities