The post Despedida appeared first on Nicaragua Study-Service Term.

Aaron B. – Laguna de Apoyo;  creating a mural and working on a recycling project.

Aaron S. – Yasica Sur; help with organic farming.

Alejandro – El Lagartillo; teach English and help with community work.

Ali Hochstetler – La Concepcion; work in community medical clinic.

Becky Snider – Batahola Norte; work in children’s music program.

Benson – San Onofre; assisting in primary school and teaching music.

Bobby – Pearl Lagoon; work in community medical clinic.

Caleb – Masatepe; work in community medical clinic.

Cora – Jinotepe; work with children’s reading program.

Elise – Matagalpa; work in nutritional center.

Emily – La Concepcion; work in community medical clinic.

Haley – Leon; teach English.

Jordan – Masatepe; assist community organization with carpentry.

Josh J. – Mombacho; assist with national park work.

Josh S. – Matagalpa; work at center for street children.

Maria – Candelaria; work on renewable energy projects.

Olivia – San Onofre; assisting in primary school and community health education.

Robert – Diriamba; planting trees and other work at organic coffee farm and bird sanctuary.

Seth – Yasica Sur; help with organic farming.

Yuriy – Pearl Lagoon; teaching math and assist with hotel management.

On Thursday night we had a despedida (good-bye) party for the students, their Jinotepe families, and their teachers.  Within the next few days we will put up a blog post with pictures of that event.  Then, in about 10 days, Doug and Maria will begin making trips to visit each of the students in their service locations.  As we return from those trips, we will post information and pictures.

The post Off to Service appeared first on Nicaragua Study-Service Term.

The more time I spend in Nicaragua and learn about its culture and history, the more I learn about the United States.  In this situation, the old axiom of ignorance being bliss is quite true.  The more I learn of the connectedness between this seemingly tiny country and the superpower United States, the more angry and uncomfortable I get.

Before coming to Nicaragua I knew nothing of its history, including the parts that it shares with U.S.  But Pandora’s box has been opened.  I’m now aware of how bloodied our hands are.  The question now is, what do I do?  The blissful path would be to ignore what I suspect the U.S. is doing in other parts of the world, to not pursue the knowledge of the atrocities that I know await me, but that’s not who I am.  I need to seek out the stories like those we heard at the Museum of Mothers of Heroes and Martyrs and at El Lagartillo — stories of mothers who lost their children to violence and hatred — and I need to share their stories.  We can’t sit passively unaware of how our actions or inactions are affecting the world.  If the taxes we pay are going to buy bullets that will kill a mother’s son who wants nothing more than to farm, but who fights because he has no choice, we should know.

Everyone always talks about how they learned so much about other cultures while studying abroad, but I’m learning just as much about mine.  And not all that I’m learning is comforting.

The post The Bliss of Ignorance appeared first on Nicaragua Study-Service Term.

At our twice weekly Coyunturas we realized that during our lunch on the back porch we were getting regular visits from Nicaragua’s national bird, the guardabarranco (ravine watcher), which is easily distinguishable by its bright colors and long tail with two partially bare shafts.

At one of the Coyuntura meetings which coincided with Mother’s Day in Nicaragua, May 30^th, the students also surprised Maria with a mega-card (which included 20 individualized cards) and a rendition of a traditional Nicaraguan Mother’s Day song they had memorized in Spanish class.

On Wednesday June 5, part of the students took a field trip to the large Jinotepe public hospital, while the other part went to a small clinic in the neighboring town of La Concepcion.  Since 1979 healthcare has been free in Nicaragua for those who cannot afford it.  Students were impressed to hear that included not only a consultation, but the cost of necessary exams (blood tests, x-rays, etc.) and even the medications.  The pre-med students in the group were impressed to hear that medical school is free; on the flip side, doctors’ average salaries are about $400-700 per month.  [Earlier we had learned that the average teacher’s salary is about $225 per month.]  Students also noticed that instead of individual rooms for patients, a dozen or so typically share a large room.  For those with the financial means, private hospitals are also available, but the costs are still far below U.S. prices.

On Thursday we sought to redeem ourselves from our prior athletic losses, on both the Atlantic and Pacific sides of Nicaragua, in soccer and volleyball.  We decided to go back to what is most familiar: soccer.  To increase our chances of finding at least one team in Nicaragua that we can beat, Maria arranged for us to play a round-robin with two other teams, one a youth club team and the other a team from the church Benson attends with his family.  We played several games.  Our goalie Aaron S made several spectacular saves.  We scored several goals.  And we lost every game.  Perhaps we should ask to compete with Nicaraguans in bobsledding from now on.  After the double drubbing we invited the other two teams to join us for pizza, and this went a long way towards easing the pain.

On Friday we went to visit a large, long building outside of town that we’ve driven by several times, which had earlier prompted students to ask what goes on inside.  We’ve actually passed several such large large buildings during our field trips, and often seen large numbers of Nicaraguan workers outside during rush hour.  These are maquilas, large clothing factories international companies operate in special free trade zones designed to attract foreign investment.  The one we visited outside Jinotepe is run by Gildan, a Canadian company that makes t-shirts in this maquila.

Inside the building was a vast sea of sewing machines and 600 workers (of 2,500 employed at this plant) working in well-lit, clean spaces.  Most of us had not heard of Gildan before, until we started looking at the tags on our t-shirts.  Caleb’s green GC intramural t-shirt said “Gildan, Made in Nicaragua” on the tag, as did the shirts from several others in the group.  Doug later discovered that the Goshen Diversity Day and MCC Relief Run t-shirts he brought on SST were also made right here.   Gildan makes 70% of the t-shirts sold in the U.S.

The Nicaraguans we saw making our shirts work 12-hour days for 4 days, followed by 4-days off.  Workers are paid according to how many shirts their work team makes; about 200,000 shirts get made here every day.  Later we learned that the minimum wage for maquila workers is about $140 per month.  While not all maquilas in Nicaragua are like this one, the managers at this plant explained several positive initiatives for employee benefits, such as a free health clinic, and industry awards Gildan has received for environmental policies and working conditions.

Different students commented afterwards that on one hand it was encouraging to see, in a country with high un- and under-employment, so many people being able to work at a job that provides a regular paycheck.  On the other hand, it was hard for us to fathom what it is like to do this repetitive work for 12 hours a day, 4 days in a row.  The pay, while better than what many less fortunate Nicaraguans make, is still too little to support a family.  However, don’t we have some responsibility for this when back home we always shop for the lowest-priced goods?  Although we were left with many questions and issues, the students later rated this visit, connected to the very shirts on our backs, as one of the most important learning experiences of the first six weeks.

The post Miscellanea appeared first on Nicaragua Study-Service Term.

At 6 a.m. we met in front of the library with two members of the community, Marcelino and his son Alcides, to hear about agriculture, the occupation that employs more than 40% of Nicaraguans, most of the them campesinos (small farmers who live in rural areas like El Lagartillo).  Corn and beans are staple crops planted soon after the six-month rainy season begins, giving time for two plantings and two harvests before the rains stop in November.  With two crops and a low population density, there shouldn’t be hunger and malnourished children in Nicaragua.  However, Marcelino and Alcides explained that it is very difficult for campesinos to get credit for planting, limiting them to harvesting small crops.  Also, a year of bad weather is often devastating, forcing a campesino to sell his land and become landless, which leaves his family less able to sustain themselves.  Organizations that offer micro-loans [like MEDA], are a great help.

When the community was first born, as a farming cooperative in 1983 that received land from an agrarian reform program, they began doing quite well, and the size of their cattle herd grew.  After the Contra attack and the war grew more intense, they said it became harder and harder to farm because community members had to take shifts providing 24-hour guard duty, and it was dangerous to be out in the fields.  They couldn’t keep up with all the farm work, and the size of their cattle herd began dwindling.  Later some of our students, recalling that two 14-year-old boys had died defending the cooperative, noted that was about the age of some of the musicians last night; it was hard to imagine them toting guns doing guard duty.  Doug explained that was what the students would have seen had they been here during the Contra war; in farming cooperatives every male above age 14 always had, in case of attack, a gun either strapped to his back or within reach.  Even without the sound of gunfire, the war was omnipresent.

Turning to the present, we asked why their community does so well now, with its own library, cultural center, secondary school, theater group, musical group, etc.  It also offers a Spanish language school for foreigners.  A student asked how many children in the primary school go on to secondary school, and they said almost all of them did.  That made our students’ eyes open wide; earlier, while studying education in Nicaragua, we learned that nationally the advancement rate is only about 50%.  The real shocker, however, is that most of their kids are admitted to a public university after finishing secondary school, when the national acceptance rate, of 20%, is mostly from city kids.

What are they doing different in this community?  Marcelino and Alcides said part of the answer is that the community was formed around a shared purpose, which included the value of organization.  While that quality made them a target for the Contras, it also helped them survive economically.  Alcides, who because of the war could not finish high school until age 26, said they also teach their children to place a high value on education.  Those who will apply to a public university are tutored all during their summer vacation, and then the community offers them a small scholarship once they are accepted.  They said the other reason they do all these initiatives is that they owe this to the six who were killed during the Contra attack.

After the meeting the students returned to their homes for breakfast at 7:30 (yes, coffee at 5:00 and breakfast at 7:30 is a typical morning).  At Caleb’s home he had breakfast with Juancito, a paraplegic since birth who was adopted by the community as an infant when he was left there.  During the Contra attack 13-year-old Juancito could not flee like the others, but he was able to crawl into a bomb shelter. The Contras threw grenades into the shelter, but Juancito had dug down deep enough that he survived the blasts.

After breakfasts we loaded our vans and started our journey through the mountains for a 6-hour drive to Managua.  Alejandro will be coming back to Lagartillo, however, for his service assignment.

In Managua we met with several people from Mennonite Central Committee (MCC).  Matthew Tschetter, the Connecting Peoples Coordinator, shared the MCC philosophy of mission, and local volunteers Erick Eitzen, Marissa and Adam Shenk, and Jacob Castro explained the work they do.

Jacob encourage the Goshen students to “hear people’s stories” while they are in Nicaragua, advice that resonated very well with what we’ve experienced so far.  Marissa, who works with a mobile library project, advised the students as they prepare to leave for service assignments soon that a good philosophy is, “Relax and keep a sense of humor, because your work may turn out to be nothing like you think.”  Her husband Adam works with the Peace and Justice Commission of Nicaraguan Anabaptist churches.  He teaches conflict resolution in schools, including work with gangs in a neighborhood where one of the churches is located.  He told the students that more patience and flexibility will be needed than what they thought, but, “relationships are more important than the work.”

A special treat for some of the students was to see Erick, a fellow GC student who is serving in Nicaragua with MCC through the SALT (Serving and Learning Together) program.  The SALT program is for young Christian adults aged 18-27 who want to do one year of service abroad from August to July, offering, “An opportunity to learn, reflect, absorb and change” in a host culture.  Erick said his motivation to so SALT came from this SST experience in Peru last year.  In Nicaragua he is doing water and sanitation work in Matagalpa, where the GC students were two days ago.

During the meeting Matthew offered two quotes about vocation and service that resonated with much the students have heard recently during lectures and on this field trip:

The place God calls you to is the place where your deep gladness and the world’s deep hunger meet.

- Frederick Buechner

If you’ve come to help me, you’re wasting your time. But if you’ve come because your liberation is bound with mine, then let us work together.

- Lilla Watson

The post Field Trip to Matagalpa and Esteli: Sunday, June 2. appeared first on Nicaragua Study-Service Term.

The history of Nicaragua is among the most turbulent and interesting in all of the Americas.  If, on the one hand, it features incredible elite exploitation, mass suffering, and foreign interference, it also includes a significant element of popular resistance, national pride, and human nobility.

Today we heard and saw each of those features, the bad and the good, first-hand. As Alejandro later wrote in his journal, this day “was an emotional roller-coaster for the students and for the SST leaders.”

On our way out of Matagalpa we stopped at the cemetery to visit the tomb of Ben Linder, a young engineer from the U.S. who volunteered in the 1980s to build small hydroelectric projects for remote rural towns without electricity.  The U.S.-backed Contra guerrillas were active in this area and frequently targeted those doing development work, regardless of whether they were Nicaraguan or foreign.  Ben was one of their victims.  An autopsy and interviews with Contras after the war revealed that while working on the project he had been ambushed with grenades and then executed while wounded.  In addition to his engineering skills, he was a unicyclist and clown, skills he had also used to help in local vaccination campaigns for children.  On his tomb is a unicycle and the word “Internacionalista,” which roughly translates as “Global Citizen,” an accurate description of his dedication to use his education to serve regardless of national borders.  In the two towns where his hydroelectric plants brought electricity, his contribution is appreciated by all.

After a 2-hour drive we arrived in Esteli, another major city nestled in the mountains.  This area saw heavy fighting in the insurrection to overthrow Somoza, and the surrounding mountains were frequent sites of Contra attacks in the ‘80s.  At the Museum of Mothers of Heroes and Martyrs we listened to Germina Mesa tell the story of losing her son in the war after he had to flee for his life at age 14 and went to join Sandinista guerrillas in the mountains, where he was caught by Somoza’s army and decapitated.  It was hard for us to listen to the many details, but we discovered it was emotionally more painful for her to tell the story of her son’s death.  When she exhorted the students that war is horrible, students later commented that the message was clear in a way they hadn’t understood before.  Staring at us from the walls were rows and rows of photos of those who died, most of them the age of the students or younger.

As mentioned above, today we got an insight into mass suffering, but we also saw human nobility.  Germina told how her sister, because she supported the Somoza dictatorship, had previously shunned Germina and mistreated Germina’s daughters to the point they almost died; however, when her sister later became terminally ill, Germina spent month after month selflessly caring for her sister until she succumbed.

After lunch we drove out of the Esteli valley, up over a gorgeous mountain range, and 2 hours later arrived at El Lagartillo, a small community of only a couple dozen houses where we divided up and became guests in different homes.  Again, as our textbook had summarized Nicaraguan history, here we heard stories of suffering and intervention, but we also saw resistance, pride, and more.

The community was born as a farming cooperative in 1984, but at 8 a.m. on Dec. 31 that same year a group of 100-150 Contras attacked from three sides.  Some of those who survived the attack walked us through the village showing the school that the Contras had burned and where two 14-year-old boys were killed while fighting to defend the school.  Twelve other community members had been armed in case of an attack and fought for two hours, until the Contras left.  We came to a memorial the community had built to honor the two boys and four other community members who died.  A mother, Florentina, showed us the marks on a tree where her daughter, an artist who had been crippled with polio, had been fighting when a grenade killed her.  Florentina’s husband was also killed.  Many of the women and children were able to flee through brush and brambles behind the cooperative to escape over the mountain to a neighboring town.  Now, every Dec. 31, so the children will remember their community’s history, together they walk that path to reenact the exodus they call “The Inferno.”

The community struggled during the rest of the 1980’s.  The number of Contra attacks increased as the Contras got more aid and weapons from the U.S. government and from an arms-for-hostages exchange that became known as the Iran-Contra scandal.  Human rights organizations documented frequent Contra attacks on cooperative communities like Lagartillo as part of a broad strategy to hurt Nicaragua.  Although Lagartillo was not attacked again, residents said the Contras remained active in the area, sometimes torturing and executing neighbors whose horribly-mutilated bodies were left as warnings.

At 6:00 the students returned to their temporary homes for supper with a local family.  Doug, his son Josh, and Yuriy stayed in the home of Balta and her son Jose.  Doug recognized Balta from a book on victims of the Contra War then and now (Nicaragua: Surviving the Legacy of U.S. Policy), which features a drawing she made at age 13 of the attack, showing Contras in blue uniforms burning down her school, women crying and fleeing with their children, and her two 14-year-old schoolmates fighting from inside stone circles.  In the late 1980′s drawings by Balta and 24 other Nicaraguan children were posted in subway trains in the Washington D.C. to alert the U.S. public to what its country was doing in Nicaragua.

After supper we got a glimpse of the spirit and determination the community has channeled in other directions after the war.  In contrast with the malnourished children we saw yesterday, the Lagartillo kids we saw are well-fed not only with food but with culture.  Earlier we had seen the community had its own small library building and a secondary school, neither of which are usually seen even in communities several times larger than Lagartillo.  The community has also done well enough that it built a Cultural Center, where that evening a children’s theater group put on a play about protecting the environment.  That was followed by a concert from an acoustic band, which had just arrived from giving a concert several hours away, singing their own compositions (to the accompaniment of a guitar, a violin, a mandolin, and bongos) that were brimming with Nicaraguan pride.

After thoroughly impressing us and blowing our socks off, the community asked if would play them in volleyball.  Still smarting from the licking we took in soccer by the kids in Awas, we decided to try our luck in volleyball.  Two bright lights were set up outside, lime was poured to make boundaries (that’s when we realized they were serious), and we contributed our own patented “digital scoreboard” to the competition.     The first game went to El Lagartillo.  They switched players for the second game …. and beat us again.  The third game we won!  With Goshen in the groove our self-confidence surged into the fourth game, we soon stood expectantly at match point — before the community rallied and came from behind to beat us again.  In multiple ways, El Lagartillo is one persistent community.

The post Field Trip to Matagalpa and Esteli: Saturday, June 1 appeared first on Nicaragua Study-Service Term.

After a 4-hour drive into increasingly higher mountains we arrived at the small coffee farm of Vicente Padilla.  Earlier the students had read a magazine article (www.envio.org.ni/articulo/3355) about Vicente’s seven-year struggle to keep his small plot of land from being taken over by a wealthy neighbor seeking to expand his large coffee estate.  Such land struggles have been common in Nicaragua’s history, and they became more complex after agrarian reform policies in the 1980’s.  Not unlike many campesinos in the area, Vicente was born into a poor family without land and didn’t finish primary school.  When armed guards from the neighboring farm tried to force him off land he’d purchased, and a corrupt judicial system either turned a blind eye or colluded with the wealthy neighbor, Vicente (who had been a soldier and medic in the Sandinista army during the Contra War) depended on non-violent methods to fight back.  Despite being beaten unconscious and thrown in prison, he remained nonviolent but determined.  He eventually prevailed.  When asked where, as a former soldier, he had learned nonviolent methods of resistance, he named some organizations and leaders in Managua, including one who had studied at Eastern Mennonite University’s program in Conflict Transformation.

Vicente proudly showed us around his small farm and the infrastructure he has built to support successful organic farming of several crops, but especially coffee.  He has kept enough of the farm as a natural habitat that he was easily able to point out in the trees a sloth and a monkey, as well as other wildlife.  He also restored a small watershed that provides spring water during the dry season.  For someone who didn’t receive a formal education beyond the second grade, he impressed this college group with the extent of his knowledge and the high value he has placed on education, apparent in his children who have gone on to attend universities and get professional degrees in law and medicine.

Our visit finished with a delicious lunch, opportunities to buy his organic coffee, and a rendition of “Let’s Go Down (to the River to Pray)” that we sang to Vicente as a gift.  Seth, however, will be back, as this will be his service location.

After a short drive we arrived at a nutrition clinic where malnourished children from the campo are brought and fed until they are well enough to return home.  The recently-arrived malnourished children we saw were lethargic and frequently crying.  Other kids, however, were running around engaging the students in high-energy teasing games; the center director explained that these are kids who, once re-nourished, are extremely playful.  Elise will be back to this location for her service site.

Next we drove to our (modest) hotel into the nearby city of Matagalpa, population 110,000, where students had a chance to walk around the very steep, San-Francisco-like streets.  The temperature here is cooler than what many students expected to find anywhere in Nicaragua.  After supper at a local Italian restaurant (where the students gave their vocal chords an extra-robust workout), they went to a place where they could dance and try out their newly acquired “moves” learned a few weeks ago.

The post Field Trip to Matagalpa and Esteli: Friday, May 31. appeared first on Nicaragua Study-Service Term.

My family’s Christian faith has been evident to me since day one.  They are very active members of their church, and they make spiritual disciplines an important part of each day.  My mother’s commitment to reading her Bible and praying for hours each day has amazed me.  This kind of spiritual commitment has raised several questions for me these past few weeks.

Why is it that these people are so much more excited about their faith than the majority of the Christians I know in the U.S. (myself included)?  Why are they so much more willing to devote their time to praying, reading the Bible, and talking with other believers and nonbelievers about their faith?  For most of my life it has been a struggle for me to find the desire to commit time to such spiritual practices on a daily basis.  I really wish that I had a stronger desire to do this, but I always find myself making excuses for doing something else more ‘important’ instead.  My Nica family’s example has been a constant reminder for me that my excuses really aren’t legitimate.

I have wondered if the slower pace of life that the Nicaraguans have is part of the reason why they are more willing to make time for their religion.  But recently it crossed my mind that perhaps it is also because they are not as ‘well off,’ per se, as we are in the U.S.  Over the years I have realized that when life is going along as normal, I tend to neglect spending time with God.  It’s during the difficult times that I turn to God and remember my faith.  Perhaps the more difficult life circumstances that so many of these people live with each day have strengthened their faith.  Instead of turning to religion only when it is convenient, they make it a central part of their lives because it is what brings them hope.

The post Convenient Christianity appeared first on Nicaragua Study-Service Term.

When I first tried to think of an issue of culture or race in the U.S. to compare to the issues here in Nicaragua, I thought of major issues in the U.S.’s past history, such as with the Native Americans, slavery, or the civil rights movement.  While any of these would have worked, I think it is perhaps more relevant and interesting to compare Nicaragua to our own community at Goshen College.  Just as many people in the Atlantic coast don’t feel very included or valued as citizens of Nicaragua, some international students at Goshen don’t feel welcomed or well-integrated into campus life.

In both situations I have noticed that differences between people have a seemingly natural tendency to separate them.  I have also noticed that it takes effort and willingness from both sides to fight that separation.  In Nicaragua, the Spanish culture and the Atlantic coast cultures are naturally separated geographically.  It appears to me that the Atlantic coast is showing the effort to fight the separation, longing to be valued as important citizens of Nicaragua, and the Spanish/Mestizo culture and government is just now starting to see the light.  At Goshen, I think students gravitate toward students they are similar to and can relate to; and therefore, white Mennonites have more white-Mennonite friends, and international students have more international-student friends.

How I think this situation differs from Nicaragua’s is that, in my opinion, neither group of students is making a strong enough effort to fight the separation.  Why are we afraid to integrate more than we do?  I don’t think it’s bad to gravitate towards people we can relate to, but our differences are keeping us from even attempting to relate to the ‘other’ side.  We all need to strive for unity and conquer this ‘difference wall.’

With each case, in Nicaragua and in Goshen, both sides of the ‘difference wall’ have to make a conscious effort to find unity in diversity and value that diversity.

The post Fighting the ‘Difference Wall’ appeared first on Nicaragua Study-Service Term.

During SST students are required to keep a journal and submit three entries each week.  This is a recent journal entry from Caleb, pictured in the photo on the left:

As I walked to school today I had some extra time to reflect about my experience on the Atlantic coast.  I was thinking about the autonomy law, freedoms, privilege, and priority according to governmental policy.  Furthermore, I pondered how geographical isolation has set the stage for the unique and wonderful development of various cultures and heritages.  After talking with a few men our age from the Miskito community I was amazed and felt proud of them for speaking with us about their culture and for the passion in which they conveyed the importance in preserving their culture and traditions.

This got me thinking about the question, “What is my culture?”  I guess I have never really stopped to reflect on this question, which seems silly.  I love learning about other cultures but have always kind of associated the term ‘culture’ with people who live differently from me.  This was pretty self-centered and extremely naive/ignorant of me to somehow think that ‘culture’ was a term used only for groups of people who were different from me, that somehow I was exempt.  Did I think I lived the ‘normal’ life?

I suddenly found myself trying to define my culture, how I am proud of how I was raised, my heritage, my school, my family, and how my community of friends has constantly influenced me throughout my life.  This afternoon during coyuntura we had a small worship service together as a group with my community in my own culture.  I felt a longing to be back in Goshen in my community there with my own culture.  I have come to find that while living here in another culture I have learned to embrace my own.   I am proud of my friends, family, beliefs and actions and how they help define my culture, just as the Mestizos, Creoles and Miskitos are all proud of their cultures.

I belong to the mainstream Mennonite culture.  I would love to see students and faculty and staff who resonate with the Mennonite culture at Goshen College be assertive and passionate about Mennonite beliefs, embracing our culture wholeheartedly.  As a student I have often taken this culture for granted, not fully appreciating the impact it has on my life.

With this in mind I thought back to Johnny Hodgson’s lecture and the idea that different cultures do not have to bring about either separation or assimilation but a third option that Johnny mentioned is possible: “unity in diversity.”   Therefore, how can my position as a student leader on campus next year help to facilitate this idea of “unity in diversity,” and avoiding the “separation or assimilation” route?  How can I embrace my culture as a Mennonite more fully, being something that I can be proud of and help to maintain with a passion, while being a part of a student body that represents many cultures?  I think these are important questions to continue to reflect on in becoming a global citizen.

The post What is my culture? appeared first on Nicaragua Study-Service Term.