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Community Engagement

Foreign Fulbright

Soccer, Not Football: Sports Help Fulbrighter Experience Cultural Exchange

September 26, 2017

Growing up, I started playing soccer in my neighborhood. We didn’t have proper soccer fields or uniforms, but we enjoyed playing with friends. Since that early beginning, I’ve always enjoyed playing soccer wherever I am. Before becoming a Fulbrighter, I took English classes in the UK, where I played with my classmates. Now, here at the University of Denver, I am the soccer team captain.

Sport is a unique way of connecting with people who have similar interests. I made many friends from different parts of the world including the United States, Brazil, Norway, Nigeria, Iran, Chad, India, and Nepal by playing soccer in Denver. My soccer teammates are special friends to me, with whom I feel we have many things in common. I think soccer is the most common sport in the world and many students love to play it, which makes it a great tool of cultural diplomacy that connects people from different nations and cultures.

My friends here in Denver have taught me that in America, football is not soccer. I think everywhere else in the world, people call it football, but Americans call it soccer. This has not only taught me about American culture but others as well. I always chat with many of my teammates about soccer in their home countries and about other cultural, social, and political topics. They also ask me about the Arab world, and I try to answer any questions they have. On our team, we’re constantly participating in cultural exchange.

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U.S. Fulbright

Memories of Magnitude: Reflections on My Fulbright Experience in India

September 20, 2017

Benjamin Simington, 2015-2016, India (left), with several sadhus from different Kabir Panthi monasteries. They visited the famous Mahakaleshwar temple in Ujjain together during the Kumbha Mela pilgrimage.

Memory came to be a major theme of my research, along with my personal experiences with the Fulbright Program in India. My initial research project was titled Mahant with a Message: A Study of Sant Vivek Das Acharya. I wanted to focus on the life, religious activity, and socio-political vision of Sant Vivek Das Acharya, the head of the Kabir Chaura monastery of the Kabir Panth. The Kabir Panth is a monotheistic religious community in India rooted in the teachings of the medieval Indian poet-saint Kabir. The community has an emphasis on ideas of tolerance, personal spiritual practice, and the equality of all human beings.

As I continued with my research, the importance of ideas of memory became more and more salient. I eventually shifted my focus to look at how Kabir is remembered in the Kabir Panth through ritual, the space of the monastery, and through the poetry of Kabir in everyday conversation. The way that Kabir’s poetry functioned as a form of remembrance had great personal significance for me. Studying this facet of memory allowed me to experience the poetry of Kabir in a way that was not simply abstract. I was able to internalize it. Memory remains a vital part of the religious experience of the members of the community.

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U.S. Fulbright

How I Built a Global Network through Music

August 25, 2017

Benjamin Cohn, 2014-2015, Fulbright-mtvU Fellow to Ghana, interviewing rap artist Reggie Rockstone in Accra

The 10 months I spent in Ghana for my Fulbright-mtvU Fellowship were the most supportive and constructive of my life. Sure, I faced new challenges every day, even insurmountable ones occasionally, but between my home communities, the Fulbright Program, and the new relationships I made in Ghana, I have never been more prepared to take risks.

Prior to applying, I had always considered Fulbright to be for “other people” until, at a networking meeting, I was told to consider it by the Executive Director of the Fulbright Association, an independent U.S. alumni organization. Upon further investigation, I realized that Fulbright’s goals aligned with my own more than I ever expected. Traveling has played a large part in my development; being exposed to different experiences, worldviews, and perspectives has 100 percent changed me for the better. Senator Fulbright believed that to be true for individuals, and even more so for nations.

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FLTA U.S. Fulbright

From Arabic Student to Anthropologist: Fulbright Full Circle

July 6, 2017

Gwyneth Talley, 2015-2016, Morocco (third from left), at the opening of a festival in Zagora, Morocco with Amal Ahmri and her tbourida troupe.

My Fulbright journey began with one distinct moment: My first Arabic class in 2009 where Tunisian Fulbrighter Beligh Ben Taleb, a Fulbright Foreign Language Teaching Assistant (FLTA), taught me my Alif–Baa–Taas (or my Arabic ABCs) at the University of Nebraska–Lincoln. It was Beligh’s first trip to the United States, first Ramadan in a non-Muslim country, and first American teaching experience. He would set a high bar for all the other Fulbright FLTAs to follow at the University.

I remember the class vividly, full of heritage speakers, curious students who wanted to work in government, and a few looking for a challenging language. Beligh took teaching Arabic in stride and encouraged us to participate in cultural activities by cooking traditional Arab meals, helping us translate songs, and dressing us up in Tunisian clothes. Aside from learning how to introduce ourselves, the most memorable phrase I remember Beligh teaching me was: “I ride horses.”

In the summer of 2010, I took my first trip to Morocco to study Arabic and French. I stayed with a horse training family, which would lead me to my graduate research in anthropology. While learning Modern Standard Arabic, my host family immersed me in Moroccan dialect and culture–specifically their horse culture. I also met the incoming Fulbright FLTA assigned to the University of Nebraska–Lincoln, Othmane Zakaria. He was born and raised in the city of Meknes where I was staying for the summer. We shared tidbits about our cultures, and I warned him to buy his winter coat in the States because Nebraska winters were not like winters in Morocco.

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U.S. Fulbright

Fulbright: Completing the Puzzle

July 3, 2017

History Estill-Varner, 2015-2016, Dominican Republic (center), with a group of community members at a Deaf sporting event hosted at the Olympic Stadium in Santo Domingo.

The anticipation leading up to my departure for the Dominican Republic as a Fulbright U.S. Student Study/Research award recipient is something I remember vividly. While I dreamt of the ways that my research would have an impact on my host community, I had no idea that it would also end up having an impact on me. Some may call it serendipity, others may call it a blessing, but I now realize how the Fulbright “piece” was the perfect fit to the “puzzle” of my soon-to-be professional life.

I began constructing my puzzle in high school by taking sign language classes and added another piece during college through an intensive Spanish immersion program in Costa Rica. Due to these experiences, I chose to double major in American Sign Language/English interpretation and international studies at the Rochester Institute of Technology. Yet, as I progressed in my undergraduate career, I struggled to see how these pieces fit together. How was it possible to apply a language that is uniquely American to the international community? When my professor approached me about an opportunity to apply for a Fulbright award, I knew this was my chance.

Shortly after I heard about Fulbright, I worked as an intern in the Dominican Republic’s Ministry of Education. Over the summer of 2014, I had the opportunity to meet members of the Dominican Deaf community. To my surprise, I discovered that American Sign Language and Dominican Sign Language were not that different after all. Suddenly, something that I had previously thought restricted me professionally to the United States, gave me an international connection to the Dominican Deaf community and a foundation for a Fulbright proposal.

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