Personal Narrative Personal Narrative Writing Writing

as a Tool for Cross-as a Tool for Cross-Cultural, Service Learning Cultural, Service Learning

in Nicaragua and Beyondin Nicaragua and BeyondDouglas HaynesDouglas Haynes

Assistant Professor of EnglishAssistant Professor of EnglishUniversity of Wisconsin OshkoshUniversity of Wisconsin Oshkosh

The Course:The Course:Travel Writing in NicaraguaTravel Writing in Nicaragua

Three week study of the practice and theory of Three week study of the practice and theory of writing personal narratives based on immersion writing personal narratives based on immersion in Nicaraguan culture (including home-stays and in Nicaraguan culture (including home-stays and regular collaborative work with Nicaraguans). regular collaborative work with Nicaraguans).

Before departure, we discuss personal Before departure, we discuss personal narratives by non-Nicaraguans about Nicaragua; narratives by non-Nicaraguans about Nicaragua; critical theory about travel writing and critical theory about travel writing and representation of the Other; and craft texts representation of the Other; and craft texts about journaling, interviewing, participant about journaling, interviewing, participant observation, and composing and structuring observation, and composing and structuring personal narratives. personal narratives.

The sites: The sites: Managua & La Paz de CarazoManagua & La Paz de Carazo

Two community development projects Two community development projects supported by Compas de Nicaragua, a New supported by Compas de Nicaragua, a New Hampshire-based non-profit organization Hampshire-based non-profit organization (www.compas1.org).(www.compas1.org).

In Managua, students work with Women in In Managua, students work with Women in Action, a community center serving a Action, a community center serving a settlement of very low-income, mostly single settlement of very low-income, mostly single mothers. mothers.

In La Paz, students work with an agricultural In La Paz, students work with an agricultural cooperative called Brothers & Sisters in cooperative called Brothers & Sisters in Reconciliation, installing bio-gas stoves for Reconciliation, installing bio-gas stoves for cooperative and community members. cooperative and community members.

Course Learning GoalsCourse Learning Goals Create a clear, descriptive, and detailed written Create a clear, descriptive, and detailed written

narrative rooted in personal experience and narrative rooted in personal experience and knowledge of the techniques and particular knowledge of the techniques and particular problems of travel writing.problems of travel writing.

Understand ethnic, class, and gender-based Understand ethnic, class, and gender-based critiques of travel writing.critiques of travel writing.

Enact a self-reflective, participatory research Enact a self-reflective, participatory research process that includes experiential learning and process that includes experiential learning and collaboration with study abroad site residents.collaboration with study abroad site residents.

Demonstrate cultural self-awareness and a Demonstrate cultural self-awareness and a more nuanced understanding of multiple more nuanced understanding of multiple worldviews, communication styles, and ways of worldviews, communication styles, and ways of living. living.

How Personal Narrative How Personal Narrative Writing Helps Accomplish Writing Helps Accomplish

Cross-Cultural Learning GoalsCross-Cultural Learning Goals

Before departure, it helps students Before departure, it helps students become more self-aware about their own become more self-aware about their own culture and their preconceptions of the culture and their preconceptions of the foreign culture they will be immersed in.foreign culture they will be immersed in.

While traveling, it helps students While traveling, it helps students document and reflect on how they document and reflect on how they perceive the place and culture they’re perceive the place and culture they’re immersed in. immersed in.

Personal narrative writing helps students Personal narrative writing helps students document and reflect on how their home document and reflect on how their home place and culture appear different from place and culture appear different from the point of view of their immersion in a the point of view of their immersion in a foreign culture. foreign culture.

After returning home, it helps students After returning home, it helps students represent their foreign experiences more represent their foreign experiences more accurately and self-reflectively to people accurately and self-reflectively to people in their home culture. in their home culture.

It also provides a way to better understand It also provides a way to better understand and chart how students’ perceptions of and chart how students’ perceptions of their home culture have changed. their home culture have changed.

Kinds of Personal Writing that Kinds of Personal Writing that Promote Cross-Cultural Promote Cross-Cultural

LearningLearning Writing that requires students to talk to Writing that requires students to talk to

and spend time with people in their host and spend time with people in their host site.site.

Writing that documents and imagines how Writing that documents and imagines how students and their home culture are students and their home culture are perceived by people in their host countries.perceived by people in their host countries.

Writing that requires students to not just Writing that requires students to not just document what they see and do, but also document what they see and do, but also what they feel and think.what they feel and think.

Writing that requires students to break Writing that requires students to break down divisions between them and their down divisions between them and their host culture by not using the 3rd person host culture by not using the 3rd person (they/them) when describing people in (they/them) when describing people in their host culture.their host culture.

Writing that portrays dialogue between Writing that portrays dialogue between cultures (exchange of information and cultures (exchange of information and values).values).

Writing that is full of sensory details, Writing that is full of sensory details, quotes, and conversations. quotes, and conversations.

Writing CourseworkWriting Coursework Journaling/blogging: cultivates self-Journaling/blogging: cultivates self-

awareness and observational skills by awareness and observational skills by documenting both internal and external documenting both internal and external experiences in detail. experiences in detail.

Personal narrative essay: makes Personal narrative essay: makes observations and reflections meaningful observations and reflections meaningful and accessible to outside audiences and accessible to outside audiences through story-telling.through story-telling.

Self-evaluation: re-connects students to Self-evaluation: re-connects students to the course learning goals and asks them to the course learning goals and asks them to assess their progress in achieving them. assess their progress in achieving them.

Daily Journal ProcessDaily Journal Process

Daily journal entries in multiple formats Daily journal entries in multiple formats (double-entry/ freewrite/ clustering/ lists/ (double-entry/ freewrite/ clustering/ lists/ sketching/sketching/

collaborative entries with hosts). collaborative entries with hosts).

Prompts as tools for reflection on specific Prompts as tools for reflection on specific moments. moments.

In-class scene writing and field site summary. In-class scene writing and field site summary.

Regular response to three organizing Regular response to three organizing questions: What surprised me? What intrigued questions: What surprised me? What intrigued me? me?

What disturbed me? What disturbed me?

Daily Journal Entry Daily Journal Entry CharacteristicsCharacteristics

Date, time, and place of observation.Date, time, and place of observation.

Specific facts, numbers, sensory details.Specific facts, numbers, sensory details.

Quoted words, phrases, conversations.Quoted words, phrases, conversations.

Questions for future investigation.Questions for future investigation.

Self-reflection on the act of journaling and Self-reflection on the act of journaling and host perception of it. host perception of it.

Personal Narrative Essay Personal Narrative Essay ProcessProcess

Students discover themes by reading their Students discover themes by reading their journals and marking related passages. journals and marking related passages.

Students identify personal questions and Students identify personal questions and internal changes that arose during their internal changes that arose during their immersion. immersion.

e.g. e.g. Little did I know that when I left my house, Little did I know that when I left my house, home and loved ones to travel abroad, I would home and loved ones to travel abroad, I would find another home and family and find myself find another home and family and find myself struggling to return to the place I originally struggling to return to the place I originally called home. This idea led me to question the called home. This idea led me to question the concept of home: Where is it? Why do we feel concept of home: Where is it? Why do we feel compelled to return to it? Is it a physical place compelled to return to it? Is it a physical place or a feeling?or a feeling? --Natalee Kasmiskie --Natalee Kasmiskie

Students build scenes (rooted in a specific time Students build scenes (rooted in a specific time and place with specific characters), around and place with specific characters), around journal passages that show how they changed journal passages that show how they changed and began resolving their personal questions. and began resolving their personal questions.

e.g. e.g. Miurel told us that she would very much like to Miurel told us that she would very much like to see the U.S. and the Statue of Liberty in Nueva York. see the U.S. and the Statue of Liberty in Nueva York. She had the same eyes as her mother and her brother; She had the same eyes as her mother and her brother; big, brown, and hopeful. I told her with the same big, brown, and hopeful. I told her with the same hopefulness that I would love to return to La Paz. The hopefulness that I would love to return to La Paz. The morning after this conversation I began to process morning after this conversation I began to process what had happened. ‘Until that point,” my journal tells what had happened. ‘Until that point,” my journal tells me, ‘I was happy that I got to leave. But then I realized me, ‘I was happy that I got to leave. But then I realized I can’t bring my Nicaraguan family to the U.S., nor will I can’t bring my Nicaraguan family to the U.S., nor will they probably ever travel to my home’ . . . Muriel they probably ever travel to my home’ . . . Muriel taught me that this is her home, that she cannot just taught me that this is her home, that she cannot just pack her bags like I can, and that the people you pack her bags like I can, and that the people you surround yourself with make up the place you call surround yourself with make up the place you call home.”home.”

--Natalee Kasmiskie --Natalee Kasmiskie . .

Self-Evaluation ProcessSelf-Evaluation ProcessOn the last day of class, I ask students to On the last day of class, I ask students to

respond in writing to the following questions: respond in writing to the following questions:

What did you learn about U.S. culture and What did you learn about U.S. culture and how it has produced your own values and how it has produced your own values and worldview?worldview?

How did U.S. culture affect how you viewed How did U.S. culture affect how you viewed and interacted with Nicaraguans?and interacted with Nicaraguans?

How was your research self-reflective and How was your research self-reflective and participatory? How did you collaborate with participatory? How did you collaborate with people to gather information and insights? people to gather information and insights?

I realized that . . . I’m focused on being a consumer I realized that . . . I’m focused on being a consumer to do things, that is what my culture has taught me. to do things, that is what my culture has taught me. When we played soccer [in La Paz] I noticed that When we played soccer [in La Paz] I noticed that their ball was a basketball and it was half-deflated. their ball was a basketball and it was half-deflated. They didn’t see the ball and think ‘I can’t play They didn’t see the ball and think ‘I can’t play soccer until I get a new soccer ball.’ In the U.S., I soccer until I get a new soccer ball.’ In the U.S., I would have told my children to wait to play until I would have told my children to wait to play until I could buy them a new soccer ball. could buy them a new soccer ball.

----Laura LeyhLaura Leyh

I didn’t just step into another national culture; I I didn’t just step into another national culture; I stepped into an educational culture that is stepped into an educational culture that is different, too. . . [In the U.S. educational system] different, too. . . [In the U.S. educational system] more emphasis should be put on writing as a way more emphasis should be put on writing as a way to serve, and learn from, the supposedly to serve, and learn from, the supposedly uninformed. uninformed. --Adam Woods--Adam Woods

What Students Learned About What Students Learned About U.S. Culture and How it U.S. Culture and How it

Shapes ThemShapes Them

How U.S. Culture Shaped How U.S. Culture Shaped Student Response to Student Response to

NicaraguansNicaraguans It was difficult to break down the boundaries that my It was difficult to break down the boundaries that my

culture had created for me. I was initially very culture had created for me. I was initially very untrusting of [Nicaraguan] men, not knowing if they untrusting of [Nicaraguan] men, not knowing if they were genuinely interested in speaking with me . . . were genuinely interested in speaking with me . . . Over time the cat calls and stares began to be less Over time the cat calls and stares began to be less distracting. distracting.

--Ashley Beyer --Ashley Beyer I feel the need, from my shame over having a more I feel the need, from my shame over having a more

privileged and secure life, to represent the privileged and secure life, to represent the Nicaraguans as one dimensional . . . only the positive Nicaraguans as one dimensional . . . only the positive side. But I’d be dehumanizing them to represent their side. But I’d be dehumanizing them to represent their lives as worse or to represent them as simply their lives as worse or to represent them as simply their best attributes . . . we didn’t see as much of the best attributes . . . we didn’t see as much of the frustration the Nicaraguans feel in daily life because frustration the Nicaraguans feel in daily life because we changed their daily life with our presence.we changed their daily life with our presence. --Chris Mayer --Chris Mayer

How Student Research was How Student Research was Participatory & CollaborativeParticipatory & Collaborative

Spending a day with a member of Women in Action Spending a day with a member of Women in Action and living with a host family gave me the chance to and living with a host family gave me the chance to observe the way people talk and interact with one observe the way people talk and interact with one another. I noticed what they valued by their daily another. I noticed what they valued by their daily activitiesactivities.. --Elise --Elise Stuebs Stuebs

Some of the best insights I got came when I talked Some of the best insights I got came when I talked with Harry Wilson, caretaker of the Women in Action with Harry Wilson, caretaker of the Women in Action Center. He told me his life story . . . Talking several Center. He told me his life story . . . Talking several times with him gave me a new look at the power of a times with him gave me a new look at the power of a government, especially in poorer nations.government, especially in poorer nations. --Seth --Seth HeeterHeeter

I used the group I traveled with as sources . . . I hope I used the group I traveled with as sources . . . I hope to continue mulling over what changes happened to to continue mulling over what changes happened to us, because what they share with me reflects on my us, because what they share with me reflects on my experiences.experiences. --Natalee Kasmiskie --Natalee Kasmiskie

Ways to Use Writing to Ways to Use Writing to Continue Cross-Cultural Continue Cross-Cultural

Learning and CollaborationLearning and Collaboration Revising and publishing essays. Revising and publishing essays.

Contributing excerpts from student Contributing excerpts from student journals and essays to study abroad host journals and essays to study abroad host organization newsletters and websites.organization newsletters and websites.

Sharing student writing at meetings of Sharing student writing at meetings of host organizations and families.host organizations and families.

Including reading of student writing at Including reading of student writing at fundraising/awareness-raising events on fundraising/awareness-raising events on campus and in U.S. home communities.campus and in U.S. home communities.

ResourcesResources

Fieldworking: Reading & Writing Research. Fieldworking: Reading & Writing Research. Bonnie Sunstein and Elizabeth Chiseri-Bonnie Sunstein and Elizabeth Chiseri-Strater. 3rd edition. Bedford/St. Martin’s, Strater. 3rd edition. Bedford/St. Martin’s, 2007. 2007.

Methods For Teaching Travel Literature Methods For Teaching Travel Literature And Writing: Exploring The World And SelfAnd Writing: Exploring The World And Self. . Eileen Groom. Peter Lang, 2005. Eileen Groom. Peter Lang, 2005.

The OtherThe Other. Ryszard Kapuscinski. Verso, . Ryszard Kapuscinski. Verso, 2009. 2009.

ResourcesResources

Telling True Stories: A Nonfiction Writers' Telling True Stories: A Nonfiction Writers' Guide from the Nieman Foundation at Guide from the Nieman Foundation at Harvard UniversityHarvard University. Eds. Mark Kramer & . Eds. Mark Kramer & Wendy Call. Plume, 2007.Wendy Call. Plume, 2007.

Tourists with Typewriters: Critical Tourists with Typewriters: Critical Reflections on Contemporary Travel Reflections on Contemporary Travel WritingWriting. Patrick Holland and Graham . Patrick Holland and Graham Huggan. U of Michigan Press, 2000. Huggan. U of Michigan Press, 2000.

The Writing Process The Writing Process Connects People Across Connects People Across

Cultures Cultures & Bears Witness& Bears Witness