I’ve decided to make this post much less artistic and more direct. To be blunt, I have not been changed by my service project. It has not awakened a crazy passion that I never knew existed, nor has it challenged me in any way. Perhaps it’s my fault. Although I did the best with what I was given, maybe it was not good enough.

What was I given?

My community organization is all about art. From puppetry, to traditional Bolivian dances, the organization immerses the children from the neighborhood in a world where only art exists. This, as it sounds, is quite beautiful. I am a proponent of the arts; I love dance and song, and I support art as a healthy medium through which anyone can coop. For the children, most of which lived in what was noticeably an impoverished neighborhood, that’s exactly what it was. To them, it was an escape from the dirt road neighborhoods where food was scarcely provided by government agents. This is wonderful! But, it’s also stagnant. No common person can revolutionize art. Choreography will also be taught the same, reading is reading, and music is done by the talented. In an organization such as this, it’s very hard to be revolutionary. It’s very hard to make an enormous impact simply because to do so, you’d have to change art entirely.

My assigned task was to “help out” in all of the classes. I was requested to spend 5 days a week, for 8 weeks, as a teaching assistant. What does that entail? Well, as I was not the professional folklore dancer of the group (that role had been taken) I learned the same choreography as the kids. I read the character El Diablo” in numerous short stories. I occasionally translated a few English words that were used to make shirt designs. Lastly, I learned to play soccer. In any of these, where is the challenge? Where is the call to invoke a life changing act? I was no volunteer, if anything, I was one of the children.

Within the third week, FSD (the host organization) forced me to propose my own project within my community organization. This project needed to be relation to my assigned task, measureable, and outlined in a 3 page excel spreadsheet. Perhaps I will withdraw my earlier statement. I was challenged. Having to think of any relevant project from which anyone would actually benefit, was challenging. The obvious fallback was to teach my own class, maybe dancing or singing. However, I don’t have those talents to teach. Of course one might say “well, it’s not supposed to be easy. You’re supposed to challenge yourself and grow as a person.” yes, that’s a very Rice response. Yet, unlike farming, social justice, or construction, arts are not something you can make significant progress in without the natural talent, which I don’t have.

After several stressful days of reconsidering the Loewenstern fellowship, I finally did an analysis of what I can do. It took a painful realization that I’m not the best toy in the box, but I am capable of one thing; event planning. I have had experience with planning events, and always told myself I’d become a wedding planner at some point. So I decided to plan a showcase of all the classes offered by the organization. The purpose of this showcase called Children’s Day, was to raise awareness in the community about how beneficial the program was to society. I talk to the organization director about saving my time and not going to the classes, and instead using it to connect with local citizens and companies to support the event and the program. It was easy. Maybe I am a natural, or maybe it’s so easy that anyone can do it.

To summarize, I was not changed nor challenged by my Loewenstern experience. I’m sorry, but I won’t sugarcoat it. I did not awaken a hidden passion, I’ve always like event planning, and I have done it before. I did not connect emotionally with the children; I enjoyed working with them and helping them with English while they taught me colloquial Spanish. Do I think that my community organization is a waste of time? Absolutely not. Again, I really see and treasure the valued that it represents. Art, more that sports, is one of the best ways to grow and mature in a nonviolent and constructive manner. I wish the organization could be larger and reach more of the world. What they do is excellent! However, it’s not a place for a student volunteer who is not artistically gifted to find meaningful work. Am I disappointed with the Loewenstern fellowship? No, not at all. This was an amazing opportunity that in many other circumstances would have realized the hopes that I’d had for myself. With a different, more personally relatable community organization, I know that this summer would have been the best. I am very thankful for the opportunity to travel to Argentina and learn their culture. Even though I did not grown tremendously and I will not return an entirely new person as a result of my service project, I have grown a bit. I know more about the world than I did before, my Spanish has improved, I have an idea of what I would not like to do, and I have made many friends here with whom I was able to share my culture.

HERE I AM!

So the city isn’t as grand as  I would have thought. It’s pretty small but the people are extremely nice. I get stares, I am assuming because of my skin color, but as usual, I don’t really care about that. The program FSD has two Salta natives who are local coordinators. There are three other volunteers, all of which are girls, and they also are cool. For the first week we did some basic training and receeved a brief history lesson on the country Argentina overall. As each volunteer is working on separate projects, we never got specific into the issues of the city or country. After the first week of adapting to the weather (which is ice cold) and learning the city, we were introduced to our host families and organizations. It is now the second week.

My host family is so real. There are 4 members, the parents and two sons. They have hosted, as it seems, several times before, so it’s no wonder that they are very accustomed to me and helping to accommodate my difficulties. Spanish, of course is the primary language as none of the members know much English outside of basic greetings. They treat me like a guest, which makes me a bit uncomfortable because I feel like a burden sometimes, but I try and wash my dishes/clothes independently, so that I can chip in. The sons are my new best friends haha, they’re such excellent people, the entire family, and although they’ve hosted before, they make me feel very unique and special.

The organization, MANOS, here in Salta, is contained to a smaller building no larger than a typical McDonalds. However, the spirit of the program is immeasurable. There are, what seem to be 3 program managers, that schedule the “classes” (dance, theater, Crafting, Soccer, Tutoring) that are taught by volunteer teachers from all over the city. The entire staff, managers and teachers, are volunteers. They include college students, married engineers, and local actors. All have come together in a neighborhood that is noticeably not well off, to support the children who have parents that are unable to be as active in their lives (for work, maybe military, or just neglect). The staff works their hardest to create a place of escape for the neighborhood children (really any children who decide to show up), of which there are approximately 30 total.

I wasn’t able to speak to someone for a direct hour to get their one viewpoint on the situation of non involved parents, however, I though it sufficient to accumulate viewpoints of several people. For the most part, I found that the city citizens are well aware that this happens. They are aware that poorer families can’t afford to send students to school, not because of the school price (the schools are free) but because they need the extra hands n the house or at work. In other well-known cases, there are parents who simply neglect the educational as well as hygienic needs of their children. But the topic seemed a bit taboo for some citizens. As if they were afraid to talk about it in the open. Speaking with the actual program managers, I learned that the neighborhood in which MANOS operates is well known for it’s poor land quality (dry and infertile soil). Taking a walk around I was able to see, first hand, the low living standards (low when compared to my host family’s home) that these children have. They come from homes with no doors or windows, made of poorly stacked cement blocks and very few have electricity. I was told that the national (or provincial) government has already taken steps to increase the quality of life in the area. There have been provisions of fresh drinking water, blankets, and even installment of lighting.

From FSD, we volunteers were assigned the task of completing a project work plan during the first week. That is, we must think of our own project related to the organization in which we are volunteering, then we are to create, present, and submit an outline for organization approval. We can receive up to $300 USD for finances to fund the project. Before arriving to Argentina, I had no contact with MANOS, and thus had very little (practically zero) idea of what to expect for a role as a volunteer. During this first week of working with MANOS, it seem seemed that I was going to work as a teaching assistant in various of the offered classes. They requested that I attend each class offered each day for the first week (this week) in order to identify where I felt the most useful and comfortable. Of course, as anyone who knows me would expect, the dance, math and English courses were my forte.

For a second, I contemplated making my project a dance class and using the money for costumes, to make the class more fun. However, I feel like that aligns with an aspect of MANOS with which I do not completely agree; the escape from the real world. As I interpreted (or translated because the words were said in Spanish) MANOS tries to distract the kids from the less than optimal lives, by city standards, in which they live. They enter the building and they are treated well, supported, and encouraged. Of course this is excellent, however, this is not a sustainable . Escaping into paradise does not equal the absents of problems. Instead, if anything, the children are constantly switching between high and low quality life each time they enter and leave the building, which could easily emphasize how low quality the low quality can be. I feel that a better, or more sustainable way of improving the lives of the neighborhood children, and their parents, is to bring take what’s inside of MANOS, the support, encouragement, and happiness that the children receive (that sounds fanciful), and bring it to the real world. Show the neighborhood how great MANOS and the participants are. Use what MANOS offers as a way to engage the entire neighborhood and create a sense of community and unity. Show the parents how their children shine and prove to them why they are worth supporting.

For that reason, my project proposal is to organize and put on a MANOS field day. On this day, all of the classes in which the kids participate will present some work for the neighborhood to see. Using the money given, I will subsidize food and purchase decorations to attract as many community members as possible. The more that witness the greatness of MANOS and the wonderful work of the children, the more that could potentially be inspired to work towards a sense of community unity. In a way, I will work from MANOS to the neighborhood. I will be an agent of the people.

I’m scared. . .

At least I think I’m scared. Tomorrow I leave to Argentina, to embark on what can only be described as the first real test of my ability to work in the field of international relations. I’ve never been to Argentina, what am I supposed to expect? Expectations….that word. As far as how things will go, I don’t have much of an idea. I have yet to be told what I will be doing as far as an actual position. Maybe that’s what barring my expectations? I think I will be extremely busy from the moment I arrive, and that it will be sort of physically taxing. I imagine that the actual work schedule will take about a week and a half to get use to, there isn’t much of a time difference, so I’m not too worried about jet lag. I’m a Rice student, so hard work isn’t very new to me. So it’s not workload that’s scaring me.

Maybe I am afraid of the opposite? What if I arrive and it’s an empty 9 weeks? What if I am just asked to file paperwork? I can’t imagine the Lowenstern would allow for something so mundane. However, similar to that..what if the work I do has no impact? I expect that the work MANOS gives me will be worthwhile (something any selfish person could put on their resume). That means that any lack of impact would stem straight from me.

It’s all on me.

It’s not fear, really. Maybe it’s more nervousness?

I’ve never been to Argentina. I’ve been trying to practice my Spanish, I even went to Mexico! But for some reason I can’t feel ready. I’m expecting many people to speak English well, or at least be learning. I expect that they will all try and use English with me as practice or to make me feel included. That’d make it really easy. I bet if I say one thing that’s not grammatically flawless, they’ll repeat it in English, to show that I don’t have to try so hard. But I don’t want that. I don’t want to be coddled, I’m a Rice student….I’ll take the challenge and crush it!

I want to be challenged.

It’s angst.

I expect that the only challenge, the only worthy challenge, that I will battled while abroad, is the one that I allow myself to battle. Independent of the organizations work assignment, independent of the community’s willingness to incorporate me into their world, I will make sure I make these the most significant 9 weeks in my life history. I am anxious to challenge myself.

In the last Univ class (April 19,) we had the opportunity to meet with previous Loewenstern fellows and discuss and compare our current mindsets in terms of international service, with their actual experience. This was an excellent method, in my opinion, to make us current fellows synthesize and truly challenge our sentiments and expectations for the coming summer. For me personally, the discussion was an eye-opener to the fact that I’d spent so much time gauging and quantifying the impact of what I would be doing, how significant I was to the program and in the lives of those with whom I will work, that I had neglected the hard facts of reality; regardless of how excited, researched, and well intentioned I may allow myself to be, I am still only a human. Erin, a previous fellow, was the first to mention the term that truly shook my mindset. In the discussion about any setbacks that they experienced in their time abroad, maybe depression or homesickness, she denied that she ever really felt disconnected, but instead felt “exhausted” as a result of always having to be “on.”

As an agent of international service, I have the obvious responsibility to the organization for which I am working, and even more to the people for whom I will conduct service. These responsibilities are invariable, before arriving and while there, my sole obligation and priority is to do the service work. A more indirect responsibility stems from the fundamentals of international service, and that’s that I will be international. I will be in a foreign country, working with many people whom have never visited the United States. To them, I am responsible for the image of the United States. How I conduct myself, how I choose to interact with the citizens of Salta, my daily mannerisms, and my slight habits, are all indications of what the USA is like. It is thus, my responsibility, to be the best representation of my country that I can. Without question, at all times people should behave maturely and appropriately. This applies domestically as well as abroad. This role as a sort of diplomat, is no unique situation that merits any more or less appropriate behavior, but instead is one with more significant consequences. Unlike in the USA where we obviously have an established understanding of our cultural and societal practices so inappropriate behavior is just frowned upon, in Salta, they have very little idea of how Americans behave. So what they observe from me, in many cases, especially the youth with whom I will work, it will be the first time, and the impression that it makes on them will be incredible. For them, my actions are a direct reflection of the entire United States culture. That’s a huge responsibility to carry.

I can say that I accept this responsibility, and that I will make a conscious effort to be the best USA representative that I can. But returning to what Erin said, is it then expected that I am to always be on? Will my organization or the citizens expect me to always be perky, enthusiastic, and energetic? Politeness and etiquette are essential values instilled in me by my parents, and so I feel that there is no excuse for ever lacking these. But my mood, just like everyone else, is flexible. I am extroverted at times, but I also require time for self-reflection and reconstruction. Sometimes I just don’t have the energy to put on a show. On these inevitable days in which I am exhausted, what is my responsibility then? My situation won’t change with my mood. Angry, excited, asleep, or awake, I am still representing the USA. In the United States, just like in Argentina, the citizens are human. Like the Argentinians, Americans can be introverted, we too can tire out. But in this situation, what am I supposed to do?

I am nervous. I will admit that I am afraid that too much is expected from me. Not in the sense that I am expected to be the savior of Salta, nor that they expect me to know all of the answers to all problems. I am just a volunteer. I am only one person, and I have only about 4 more years of life experience than those with whom I will be working. The fear I have is that of character self-doubt. What if I do poorly in representing the USA? What if I’m not able to establish a connection with any of the kids? What if I, as the single volunteer, am not enough? Only time will tell. I will do my best, I will be who I am, and learn what I can. I will go open and eager to change! I will put my best foot forward in everything that I do. That it all I can do, as a human. As a single volunteer.

Background: The Factbook

Argentina is a remnant of a larger region, Rio Plata, which declared independence from Spain in 1810. According to the CIA World Factbook, in terms of geographic size, Argentina is the 8^th largest country; in terms of population, it is 33^rd (45 million). Since its formation, Argentina has experienced a massive immigration of Europeans, mostly from Spain and Italy, which occupy 97% of the ethnic groups. The official language is Spanish, but other European languages (French, German, and Italian), in addition to natives languages (Quechua), maintain a strong presence in the country. Along with the idiomatic, European influence is also prevalent in the realm of music, food, and social customs. Argentines are predominantly Catholic (92%), with a few Jewish (2%) and protestant (2%) citizens. Argentina has a family oriented culture which is reflected in social gatherings in parks and on riversides. Argentina is very well known for its Gauchos (cowboys), Mate (an herb drink), Payadas (poetry), and Soccer. Culture and art is a significant part of Argentinian interest; the Tango originated in Argentina!

In terms of the government, Argentina is a representative democracy with a government system very similar to that of the United Sates. Within their constitution, there is an established system of checks and balances that includes a president, bicameral legislature (senate and deputy chamber), and judiciary supreme court. The president, currently Mauricio Macri, is the head of state and government. The legislature chamber has 257 seats, while the senate offers 72 seats and is headed by the vice-president. Politically, the government is a multi-partisan, dominated by two groups; Partido Justicialista, which was developed by former president Juan Perón in the 1940s, and Unión Cívica Radical, which was established in 1891 under former president José Corral.  The country is divided into 23 provinces and the autonomous capital city of Buenos Aires. Each province functions autonomously, within the limitations of the federal constitution. The country has both universal health care as well as universal, compulsory, suffrage.

Like suffrage, primary education is also mandatory. The education system of Argentina offers equal opportunity to all citizens of all ages, completely free of charge at all levels (including university). Pre-primary education is available for children between the ages of 45 days and 5 years. At the primary and secondary levels, school children must complete at least 12 years. While primary education is an instruction on the fundamentals (reading, math, and writing) which are standard for all, secondary education is sub divided into two levels. The lower level is a continuation of general education. Referred to as the cíclo básico (basic cycle), this level offers a curriculum that explores material that is equally useful in nearly all careers paths (math, language, social science, etc.). The upper level, the cíclo orientado (oriented cycle) provides a more specialized curriculum which target the particular career paths chosen by the students (technical science, art, education, etc.) After the completion of the secondary level, students are able to automatically enroll into upper level universities, of which there are two types: public (39 schools) and private (46 schools). Since the public universities are funded by the government’s Ministry of Education, students are required to pay nothing for enrollment.

Indeed, 1.5 million students do attend universities (90% public) to further their education. For private schools however, there is a tuition fee. This can range between 7,000-17,000 dollars, and as private universities, there may exist requirements in addition to the completion of secondary education. In speaking with argentine natives on campus, I was informed that private universities are typically more career specific, (usually geared towards business school). Public schools on the other hand, offer general education (engineering, physics, art, language). Because of the tuition-free enrollment, public universities have a very high student to teacher ratio, driving them to be more prestige oriented than private schools (which cater to the wealthy). “If all you have to do is show up to enroll, you really have to be a star to be acknowledge.” Argentinian universities are founded on the westernized education model and the offered degrees are recognized at both the national and international level.

It’s crucial that I understand the workings of the Argentinian laws before travelling there to conduct service. In case of any uncertainty, I need to know what my rights are as well as anything that may be legal in the United States, but illegal in Argentina. The functionality of the Argentine education system is particularly pertinent because an aim of my service is to work with children and youth who lack educational support. Knowing the basics of the system is an absolute necessity if I am to be of any use. I’m very excited to see the European influence that exists in Argentina. It’s possible that I will work with immigrant children and will need to know bits of other languages (besides Spanish). This might suggest a need to learn about the European countries that constitute the majority of northern immigrants. Argentina is a very diverse place and it will be hard to prepare for every type of culture that I might encounter. However, having any idea of what I could potentially experience is reason enough to conduct side research and better prepare to be more effective with my service.

Policy Analysis: The Crisis Effect on Education

Regionally, Argentina is a star power in terms of human capital levels and education quality. With a literacy rate of 98% and United Nations ranking of 2^nd best regional (45^th global) Human Development Index, falling just behind Chile, Argentina out ranks nearly the entire continent in national potential. This is not surprising, as Argentina devotes 5.1% of its GDP to education. (4.6 in Chile, 6.4 in Bolivia, 5.0 in Paraguay, and 4.8 in the United States). Even with such astonishing statistics, Argentine public schools still manage to produce high dropout rates and lag far behind the performance of private schools in the same regions. This phenomenon reflects an increasing inequality between public and private education that immerged after the financial crisis of 1998.

During the late 20^th century, as a method to combat potential inflation, the Argentinian government implemented a variety of exchange rate-based stabilization (ERBS) programs which linked the domestic peso closely to the United States dollar which experienced high appreciated in 1998. Low prices for agriculture (a main export of Argentina), the international effects of the Russian and Brazilian financial crises drove Argentina’s GDP growth rate abysmally low, causing concern about the country’s ability to pay its debts. During the presidency of Fernando de la Rúa, 1999, the International Monetary Fund agreed to a $7.2 billion assistance package. Unfortunately, global market conditions and Argentinean government instability led to the country’s complete loss of access to markets in 2001, rendering them unable to borrow or meet debt requirements  Citizen accounts were frozen, to prevent massive withdrawal from banks in the face of the inevitable financial crisis. The economic depression of Argentina caused unemployment to exceed 25%, government contraction of 20%, as well as violent riots.

In the wake of the depression, the streets of Argentina has transformed into a somber and dangerous area. Littered with parents, alongside their children, begging, hungry citizens eating from restaurant dumpsters, and several without shelter at night, the Argentinian society has been destroyed by the effects of the crisis. Many have turned to cardboard collection as a way of raising money for a meal. Nearly, 100,000 storm the busy streets of Buenos Aires to collect cardboard for money. Children as young at 4 wash cars and beg in the streets to help their families raise money. Kidnapping for ransom and police corruption has also increased. The Argentinean youth (18-25 in age) has suffered the most from the crisis impacts in terms of unemployment. At a high value prior to the crisis, youth unemployment climbed substantially in 2008, much more than any other social group in all of Latin America and the Caribbean region (LAC). They have lost many previously owned employee benefits (vacation time, grade of health insurance, hour flexibility) and experienced wage cuts of 30%.

Even in the face of this disaster, Argentines have not removed their children from school. Some studies suggest that the lack of opportunity for dropouts coupled with the nationwide high-value placed on education might serve as the main driving factors for this. When I spoke to Maria Stasevicius, an Argentinean faculty member at Rice, she informed me that many children remain in school because they are guaranteed at least one meal. Additionally, children who are enrolled in school are guaranteed to receive essential vaccinations. Many, including myself, believe that factors such as these are what truly incentivize parents to keep their children enrolled.  Regardless, continued enrollment has proven insufficient in combatting the combined detrimental effects of inadequate living conditions and lack of extracurricular support for impoverished children. Subsequently, much of the argentine youth has turned to alcohol and drug abuse, violence, and crime.

It’s exactly for these reasons that NGOs such as the Foundation for Sustainable Development (FSD) and its partner organizations, including Fundación MANOS, were formed. It is the belief of these organizations that community activity centers are essential for diverting youth from things like substance abuse. More than just educational support, they are in need of emotional guidance. Many of them are children and struggle to adjust to the sudden life changes brought about by the financial crisis. Within the centers there is a variety of organized, volunteer led, group activities (sports, concerts, games, crafts) for young people to enjoy as a distraction from the stress of the social situation. MANOS, the organization with which I will work this summer, has a very particular perspective on the idea. To them, arts and craft oriented activities are the most effective response to the major social problems that the youth experience. They invite volunteers with particularly art oriented talents to provide an alternative source of self-expression for Argentines. This, according to MANOS has been well received by citizens of varying ages, particularly by the younger (9-13 in age) children. In addition to recreational activities, these centers provide educational and rehabilitation courses on sexual health, nutrition, and the risks of drugs.

Breaking news

Country Specific

ONE

Domestic workers of Salta are taking action to receive social and political recognition. Ana Díaz, a house worker, created a Facebook group for those who work in private houses in Salta. The purpose of this group is to inform members of their rights and obligations as “domestic workers,” as well as provide access to legal documentation that guarantees them access to standard employee benefits. The group was created out of necessity after the Union of Domestic Employees consistently refuse to hear, let alone recognize, the numerous pleas of mistreated house workers. With 233 members, the group is growing both in recognition and in power. Members managed to procure their own holiday, April 3, which has been recognized and supported by the Ministry of Labor in the Salta province. On this holiday, they have the option to not work, or work for double pay. This year, they will meet to recognize those whom have dedicated many years to domestic service. The mission of the group is to achieve equal treatment in terms of employee benefits and social respect.

This is an event that is taking place in Salta! While it is not directly related to the social issues of youth, I do feel it is a good representation of how the city functions. It provides insight into the flexibility of the government as well as its responsiveness to its citizens. To grant a holiday specifically for house workers who felt mistreated and unrepresented is very responsive. Beyond the government’s relation to the people, this article also reveals a bit of the social construct of Salta. There are some sources of inequality there too. It says nothing about race, but there may exist a level of classism between the citizens. With respect to the workers, such as Ana, it’s reassuring to observe that although there exist issues, the people of Salta are not idle, waiting for handouts. Instead, they are actively pursuing effective changes. These are adults, many are parents, but their relentlessness could also exist in the younger citizens who aspire for a better future for themselves as well as their country.

TWO

President Macri recently announced an agreement made by several sectors of the government (Ministers of Finance, Labor, Public Policy, etc.) and business leaders, in order to attract investment into Vaca Muerta, one of the world’s largest shale reserves, located in Argentina. The government plans to subsidize $7.5 per million Btu of Natural gas produced from the sight until 2020. As a result, several oil tycoons (including BP) are making bids in the billions of dollars. Macri insisted that this agreement would reduce the cost of energy, increase jobs for Argentines, as well as increase the country’s supply of energy (See Appendix C). Blaming the shortage on the previous president (Cristina Kirchner), Macri harped that energy was necessary if the country was ever to develop and reduce poverty.

If the agreement does provide the labor revolution that Macri predicts, then this will be a great first step in breaking free from the financial crisis devastating the country. He is right that without energy, Argentina cannot expect sufficient development, and that many potential jobs exist in the energy sector. This agreement could revitalize a relatively stagnant pool of qualified employees facing low job opportunities. By providing employment opportunities, this agreement would increase wages, spending, the economy, and it would incentivize more university enrollment. This is an enormous step that could help rescue Argentina from its crisis.

Service Specific

ONE

On March 20, when discussing mechanisms for minimizing the systematic (financial, educational, & political) inequality between rich and poor families, Argentinian President Mauricio Macri made a comment about the nation’s education system that led to a massive protest by professors in the streets of the capital city Buenos Aires. In his comment, he proposed that the basic problem leading to the inequality was rooted in the educational system as some of fortunate enough, literally, to go to private school while others “have to fall into the public school system.” This was met with strong opposition from the Peronist and resulted in a massive strike by offended public educators and graduates from the public school system. The strike, which was to refute the claims of Macri included demands for salary negotiation. The approval rating of Macri diminished as a result of the event.

My service addresses the issue of students who are not receiving sufficient educational support. For the president, the head of state, to claim on nationally that the public education system of the country is a trap into which poor students “fall” is unbelievable. There is much criticism that because Macri himself was born into a wealthy family and attended only private schools and university, has no legitimacy to comment of the performance and quality of the public school system. This article does showcase the passion of public school teacher, which is a positive sign in terms of educational support for students. If teachers had not rioted in response to such an aggressive statement, one could interpret that they agree or may not genuinely be concerned about the quality of their performance as teachers.

TWO

Standardize tests in Argentina support the historical trend that the country’s northern half learns less than does the southern half in public and private school. While the majority of the country performed below satisfactory standards, an estimated 90% of students in the north finished secondary school without the minimum math requirements. The data was especially noticeable for Boys. Specifically, the data showed that “poor boys have poor result.” In retaliation, the Minister of Education in Buenos Aires proposed more school hours, higher intensity, and higher quality teachers. Regions performing at or above satisfactory attributed their success to the specific incentive programs for students and teachers as well as the department of education in that area.

This directly relates to the issue I am expected to address in Salta, a city in the north of Argentina. The data showed that 45% of Salta students tested below average which was far from the worst. However, this article gives me concrete statistic, as opposed to qualitative descriptions, of the Salta education situation. More than Salta, this article further supports the effect of the financial crisis on the country. The inequality between financial classes tends to correlate to and inequality in education as well. This is seen in the test statistics. The crisis has only increased the poverty gap between the rich and poor, which has increased the education gap. I find it interesting that the data is particularly noticeable for boys.

FACULTY

I had the honor of speaking with a Rice University Spanish professor, Maria Lujan Stasevicius about Argentina’s personality. She was born and raised in Bahía Blanca, Argentina, where she attended and graduated from Universidad Nacional del Sur. Very young, and having recently moved to the United States, Lujan was able to provide a great amount of current and relevant information about all things Argentina. She gave me with a plethora of tips that only a native would know (taxi companies, weather prep, restaurants of course). Luckily, she had travelled to Salta, and was able to prep me for the smallest kinks about the city. She informed me about the Salta accent, the siesta time where I wouldn’t be able to buy anything, and places to explore. I was really excited to hear that Salta is one of the oldest cities with the greatest Spanish influence. So much of the city’s architecture is Spanish! She was very enthusiastic about updating me on the current political and economic situation in Argentina as well as how I should respond when drawn into a political conversation. She was very transparent about with which ideology her views aligned. According to her, when anyone talks politics, they always start by attacking the other side. After that, simply reply “I agree with you” and change the subject. I shouldn’t expect to encounter any violence as a result of political disagreements, but I might be labeled. Feminism is everywhere in Argentina, because domestic violence  i  s an issue, and I can expect that I will witness many feminist statements.

Of course we spoke about heavier subjects like appropriate behavior. As she explained it, Argentina has danger everywhere right now. Salta is in the north, and “in the middle of nowhere,” so it is potentially even more dangerous. She ensured me that as long as I act with commonsense (listen to my host family, not traveling alone at night, etc.), I will not have a problem. She harped on the fact that Americans in general are very relaxed with displaying our possessions. That is not the case in Argentina and it’s best to be more conservative. I asked about any dangers I might encounter due to my ethnicity. I was relieved when she said “Well, you won’t get any negative racism.” That was her way of saying that I would not be attacked, but my skin color is very rare in a city such as Salta. So, I will get a lot of staring and people who will assume I do not speak Spanish. “You’ll have a nickname within a week.” She told me!

Again, these tips were incredibly useful to my travel and immersion experiences. What she told me are things I would never be able to find on any website. Only by speaking with a citizen, would I have learned the specific intricacies of the Argentinian society and how to respond to them. We are told to enter the service without any expectations, but I feel that direct discussion with a native on what I can expect, warrants credibility. I can at least be confident that what she says I will and will not encounter is a reasonable expectation to have. Of course I will not actively look for these expectations to be met. Instead, I will use what she said when it becomes applicable.

Community organization

After learning my service assignment was to Fundación MANOS, I felt it was best to speak to a representative from a local organization that does similar work. I was surprised to learn that there is a Rice founded organization that works in the Houston community with refugee high school students. The partnership for the Advancement and Immersion of Refugees (PAIR) is a nonprofit organization that aims to equip and prepare refugee student for life in the United States (specifically college life). Over 200 volunteers, a majority of which are Rice and UH students (a few community members), offer services in college prep (applications, essays, financial aid), immediate academic help (tutoring in a variety of academic subjects), as well as general life skills (how to cook, coping with stress, personal social issues) to students at 5 HISD school. PAIR provides a source of guidance to over 400 high school students, an age group typically in need of mentorship. PAIR provides a safe space for students to be with others who are experiencing, or have experienced, similar tribulations. Only formed in 2006, PAIR has yet to extend beyond the borders of Houston. This limitation in area has not, however, diminished its impact on the Houston community. PAIR collaborates with other nonprofits to host educational events for Houstonians that are interested in learning about refugees and getting involved.

I was unable to contact a representative from Fundación MANOS, however, it’s clear that their mission is similar to that of PAIR; they aim to address the social and academic challenges faced by local Salta youth, by providing mentors and a general free think space. Like PAIR, Fundación MANOS is a nonprofit. Additionally, it relies on the efforts of local artists, residents, college students. While it’s not focused on the difficulties of refugee social acclamation, like PAIR, Fundación MANOS does facilitate a form of social adaptation. Many of the children that participate are dealing with the drastic social and financial shifts resulting from the Argentinian financial crisis. Many have lost homes and must work to help their family survive. In this respect, facilitating adaptation, Fundación MANOS and PAIR are similar organizations.

The project to which I have been assigned is to help build a comprehensive, inclusive social space for integral community growth through artistic means. As I interpret it, I will contribute to the functionality of an already existing community art center by providing a form of artistic expression to its members. Effectively, I am going to be an instructor of sorts. Unlike something engineering, artistic projects such as this have no clear mark of completion. So, upon returning to the US, it may be difficult to check on the progress or sustainability of what I would have contributed during my time in Argentina. That being said, something that I learned when talking to the PAIR representative, is that many of the volunteers established close bonds with the students they mentor; often seeing each other outside of the program, messaging, and staying updated on the other’s life. Sure, I may not be able to measure the quantity of my “work,” but hopefully I will have established everlasting bonds with those that I meet, and be able to stay involved in their lives, even while I am in the United States.

Reflection

Let it be known that not once have I viewed this experience as a vacation. I am, and have always been, fully aware of the responsibility accompanying the title of Loewenstern Fellow. Since submitting my application, I have been dedicated to any and all volunteer service that I may be asked to provide before during and after my time in Argentina. Having said this, I do confess a bit of selfishness: my reason for picking Argentina was because of all of the available locations, it seemed the most suitable for me in terms of my abilities and aspirations at the time of the application. While far from fluent, I can speak Spanish relatively well. I felt it essential that I apply to a region where I could communicate effectively with locals, especially in the event that I am in danger. This contained me to the Central and South America regions.

During the application process, I was going through a shift in career aspirations.  Instead of industrial engineering, I began leaning more toward international relations and communication. I no longer wanted to work for the affluent, making technology that only the wealthy would buy. Instead, I wanted to use my knowledge and language abilities to travel and help those who struggle to help themselves. Looking at the provided organizations in Latin America, I felt FSD would allow me the most variety for exploring my potential for international service. The partner organization connected to FSD address a variety of social, political, environmental, issues and concerns. This variety, to someone very recently entering the realm of international service, was very attractive.  So, I chose to apply to FSD.

Through this process, I was able to learn a lot about various aspects of Argentina especially the political and educational. Moreover, I gained a significant amount of information about the financial crisis and how it has impacted the country’s functionality (protests, homelessness, political action). However, the majority of the information was oriented about the more populated, and famous, Argentinian cities such as Buenos Aires and Cordoba. Salta, while important, has very little news coverage on topics that concern the entire nation. So, it was difficult to address the social conflicts in Salta that resulted from national crises.  Because of that, when discussing the issue addressed by my service project, I am assuming a degree of similarity to those in regions of Argentina that were specifically outlined in the sources I found. Beyond the lack of city specific information from news sources, I was also very limited in contact with my community organization. There are several unanswered questions about my exact position and service responsibilities. In summary, I was able to acquire a vast amount of knowledge about Argentina, but very little about Salta specifically.

One thing I was unable to fully understand is the exact cause of the financial crisis. I suspect that the source of disconnect is that I have not taken any international economics courses that could provide me with the jargon and basic knowledge of global markets needed to fully comprehend the information provided by the news sources. I understand that there were policies enacted by Kirchner, the late, former president that linked the Argentinian peso to the USD. But the flow of events involving the IMF and the country’s market inaccessibility remain fuzzy to me. This is something I would like to further explore, and it might be interesting to ask locals in Salta to see their response. I am aware that the bias for political parties are impossible to avoid, especially in Argentina, so I will have to find both sides of the story of why the economy crashed. I suspect that citizens will directly blame the president during that time, Fernando de la Rúa. This information is particularly important, because the financial crisis is the instigator of the social issues that FSD and Fundación MANOS currently combat.  Understanding the most that I can will assist me in effectively combating these issues.

Appendix

References

EP-Nuffic. The Argentinian education system described and compared with the Dutch system. Netherlands, 31-01-2017. Print

Portillo, Amy. “Argentina’s Public Universities, Tuition Free.” Foreign Credits. Classbase, 14, Feb. 2010. Web. 19 March 2017

International Monetary Fund. “The Role of the IMF in Argentina, 1991-2002.” Independent Evaluation Office of the IMF. IMF. July 2003. Web. 23 March 2017

Study Argentina. “Culture in Argentina.” Study in Argentina. Study Argentina. 15 March 2017.

United Nations Development Program. Human Development Report 2016. New York, NY. 2016. Print.

The World Bank. “Government Expenditure on Education, total (% of GDP).” The World Bank. 2016. Web. 19 March 2017

Vega, Soledad. “Argentina’s Education Dilemma: the Best Educated with the Weakest System.” The Argentina Independent. 7 Dec. 2012. Web. 22 March 2017

Caballero, Ricardo. Dornbusch, Rudiger. Introduction: the Great Unraveling: Argentina 1973-1991. Financial Times. 8 March 2002. Print.

Woodruff, M. David. Boob, Gloom, Doom: Balance Sheets, Monetary Fragmentation, and the Politics of Financial Crisis in Argentina and Russia. Sage Publications. 2005. Print.

Azul, Rafael. “The Social Costs of Argentina’s Crisis.” World Socialist Web Site. International Committeee of the Fourth International. 22 Aug. 2002. Web. 21 March. 2017

Grosh, Margaret. Bussolo, Maurizio. Freije, Samuel. Understanding the Poverty Impact of the Global Financial Crisis in Latin America and the Caribbean. The World Bank. Washington D.C. 2014. Print.

Breaking News Articles

https://www.clarin.com/sociedad/brecha-educativa-estudiantes-norte-pais-aprenden_0_Hynuh9anx.html

http://www.eltribuno.info/salta/nota/2017-4-3-0-0-0-trabajadores-de-casas-particulares-de-festejo-y-sin-sindicato

https://www.usnews.com/news/world/articles/2017-03-22/macri-public-school-gaffe-helps-fuel-argentine-teachers-protest

http://www.infobae.com/politica/2017/01/10/mauricio-macri-el-desarrollo-de-vaca-muerta-va-a-generar-una-verdadera-revolucion-de-empleo/

http://www.reuters.com/article/us-argentina-gas-idUSKBN14V03N

Service-the action of helping or doing work for someone. This is the definition given by Merriam-Webster dictionary. To many, service is a single act. Like many verbs, servicing, or providing service, exists in the moment that it is performed; when I arrive to Salta, I will “begin my service.” The shortcoming of this mindset, however, is that it disregards any efforts before and after physically providing aid to another as potential service. It suggest that service has a hard beginning (once I start working for another person) and an even harder ending (once I finish my work). I disagree with this. Instead of a hard verb, service is a fluid process. There is a beginning, a middle, and an end to service, and the distinction between phases is not entirely clear. Because of this, when defining ethical service engagement, the proper manner of providing service to others, we must venture beyond the basic exchange of the physical labor, and consider the cyclic behavioral process that is service.

Pre-departure education

Starting with the beginning, before ever arriving to the site in which we plan on working, it’s essential for us to educate ourselves on every aspect of our projects. Unlike usual, this extends beyond basic cultural awareness (regional traditions and holidays). This is intense research that must fortify the necessity of our service! Why is what we plan to do significant? Why will those who’ll be effected be effected? It is not enough to arrive and “go where we are needed.” A mindless tool is a dull tool and will rust away. Instead, to be a truly effective instrument of change, one must remain sharp, and aware! We must know exactly where in the grand scheme (community or even nation) our work fits. This can be achieved through research on line as well as meeting and interacting with natives before arriving via skype or email. Rebecca A. Reisch suggests that we must have a solid understanding of socioeconomic, cultural and historical, as well as medical conditions in our respective regions. This comprehension, as she believes, will help prepare us for situations that we may perceive to be ethical dilemmas. If we are educated as to why our work is important to community members, in situations in which we must make quick, or even extended judgements, we can actively take action with the overall community’s best interest in mind. We can respond to tough situations in a manner that aligns with community values and perpetuates their ideology in regards to the subject.  Without background knowledge, there is not guarantee that the decisions we make will better the development of the region.

During the trip

It goes without saying that another key aspect of ethical service would take place while performing the actual work step of the service process. Although the original purpose of this line concerned the interest of medical students travel abroad to perform medical service, it encapsulates one of the most significant ethical practices possible; “Students should not perform techniques or procedures which they have not been adequately trained to perform.” Of course in the medical realm, this idea is directly crucial to the lives of patients. However, in any situation, this idea is essential to general safety of others as well as the progression of the project. We are all eager to grow, we want contribute our knowledge and efforts to a greater cause, yes. Nonetheless, we cannot afford to allow our excitement to cloud our rationality! The idea of this line is not to discourage growth, or personal drive. Individually, pushing limits and challenging oneself will result in personal growth. Be that as it may, we are not working alone. Additionally, it is not us alone who bears the consequence of our actions, but the community members which we serve. The purpose of this line is to remind of these very facts. Ethical service practices always regard the common goal of the team over the goals of the individual, and the wellbeing of others over personal growth. Attempting to experiment and act independently of the team is an unethical practice that risks jeopardizing the project and the safety of teammates. This is unacceptable.

Upon Return

The final phase of the service process, as I define it, is what happens after the physical labor is complete. What happens after the trip is over? To the average person, the return home is the time to reflect on personal growth, to explain to others the extent of their service, and recruit others to do what they have finished doing. This is wrong. This mindset considers the termination of physical labor to be the termination of the service. Instead, this is the time to remain in contact with the community and those who benefit from our work. The return phase of service is to ensure the sustainability of our work for the community members who may not be completely knowledgeable on how to maintain whatever has been installed by us. Ethically, we are obligated to ensure the continual quality of what it is that we have installed. We are still instruments for the development of the community. While it may not be construction, this phase is equally significant to the service process. Without it, as seen in many Engineers Without Borders projects, degradation and mismanagement in nearly inevitable.

Having the opportunity to go abroad and work alongside members of a different country in attaining local solutions to local issues, is an experience that is rivalled by very little. I love to travel and I love to meet and interact with new people, so this fellowship is truly glorious opportunity! With that in mind, it is a fellowship. This is more than just leisure travel (instagraming new foods, visiting tourist attractions, and isolating myself in a hostel). This is a chance for me to learn, to grow, and to make a truly lasting impact on the lives of many. But what does this mean? When and how does this happen? For such general, and personal phenomena, only I am truly capable of knowing if I’ve accomplished this. Even then, by what metrics am I to verify my success? It’s best to establish goals that are verifiable by anyone, and not just myself. Below is a list of SMART goals that I have set for myself, during my time in Salta.

Language: After returning from my time in Argentina, I would like to confidently say that I am fluent in Spanish. I have studied Spanish on and off, but next spring (2018) I will take the Rice CLIC Spanish Language Certificate exam. It is my goal to pass that exam using the Spanish practice that I get during my time in Salta. Passing this exam is document proof that I am fluent in the Spanish language.

Country: Culturally, I am lacking in awareness when it comes to Argentina, especially a specific city. My goal is, before arriving to Salta (May 22) to know any major celebrations (festivals, and holidays) that will take place during my 9 weeks. More specifically, I will know: if the holiday is celebrated. Is it like the 4^th of July in the USA? Or more like Cinco de Mayo in Mexico (not very celebrated)?  Why is it important? What is the origin of the celebration (the historical figures or movements that represent it)? How is the event celebrated? Is it a large parade that I should dress for? Or is it a quiet intimate house dinner where specific attire is required? This will make my acclimation into the community much easier if I can be more casual and less oblivious towards their customs and cultures. Celebrations are a huge component of any community.

Social Issue: My service work will be geared toward working with community members to tackle social issues that exist within the community (sexual health, education, and drug rehabilitation). This includes working with community members to cooperatively construct plans that result in the most equal benefit for all effected parties. If this is to be accomplished, I will need to know the issues that exist in Salta. It is not possible for me to learn all of this before arriving. Not just because of time, but also because much of the facts can only be obtained through personal experience and require that I witness it for myself. That being said, before arriving, I should still be capable of knowing the basics of the dilemmas. Before my arrival, I aspire to know the three most recent changes in policies regarding sexual health, education, and drug usage in Salta. This is so that I can compare the de jure to the de facto of social issues, and have technical tools (knowledge of any legal limitations) needed to effectively construct a plan to combat them.

Service/Research: Of course I want to be effective, I want to make a noticeable difference and powerful impact on the lives of those in Salta. However, it’s important that I quantify what this means. How can a personal impact be measured? It’s best to asses it based on tangible progress of service performed. Even with this, my service work is not an engineering project where something will physically be constructed. Not, it is working with others to address non tangible issues. For that reason, I decided to measure my progress, and thus my impact, based on how the autonomy of the Salta community members. My goal is that by the 7^th week, the community members are capable of independently creating, implementing, and developing any solutions to their own issues, using the methods that we (myself included) developed together. Basically, I will know that I have made an impact when they no longer need me and can arrive to effective and attainable solutions on their own. This could be in the form of a town hall meeting, locally led AA meetings, or regularly scheduled sex ed classes.

Personal: The service is not about me. First and foremost it is for the benefit of the community of Salta. That being said, for me to experience such an opportunity and emerge unchanged would be a shame (and impossible).  Right now I am uncertain about the career path I want for myself. I am looking into a job in international relations (Foreign Service Office (FSO), the United Nations, or USA diplomacy). However, I have never had any experience to verify or deny that these paths are right for me. The Loewenstern fellowship is my chance! I can finally see if this is where I belong, if this is how I want to live my life. This is by every definition, Foreign Service. By the end of the program, I will confirm or deny whether Foreign Service is an appropriate path for me. Additionally, I will make it my goal to learn about United States Foreign Service in Argentina (the USA embassy and Consulate there). I will speak with someone about the steps needed to become and FSO, and what can be expected on the job.

Pre-Service: My pre-arrival goals all fit into the category of knowing the invariable facts. Of course there are things that cannot be understood from a Wikipedia page (food tastes, slang, and cultural mannerisms). However, some facts (government regimes, holidays, locations) can be learned beforehand. My goals are to learn these facts. That way, when I get there, I can assimilate myself into the community as easily as possible! Only this way can I be effective. Outsiders aren’t effective. Always asking why and how a culture does what it does widens the gap between foreigners and locals. Having knowledge beforehand will limit the questions I have to ask, and minimize the gap between us!

In-country: while there, my goal is to be effective, but it’s also to work with (not for) the community. I don’t know everything, and neither do they. It’s important that we are always on the same level of power and that we rise at the same rate. I am going to get work done, measureable work. I aim to see that my labor is fruitful and that the community is benefiting from what I contribute. Because I am in the sector of social issues, and not physical construction, it’s hard to measure that progress, but though evaluations of self-proficiency, my progress can be quantified.

Post service: upon my arrival, my goals are all personal. I want to have become fluent in Spanish and pass the language certificate exam offered by the university in order to verify this. Also, I want to have taken a giant step towards my future in terms of career goals. Having confirmed or denied whether Foreign Service (which includes the United Nations and USA diplomacy) is my passion will dictate the next months after I arrive. This is the time that I will decide if I apply to graduate school or industry. Do I go abroad or stay in the states. This trip, and the nuances that it will provide can potentially dictate the flow of the rest of my life.

“I’m going to Argentina to do community service.” -Craig Joiner

Since having the title of Loewenstern Fellow bestowed upon me, I have been eager to hit the fields of Salta and get to work! I am excited to experience the world renowned culture of Argentina, and even more so to start my journey towards making a change in this world. The Loewenstern fellowship is a chance for more to give back; a chance to help those who are not as fortunate as I. This summer will represent an opportunity of unprecedented magnitude for me to apply my heretofore acquired knowledge of engineering and language, to a truly worthy situation. As I declared in my application; I refuse to use my gifts to serve those who already have and simply want, instead of those who truly need.  Although I have yet to be told with which specific organization I will be working, I continue to maintain enthusiasm and an open mind that wherever I am needed, that’s where I will go. I’m excited to help.

-Arrogance.

From the training with AMIGOS de las Americas, I was confronted with a lot of misconceptions that I admittedly possessed about capacity for foreign service. To put it bluntly, it was a punch to my pretentious ego. Through each of the activities, much more so than the power point presentations or videos really, I identified a new fault in my mindset towards the upcoming summer. With the Jah and Kay role-play (one, highly affluent and powerful world leading, yet misinformed country, felt bad an went to aide a newly developing, yet self sufficient, country.) I was placed in the Kay, affluent country. Like before the seminar, when I, as a citizen of Kay, prepared to travel to the country of Jah, I packed all of my knowledge and supplies that I knew a developing country would need. I prepared to shower them in gifts that were sure to improve their way of life. Subconsciously, I was preparing to make their country more like mine. Arriving to Jah (walking to a different room) was the second greatest moment of realization during my time at Rice (The first being that I don’t want to be a industrial engineer). The shear dumbfounded-ness as I, with all of my ideas and tools for improvement, had become an intruder. An unwelcomed outsider with the audacity to impose my will upon those whom I’d never met, I was an invader, really. I was never asked to help, yet I still offered it. Is this wrong? What is help? What does it mean to help? Is there a difference?

To offer help is arrogance. It is the assumption of the existence of disparity between you and the recipient. It is to assume a superiority in your capacity in comparison to theirs. To offer help is to say “I recognize that you’re currently struggling, let me help you get to where you need to be.” Who says where another “needs to be?” Certainly not me. It’s Kay to Jah. Who am I to categorize another as “developing” or “underprivileged?” I have no basis for such subjective judgments, and only by anchoring them to my own standards do I coop.

-Ignorance.

To ask for help is a submission of pride. It too is the recognition of an inequality in ability to make changes.However, to ask for help is not the submission of will, nor the submission of equality of existence. To ask for help is to ask another to assist you achieve a goal within the limitations you’ve set for yourself. When one asks for help, they do not request cultural displacement in order to reach the goal.  Those who ask continue to exist, equally. As the “helper” we can not forsake the will and limitations of a counterparts. To serve as a volunteer is not go “help.” No, instead it is to go and be an instrument to be used for any purpose deemed fit by those who seek to achieve their own self-set goals.

“Each of us lives… dependent and bound by our individual knowledge and our awareness. All that is what we call reality. However both knowledge and awareness are equivocal. One’s reality might be anothers illusion. We all live inside our own fantasies” -Masashi Kishimoto

To see the world with the same eyes is to travel. To exchange, and view through a new lens is to become an instrument for service.