Dragons 2014 Catalog of Summer and Semester Study Abroad Programs in Asia, Africa and Latin America

g l o b a l c i t i z e n s h i p

a n d l e a d e r s h i p p r o g r a m s

S U M M E R A N D G A P Y E A R P R O G R A M S ’ 14 / 15

w h e r e t h e r e b edragons

i n t h e d e v e l o p i n g w o r l d

program comparison chart

a few words from our directorp1

who we are, what we dop2

where we gop3

course design and planningp4

leadershipp5

our participantsp6

the importance of small groupsp7

core program componentsp8

health & safetyp12

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f o u r s umme r p r o g r am s i n southeas t a s i ap20

tw o s umme r p r o g r am s i n t h e h ima layasp26

f o u r s umme r p r o g r am s i n a f r i cap30

f o u r s umme r p r o g r am s i n l a t i n amer i cap36

e i g h t s eme s t e r p r o g r am s , e a ch i n f a l l a n d s p r i n g

cent ra l amer i ca , andes and amazon , i ndones i a , mekong , wes t a f r i ca , ch ina , i nd ia , h ima layas

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D r a g o n s P r o g r a m

C o m p a r i s o n

C h a r t

June 28 – Ju ly 28

June 28 – August 8

4 wk: June 28 – Ju ly 28

6 wk: June 28 – August 8













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china: a comprehensive survey 4 wk

china: a comprehensive survey 6 wk

china: language intensive 4 wk

china: language intensive 6 wk

the silk road

china: internship program

thailand: the spirit of greng jai

cambodia: development & peace

myanmar: service & development

indonesia: islands & lost cultures

north india: roof of the world

nepal: traditions of the himalayas

senegal: africa’s warm embrace

morocco: crossroads of mountains & faith

rwanda: transforming conflict

jordan: arabic language & culture

D r a g o n s S u m m e r P r o g r a m s Page AgesDatesrugged travel

home-stay

t rekk ing and

wi lderness explorat ion

service learn ing

survey of

development i ssues

internships and i sps

language study

introduction to philosophy,

comparat ive rel igion

focus of inqui ryCore Com

ponents

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Dragons Semester Programs

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l e a r n a l l about Dragons ’

c o r e p r o g r a m c o m p o n e n t s

on pages 8 -11

4 week: June 28 – Ju ly 28

6 week: June 28 – Aug. 8


6 week: June 28 – August 8


6 week: June 28 – Aug. 8


Sept . 6 – Dec. 8 ; Feb. 9 – May 12

Sept . 6 – Dec. 8 ; Feb. 9 – May 12

Sept . 6 – Dec. 6 ; Feb. 9 – May 10

Sept . 6 – Dec. 8 ; Feb. 9 – May 12

Sept . 6 – Dec. 8 ; Feb. 9 – May 12

Sept . 6 – Dec. 6 ; Feb. 9 – May 10

Sept . 6 – Dec. 8 ; Feb. 9 – May 12

Sept . 6 – Dec. 6 ; Feb. 9 – May 10

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guatemala: el mundo maya 4 wk

guatemala: el mundo maya 6 wk

bolivia: diversity & development 4 wk

bolivia: diversity & development 6 wk

peru: sacred mountains 4 wk

peru: sacred mountains 6 wk

nicaragua: cultivating change

D r a g o n s S u m m e r P r o g r a m s ( c o n t.)

central america: seeds of change

andes & amazon

indonesia: community, conservation

life along the mekong

the rhythm of west africa

china: south of the clouds

visions of india

himalayan studies

D r a g o n s S e m e s t e r P r o g r a m s

Page Datesrugged travel

home-stay

t rekk ing and

wi lderness explorat ion

service learn ing

survey of

development i ssues

internships and i sps

language study

introduction to philosophy,

comparat ive rel igion

focus of inqui ryCore Com

ponents

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Ages

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for comp le te p rogram in fo rmat ion , v i s i t u s a t

w h e r e t h e r e b e d r a g o n s . c o m

or ca l l 8 0 0 . 9 8 2 . 9 2 0 3

dragonsis a community of dedicated and innovative educators who believe firmly thatauthentic, well-intentioned and carefully crafted cross-cultural experiences promoteself-assured leadership and global citizenship. By engaging with foreign cultureson basic human levels, we strive to mitigate racism, fostercompassion, and nurture lives that are built onknowledge and wisdom. The relationships,curriculum and resources that we’ve built overthe years ensure our participants a learningexperience that will deeply broaden theirunderstanding of the world and inspireconfidence in their own abilities. Whenconsidering the level of care and intention thatwe put into every learning adventure, you’ll seethat Dragons programs are the finest, best-staffed,and best executed overseas programs available.

Since founding Dragons twenty-two years ago, the road we’ve traveledhas been an extraordinary journey, filled with learning, challenge andachievement. To all those who have been a part of the Dragons story, aheartfelt thank you. And to those who are soon to join us, you haveso much to lookforward to!

f r o m t h e d i r e c t o r

Chris Yager

Chr i s and A l i Yage r

In the days before the world had been ful ly charted,

map-makers would draw in dragonsto represent the lands that were still unknown. Bold explorers who ventured beyond the map’s edgewere said to go “where there be dragons . ”

Since 1993, Where There Be Dragons (Dragons for short) has guided thousands ofstudents on rugged, honest, small-group journeys in the developing world. Whilecourses vary in their focus – with some trekking and wilderness intensive, othersstrong on service and development studies, and still others language oriented – all Dragons courses are designed to be inspiring journeys that put a premium on

authentic and meaningful encounters with distinctly unique cultures and dramaticphysical landscapes. Working with mature and experienced guides, Dragons coursesfollow a core curriculum that fosters leadership, cultivates personal responsibility,and engages the whole student. On each course we challenge, educate, and providea forum for deep reflection of our own culture and values, while becoming familiarwith the complicated relationships that cross cultures and continents.

Something hidden. Go and find it. Go and look behind the Ranges –

Something lost behind the Ranges.

Lost and waiting for you.

go.– R u d y a r d K i p l i n g

w h o w e a r e a n d w h a t w e d o

“This trip was ‘epic’ inSebastian’s words. We expectedit to be life changing – but didnot expect the results to be soimmediate. We thought hewould be learning from this

trip for decades to come, so wewere thrilled that so much had

an immediate and visibleimpact on him from the

moment he returned. For ourfamily, this was a tremendoussuccess in our efforts to grow a

well-adjusted human.”P a r e n t s o f S e b a s t i a n S c h o l l ,

T i b e t C u l t u r a l

2

Dragons courses combine the bestin experiential education, travel, servicelearning, and physically and intellectually challenging experiences. When our students step out of the familiar worldand settle into a richly different one, they gain a unique pointof reference from which they can look back on their own liveswith greater clarity and perspective.

In a world being fractured by cultural misunderstanding, we believe that tomorrow’s leaders will be most effective whenthey have been informed by close encounters with the other.

along the map’s edge, in the valleys and mountains of developing countries, there are culturesand landscapes of extraordinary beauty.So join us on an extraordinary journey to some place that’sbeyond your understanding. If you want to have your sensesblown, your worldview challenged, and your life hugelyenhanced by the dramatic difference of life along the Map’s Edge, then give us a call or go on line for furtherdetails. This is your passport to global citizenship, skillbuilding and leadership. Tell us where YOU want to go!

3w h e r e d o y o u w a n t t o g o ?

“We wanted a program outside of“convention.” There are many programs,international or domestic, that areglorified teen-tours. We sought aprogram that would challenge our sonand introduce him to the “education”involved not only in sojourning withinforeign landscapes, but in buildingrelationships within a community.” P a r e n t o f J a c o b K r u s h e l , S i l k R o a d

“I look at myself todayand see someone

whose eyes have beenopened to the world.”

S t u d e n t , C ambod i a

4

“Dragons offered a profoundexperience for my daughter.Although she had traveledextensively and lived withhost families, Dragons tookthe cultural, political, and

religious understandings to amuch different level. Zoe has

returned with a zeal toexpand her educational

horizons with a view towardworking in a multicultural

and diverse world. Thank youfor a wonderful experience.”

P a r e n t o f Z o e E g e lma n ,


c o u r s e d e s i g n a n d p l a n n i n g

And we shall not cease from exploration, and at the end of our

exploring,we shall return to the place where we started

and know the place for the first time.– T. S . E l i o t

With an average group size of twelve participants, we keep our groups small, and with an average of three instructors per group, we maintain a student-to-instructor ratio of 4 to 1.

Each of our courses is, from start to finish, a unique traveladventure that is built on a carefully considered set of

principles and is managed with exceptional care.

Our programs are not tours or conventionaltrips; rather, they are expertly led, low-impact travel adventures that drawthe most from on-site learningopportunities. All Dragons coursesfollow a core curriculum thatempowers students and cultivates our core values: global citizenship,self-knowledge, and leadership andskill building.

From the care that we put into ouradmissions process, to the selection ofour instructors and the training we

provide, to the work we do pre-course tocreate visionary and singularly unique travel

experiences, to the support we provide whilegroups are in the field, Dragons’ attention to detail

and ability to run extraordinary overseas learningadventures is unrivaled in the field of experiential education.

g l o b a l c i t i z e n s h i p

humilityinter-connectednesscompassiongratitude

responsibilityownershipcourageself-reliance

awarenesscuriosityauthenticity

s e l f e x p l o r a t i o n

l e a d e r s h i p a n ds k i l l b u i l d i n g

5d r a g o n s l e a d e r s h i p

As a professional guiding company, with more than 200,000participant-days in the field, we have found that students’journeys are richest and most rewarding when our instructors activelyparticipate in the vision, planning and execution of their courses.

Each course is run by a leader team – most often three instructors who work together to create andexecute the goals of the course. Instructor teams are typically comprised of a male and femaleWestern guide with in-country work experience andlanguage proficiency, and a third local instructor whohas been trained to work with Western students.

Through a fastidious selection process and intensiveleadership training, Dragons builds leader teams thatare safe, responsible and intellectually sharp, but alsoeasy-going, caring and fun.

When not guiding with Dragons, our instructors aregraduate students, returned Peace Corps Volunteers,U.N. development professionals, veteran guides, andcareer teachers. They share a passion for exploration,adventure, and hands-on learning through authentic,low-impact travel experiences.

“Mackenzie was enchanted andinspired by the instructors. She wasleft wanting to re-think what shewants to do with her life as she got toknow people who have packed somuch into so few years. It was mygreatest hope for an experience likethis: to have her write that ‘This changes everything.’”P a r e n t o f Ma c k e n z i e R ob e r t s , I n d o n e s i a

“The instructors now join the ranksof the most influential people

in my child’s life.”P a r e n t o f S e b a s t i a n S c h o l l ,


Who joins a Dragons program?It’s an unusual person who sees the value of developing a deep understandingof the lives of people so far away, living so differently. Students join us from all 50 states and abroad. No two come from the same background yet they haveone thing in common: they want to travel and they want to learn. Participants onDragons courses are looking for a truthful, enlightening experience to give them a betterunderstanding of the world, and to provide them with the tools to help make adifference. Each year, Dragons provides scholarships to 20% of its students, and whilewe cannot accommodate everyone’s financial needs we are intent on making ourprograms accessible to as many people as possible.

Absolutely no language training is necessary. What is necessary is an enthusiasm foradventure, a willingness to leave one’s culture behind, and a desire to learn and travelwith attention to one’s surroundings.

“Thank you. Thank youso much. I can feel mylife from here on out tobe taking a new shape.You gave me such an

opportunity this summer,not just to travel to this

magical place, butsomething to hold on tothat has sparked a new

light, purpose, andambition in my life. I am so grateful.”

B r i g e t t e B a r n a t o , S i k k im

6 o u r p a r t i c i p a n t s

A mind that is s t r e t c h e d by new

experiencescan never

go back to its old

dimensions.– O l i v e r W e n d e l l H o l m e s

7t h e i m p o r t a n c e o f s m a l l g r o u p s

Small groups enable us to provide authentic,low-to-the-ground, high quality learning adventures.We can best address the personal needs, interests and goals of each traveler.Because of our small group size and high instructor-student ratio, we are able toefficiently utilize the same modes of transportation used by locals, and we canprovide intimate experiences without creating a wake of cultural impact. Theflexibility of small groups enables us to take advantage of a myriad of uniqueopportunities. We can easilyfit into a nomad’s tent, orpile into the back of atractor. Additionally, bykeeping groups small wecan more easily respond tochanges in the group’shealth. A small group sizeopens the trip up to safer,more interesting, personaland fun experiences.

“The strengths of Dragonsprograms are tremendous attentionto safety, great opportunity fortravel into ‘the beyond,’ impressivestudent/leader ratio, variedexperiences, and uniqueopportunity to grow and learnabout yourself and a group of amazing peers.” P a r e n t o f K a i t l i n D o n n e l l y, P e r u

“This trip has absolutely been the most amazing experience of my life.I came here expecting to learn about a developing nation andcame away with a much deeper understanding of myself.”

Ka y l a Mu r p h y, C ambod i a

8 c o r e p r o g r a m c o m p o n e n t s

“You are what you say you are. It’s a true immersionprogram. It’s not for everyone, but it is truly life altering.

Elie came back with incredible stories – so enthusiastic abouttelling them to us – and wonderful observations about the

culture, her friends and the instructors.” P a r e n t o f E l i e S o k o l o f f , L a o s

“The manner in which you run your programs – studentdriven, flexible itineraries, tremendous freedom for the student, small groups, unbelievable student: instructor ratio made this a valuable learning opportunity for Scott, but also facilitated his personal growth in a manner I’m not sure any other summer program could have done.” P a r e n t o f S c o t t N ewman , C h i n a C omp re h e n s i v e

T o e n s u r e t h a t e a c h c o u r s e i s

rewarding,consistent themes are threaded through all of our programs, our


rugged travel

home-stays

trekking & wilderness exploration

service learning

survey of development issues

independent study projects (ISP)

language study

introduction to philosophy/comparative religion

focus of inquiry

9c o r e p r o g r a m c o m p o n e n t s

★★★★★ = extremely rugged, few showers, undeveloped roads

★★★★ = limited time in urban/developed areas, mostly remote

★★★ = half time in urban areas

★★ = some remote, more than half the time in urban locales

★ = limited remote travel

★★★★★ = 15 + days of home-stay

★★★★ = 10 + days of home-stay

★★★ = 5 + days of home-stay

★★ = 3 + days of home-stay

★ = possible 1 or 2 day home-stay

★★★★★ trekking = 20 + days of wilderness hiking and camping

★★★★ trekking = 12 + days

★★★ trekking = 7 + days

★★ trekking = 4 + days

★ trekking = day hikes

home-staysOften the most challenging and fulfillingcomponent of our programs, our home-staystake students to the core of their experience.Home-stay families are respected membersof their local communities, and shareDragons’ commitment to expandingparticipants’ understanding of their culture.All have been selected because of the safetyof their home environments and theenthusiasm the families have shown inworking with course participants.

trekking & wilderness explorationWhether backpacking through pristinewilderness, rafting down jungle rivers or hikingto breath-taking mountain views, we discoverremote and infrequently traveled places.Intensive foot travel enables us to venture totowns isolated from modern technologicalinfluences. In a world where developmentincreasingly encroaches upon remainingwilderness, Dragons trips are a once in a lifetimeopportunity to see incredible foreign, naturalbeauty that is rapidly disappearing.

★ ★ ★

rugged travelDragons participants travel in a style that enablesthem to genuinely know the people of the countrieswe visit. Most often we travel on local buses andtrains. We may pile onto a tractor or horse-drawncart. And at an occasional river crossing, we mayhop on the back of a yak. We typically stay in family-run guest-houses (small lodges), though we may staywith families, in village common huts, or at templesand monasteries. This often isn’t the fastest or mostcomfortable way to travel, but for adaptable parti-cipants it offers the most authentic experience.


service learningTo learn the most from our time servingothers and to affect the greatest degree ofpositive change, Dragons works withindividuals and organizations that have along-standing commitment to thecommunity’s needs. Participants may work asa whole group, in smaller sub-groups, orindividually, participating in projects thatrange from classroom teaching to health-careoutreach, assistance in micro-economicdevelopment, or hands-on building projects.

★★★★★ = 40 + hours

★★★★ = 20 + hours

★★★ = 10 + hours

★★ = 5 + hours

★ = limited

★★★★★ = focus of program

★★★★ = concentrated inspection

★★★ = fairly strong survey

★★ = limited consideration

★ = not relevant to program

★★★★★ = major component of program

★★★★ = strongly emphasized

★★★ = fairly integral to course design

★★ = part of program, not emphasized

★ = limited opportunities for self-directed projects

survey ofdevelopment issuesEach course explores a range ofdevelopment issues, from issues in healthcare, resource management andenvironmental impact, to children andwomen’s issues, to peace and conflictstudies. Through meetings with developmentprofessionals, participants learn first-handhow the efforts of community leaders andaid organizations both positively andnegatively impact the region’s people,culture and environment.

independent study projects (ISP)The Independent Study Project isan opportunity for each student tochoose a topic of particular interestand study it throughout the lengthof the course. ISP choices arelimited only by a student’simagination and self-direction, andmay include mentored relationshipswith artists, musicians, yogis,monks, dancers, cultivators,development workers, and healers.

★ ★ ★

10


language studyAll Dragons courses incorporatelanguage training. We absolutely do not expect participants to come withlanguage skills, nor to master them. We do expect our travelers will want tointeract with locals as closely as theycan. Few things do more to empowerparticipants, and facilitate an ease ofcultural understanding, than frequentlanguage lessons with supportiveinstructors.

★★★★★ =40 + hours

★★★★ =30 + hours

★★★ = 15 + hours

★★ = 10 + hours

★ = limited





★ = limited opportunities for study and exploration





★ = influences program, only slight emphasis

introduction to philosophy/comparative religionRegardless of the program, participants are introduced tothe commonly shared religious and political thinking thathas helped shape the country’s culture. Depending onthe country, travelers explore the tenets of Theravada,Mahayana or Zen Buddhism, Taoism, Islam, Shamanism,Confucianism and Neo-Confucianism, or Hinduism. InLatin America, our programs examine how Catholicismand traditional Maya, Inca and Aztec religions havecollided and intersected. We survey religious traditionsthrough temple visits, monastery stays, and meetings withaccomplished teachers and practitioners.

focus of inquiryEach course lends itself differently to the introductionof particular academic themes. Programs may be moreheavily weighted towards an introduction to minorityissues, land-use issues, expedition planning, ortraditional art, music and performance. Courseinstructors present lessons and lead discussions tointroduce these topics, and additional friends andcontacts such as US ambassadors, high lamas, factorymanagers, laborers, health-care workers, farmers,career mountaineers or newspaper reporters mayaugment the instructors’ lesson plans.

★ ★ ★

11

“Safety was our biggest concern.Talking to the parents of childrenwho had gone on a Dragons tripbefore was what convinced my

husband and me to send our son. Youdemonstrated professional attitudes

and complete competence.” P a r e n t o f J a s o n C o h e n , S i k k im

“I was concerned about her safety.The leader-to-student ratio helped, aswell as their in-country and medicalexpertise. The responsiveness of theemergency US staff, when Luisa wassick, was excellent. And I want to

reinforce the wisdom in working withboth the returning travelers and

parents in adjusting back tolife in the US.”

P a r e n t o f L u i s a S p e r r y, C ambod i a

h e a l t h a n d s a f e t y

Dragons’ attention to

health and safety.In determining course areas, designing itineraries, hiringstaff, and working with contractors, safety is our paramount concern. We are acutely aware that political concerns and other risk issues weigh heavily on the minds of participants and their families.

Dragons instructors are experienced and mature adults, motivated toexercise good judgment. We have developed relationships withmedical clinics and emergency evacuation resources in all thecountries in which we travel. Our emergency response teamand outside contractors rehearse scenarios and manageevacuations with exceptional care. Our itineraries aredesigned to calculate distance to emergency medical care,evacuation procedures, access to quality food and water,rates of acclimatization, and quality of transportation.We maintain a student-to-leader ratio that averages 4:1, andwe keep groups small to promote social relationships and tocreate an environment that can nurture students’ physical healthand mental well-being.

Dragons’ risk management team assesses risk issues before each coursegoes into the field. If we determine that travel to a planned programarea will present unacceptable risk to our students, we will alter ourtravel plans without hesitation – something easily done due to thestrengths of our instructor teams, the limited size of our groups, ourlow student to leader ratio, and the support provided by ouradministrative staff.

12

I went out for a walk and concluded to stay ’til sundown,

for going out, I found, was really

going in.

– J o h n M u i r

There are inherent and other risks in adventure and recreational activitiesand travel which we cannot control. Traveling in foreign countries, at highaltitudes, in wilderness areas or mountainous terrain, presents real risks.Unpredictable changes in weather conditions, political instability, or recreational or travel activitiessuch as trekking, backpacking, bike riding, or taking local transportation involve hazards that canlead to injury or possibly even death. Evacuations can be difficult, and can be complicated bysevere weather, poor roads or other unforeseen circumstances that are beyond our control. Onsome of our programs we may be several days from competent emergency medical care.

Students interested in our programs should understand the risks and hazards, and be willing totake personal responsibility for their well-being. This process begins when students are medicallyscreened for our programs. In consideration of the primacy we place on risk management, werequire a candid review of each student’s medical history, and students found to have withheldmedical or psychological issues will be asked to return home early, without refund. Thoughcourses vary in physical rigor, all students should be in reasonably good physical condition prior toattending any Dragons program. As some programs are much more strenuous than others,students should carefully read individual program descriptions for details.

“We were greatly impressed with the nimblenature of the team, both in the field and inBoulder – and how they work seamlesslytogether. We felt that in a crisis, we got real-time information, and were pleased with the ability of the instructors to quickly re-direct the group out of harm’s way, without so much as a ripple to the kids.”P a r e n t o f Madd i e C o n s i d i n e , S i l k R o a d , r e - r o u t e d 2 010

We have an excellent safety record and wetake pride in the attention we give tostudents’ health and safety. Please read allour program materials thoroughly, and callus if you have any questions.

13h e a l t h a n d s a f e t y

14

When you get off the planein

4s umme rp r o g r am s

i nc h i n a

you can immediately sense thedramatic difference of this tremendouscountry. A country on the path towardsreinventing itself, ancient temples nowstand next to modern high rises, the countryside seemscenturies away from China’s global urban centers, and busy entrepreneurs on cell phones lean against walls painted withCommunist slogans. In China, Dragons offers the most thorough andcomprehensive travel and learning experiences available, with intimateand meaningful explorations that provide a window on China’s past whileinforming students on the expanding potential of China’s future.

We travel from mega-cities to small rural villages, sleep on the GreatWall and camp on the Tibetan Plateau, dine in simple night markets andin grand Qing Dynasty courtyard homes, and hike breathtaking mountainswhile also exploring areas straining under the weight of development.

china

Every Dragons China program is broad in scope, with exploration of extremerural and urban realities, as well as the complicated and prevalent co-existence ofminority and majority cultures. We meet with artists, musicians, authors,traditional doctors, farmers, journalists and philosophers, and are introduced toChina’s philosophical, social and political movements.

On all China programs, students are introduced to Chinese language study.Throughout our China journeys we examine the diversity of culture and humanexperience in China and learn about the issues China confronts as it continuesdown its extraordinary path of modernization.

15

“Well planned. Well balancedbetween rural/urban. Excellentinstructors. You successfullyintroduced my daughter to a completely foreignenvironment and she camehome exuberant and inspired.”P a r e n t o f A d r i a n Wa l s h ,

C h i n a L a n g u ag e

“This was not a vacation; it was an experience. I was trulyimmersed in Chinese culture.” Uma r Am i n , S i l k R o a d

16

Russia

China

Beijing

Mongolia

South China Sea

Xian

Tibet

India

Nepal

Burma Vietnam

Kham

Kazakstan

Chengdu

Yellow Sea

GuangxiHong Kong

Kunming

Guizhou

Traveling the length of the country, from China’sarid north to the lush terraced fields of the south,

we explore rural and urban realities while delvinginto the cultures and histories of both minority and majority ethnic groups. As our ports of entry and exit, Beijing and Hong Kong offer incredible glimpses into the region’s ever-developing global and age-old cultural significances. Journeying into the provinces of Gansu,Sichuan, Yunnan, Guangxi, and Guizhou, we connect regions of stunning geographical andcultural diversity. In ethnic Tibetan, Hui (Muslim), Naxi, Mosuo, Bai, Yi, and Miao communities,

we indulge in an ethnographic exploration of the rich Chinese tapestry. In seldom-visited townsand villages we are presented with a clear window into China’s past. Invitations to participate intraditional festivals, teachings, home-stays, and service projects allow us a singular and vitalperspective on development concerns of the present. In meetings with artists, environmentalists,musicians, authors, traditional doctors, farmers, journalists and business executives, we areintroduced to China’s foundational philosophical, social and political movements – includingBuddhism, Daoism, Islam, Confucianism, Marxism, and now, Capitalism. Regular Chinese lessonsintroduce students to the challenging and beautiful communicative system of Mandarin. Weround out this broad learning adventure with meaningful service work and a mountain trekthrough the foothills of the Tibetan Plateau. Offering a comprehensive exploration of historicaltrends and modern issues, our journey provides deep insight into the character and present-dayreality of China.

china survey4 wk : June 28 – Ju l y 286 wk : June 28 – Aug . 8

ages 16 -18

china: comprehensive surveye x p l o r i n g t h e c u l t u r a l h i s t o r y a n d d i v e r s i t y o f m o d e r n C h i n a

f o r i t i n e r a r i e s , p r i c e s , a pp l i c a t i o n a nd e n ro l lmen t i n f o , v i s i t u s a t w h e re t h e re b e d r a g o n s . c o m o r c a l l 8 00 . 982 . 9203

“This trip was exactly what Iwanted. I learned so muchmore on this program than I ever could in a classroom.Most importantly, this trip

made me realize that there isso much to see in the world.”

Nu X i o n g , C h i n a C omp

Our Intensive Mandarin programs are based inChina’s southwestern Yunnan Province, a regionrenowned for its natural beauty and ethnic diversity.Dragons’ Mandarin intensive programs are unique in that they offer studentsopportunities for both an urban home-stay and an extended rural home-stay, providingunparalleled opportunities for language and cultural immersion while allowing studentsto experience the joys and daily realities of both cosmopolitan and pastoral Chinese life.During our rural home-stay in Lashihai, a village nestled at the base of the TibetanPlateau, students paddle around the lake in traditional dugout canoes, organize “U.S. vs.China” pick-up soccer and basketball games, forage for medicinal plants with localmedicine men, bike and trek through remote ethnic minority villages, visit Buddhisttemples, shop at local markets, participate in workshops at a nearby artist colony, teachEnglish to village children, volunteer at an orphanage, and collaborate with local NGOson service projects. The urban home-stay, in Yunnan’s capital Kunming, provides a

stunning contrast to the more traditional lifestyle of the village-stay. While in Kunming,students meet daily at the Dragons Program House for intensive Mandarin instruction (4-5 hours per day, with options for additional one-on-one tutoring sessions). Studentsmeet with local university professors, NGO workers, business professionals, artists,musicians and practitioners of traditional arts to learn about Chinese cooking,calligraphy, Traditional Chinese Medicine, political history, martial arts andenvironmental issues.

ages 15 -184 wk : June 28 – Ju ly 286 wk : June 28 – Aug . 8

china language

china: language intensive

Russia

China

Beijing

Mongolia

South China Sea

Tibet

India

Nepal

Burma Vietnam

Kazakstan

YellowSea

Guangxi

Hong KongKunming

Tiger LeapingGorge

Lashihai

Guizhou

u n d e r s t a n d i n g m o d e r n C h i n a t h r o u g h i n t e n s i v e l a n g u a g e s t u d y

mee t o u r i n s t r u c t o r s a nd f i n d c omp l e t e p rog r am de t a i l s a t w h e re t h e re b e d r a g o n s . c o m

s e ep rog r amcomponen tc ompa r i s o n si n c o v e r f o l dou t

17

18Worlds away from Beijing, the far-westernprovince of Xinjiang is a land where vast

desert basins meet 20,000-foot peaks; where Central Asian cultures blend and exist in stark contrast to the China of the East. Amidst Asia’s most striking landscapes, we survey a huge diversity ofethnic customs and religious traditions: those of Uyghur, Kyrgyz, Kazakh, Tajik,Mongour, Tibetan, and Han communities. In the oasis city of Kashgar, not far fromChina’s shared borders with several Central Asian Islamic states, we explore bazaars,

mosques, and the world’s largest outdoor market. We ascend high into the PamirMountain range, enjoying the phenomenal beauty of this seldom visited section ofthe Himalayas. We explore the Tarim Basin, the ancient ruins of Turpan, and thepainted caves of Dunhuang, which archive centuries of sculpted Buddha images andunparalleled Buddhist art. At Kanas Lake we trek from Mongolian encampmentsdeep into the Altai region, and as we traverse the Tibetan Plateau we camp besideTibetan nomads and their yaks. Concluding in Beijing, we venture to the Great Wall,visit the city’s various cultural and historic monuments, become more acquaintedwith contemporary Han Chinese society, and consider the great influences carried bythe caravans of the Silk Road.

the silk roadJune 28 – Augus t 8

ages 16 -18 “Amy returned from the Silk Roadprogram inspired. She has

changed her studies in her collegeprogram to China. She wants to

return there for her third semestercourse next spring. I am so thrilledthat she has returned from Chinawith a new curiosity and devotionto learning more about the cultureand the people of the far East.”

P a r e n t o f Amy S t a f f o rd ,

S i l k R o a d

a r u g g e d j o u r n e y a l o n g t h e v i b r a n t , a n c i e n t t r a d e r o u t e s o f We s t e r n C h i n a


China

Beijing

Mongolia

Xian

Tibet

India

Nepal

Burma

KarakorumRange

Kazakstan

Kashgar

Yellow Sea

VVV

UrumqiTurpan

Xining

the silk road

19American journalist Charles Kuralt once said: “If you really want to learn about a country, work there.” Where There Be Dragons’ China Internship program gives students a rare opportunity to gain valuable work experience in China while attending intensive Mandarin classes, living with Chinese host families and participating in avariety of cultural activities and excursions. Our China Internship program is based in the vibrantcity of Kunming, the political, economic, cultural and communications capital of China’s YunnanProvince. Students choose between a variety of volunteer and internship opportunities, such asinterning with a local journalist, photographer or at a radio or television station, teaching English,working alongside development professionals on projects, assisting with the production of a localmagazine, working in a Chinese law firm or learning the ins and outs of doing business in Chinawhile interning at a local business. In addition to internships this program also offers 3-4 hours ofMandarin instruction per day, plus opportunities for additional one-on-one tutoring sessions. Fourweeks of home-stays with Chinese families give students additional opportunities to immerse

themselves in the language and culture of China while forming close relationships with ourChinese hosts. Additionally, classes and activities at the Dragons Program House in martial arts,Traditional Chinese Medicine, cooking, ink painting, calligraphy, history, politics and economicshelp give students a balanced introduction to the ancient traditions and modern realities of China.Students who perform exceptionally well at their internships can sometimes extend theirplacements, while a small number of outstanding older students may be offered continuedwork as paid interns.

china: internship

ages 17-22June 28 – Ju l y 28

china internship

Russia

China

Beijing

Mongolia

South China Sea

Tibet

India

Nepal

Burma Vietnam

Kazakstan

Tiger LeapingGorge

YellowSea

GuangxiHong Kong

Kunming

Guizhou

r e w a r d i n g w o r k e x p e r i e n c e i n t h e w o r l d ’ s f a s t e s t g r o w i n g e c o n o m y



20

With biologically diverse jungles,rich river basins, thickly-forested mountains,

and stunningcoastline,


i nt h a i l a ndc ambod i abu rma

i ndone s i a

is a land of exceptional natural beauty.

On a journey through Southeast Asia, be prepared to be as easily swept off of your feet by yoursurroundings as you are by the immense culture of hospitality that you encounter in every interaction.

southeast asiaOur Southeast Asia courses are for students

who want to be intrigued by diverse historical,environmental, and religious experiences amidcultural backdrops known throughout the worldfor their artistic aesthetic and cultures ofbalance, calm and compassion.

In Southeast Asia, students discover their potential forparticipating in constructive change through service and globalcitizenship. A summer in Southeast Asia is an opportunity to be

involved in community building and to get beneath the skin anddelve into cultures of tremendous kindness, generosity, and spirit.

21

“Today we made it to the most beautifulplace I have ever been. I felt like I wasstanding in a picture. The jungle cameright up to the sand and the water wasso calm and clear that you could see allthe way to the bottom. I can truly saythat I have been to paradise.”T h a i l a n d g ro up j o u r n a l

“This course surpassed myexpectations. It’s indescribable whatI’ve experienced. It’s been so vast andcomprehensive. Deep, intellectual andpowerful. Raw and full of emotion”Megan A nd e r s o n , C ambod i a

22

Thailand

Cambodia

Laos

Sukhothai

Mae Hong Son

Krabi

Burma

Bangkok

South China Sea

Ubon Ratchatani

From forested mountain tops to small ruralvillages nestled amid rice paddies to the

buzzing metropolis of Bangkok, our Thailandprogram is a broad and unforgettable journey in “The Land of Smiles.” Inone of the world’s most popular travel destinations, our Thailand course provides off-the-beaten-path experiences that incorporate village home-stays, communityservice work, jungle trekking, extensive discourse on Theravada Buddhism, and athorough discussion of regional politics and issues in human rights. Our program

begins in Chiang Mai, in Thailand’s north, and then travels to border areas in theeast. Outside of Mae Hong Son we hike through bamboo forest and stay with ethnicKaren villagers. In Mae Sot near the Burmese border, we survey border issues andintegrate service work with inspiring visits to medical clinics, orphanages, andvarious NGO’s. In Sukhothai we explore fantastic ancient ruins in one of Asia’s mostsplendid World Heritage Sites, and we settle into a Buddhist monastery for a five-daymeditation retreat. From the hill-regions of the north, we travel to the coastalcommunities of the south for a week-long exploration of sea-fairing communities inregions bordering Malaysia. Our Thailand adventure culminates with a few day’sexploration of the country’s colorful and bustling capitol, Bangkok. Broad in scope,our Thailand program immerses students in a culture famed throughout the worldfor its generous spirit. It is an ideal journey for anyone looking to fall in love with allthe best that travel has to offer.

thailandJune 29 – Ju l y 29

ages 15 -17

“I felt so proud of myself whenI learned the Wai Kro, whichis a ceremonial dance thatprecedes a Thai fight. I was

able to learn the dance as myISP, thanks to one of my

instructors: her resourcefulnessand dancing experiencehelped me out greatly.”

T h a i l a n d S umme r P a r t i c i p a n t

t h e b e a u t y o f c o m m u n i t y a n d s p i r i t u a l i t y i n r u r a l T h a i l a n d

thailand: the spirit of greng jai

f o r i t i n e r a r i e s , p r i c e s , a pp l i c a t i o n a nd e n ro l lmen t i n f o , v i s i t u s a t w h e re t h e re b e d r a g o n s . c o m

23

ThailandLaos

Vietnam

Gulf of Thailand

MondulkiriProvince

Siem Reap

Sihanoukville

Battambang

Phnom Penh

Known throughout the world for the incomparableruins of Angkor Wat, Cambodia is a country thatevokes images of overgrown jungle temples, elaboratestone carvings, robed monks, and complete religious splendor. Our Cambodia course peels back the layers of an underexposed country to explore topics related toreligious and political persecution, the pressures of modernization and the impacts ofdevelopment. From our starting point in Phnom Penh we travel deep into the majesticforests of far eastern Cambodia, along the Vietnamese border where we spend our daystrekking through the jungle and enjoy quiet nights sleeping under thatch-roofed villagehomes. Our travels to Siem Reap expose us to the extraordinary splendor of ancient Angkor Wat. In Pursat, we meet with representatives from international aid anddevelopment agencies and work on much needed community service projects. In an idyllicvillage not far from Phnom Penh – along a meandering tributary of the Mekong River – welive in simple homes, cook over wood fires, and experience daily chores such as harvesting

sugarcane and washing cows in the Mekong. During the last week of our journey, we travelto remote areas of Cambodia’s coast, including the undeveloped islands of Koh Rong andKoh Rong Sanleum where we explore fishing towns, play on deserted beaches and critiquethe benefits and drawbacks of newly planned development projects. Our Cambodia coursetakes on complicated, thorny issues, the intensity of which requires intellectual andemotional maturity and a willingness to explore the unknown with tolerance,openness, curiosity, and compassion.

t h e d i v e r s e i n f l u e n c e s s h a p i n g c o n t e m p o r a r y K h m e r s o c i e t y

cambodia: development,peace

ages 16 -18June 29 – Augus t 9

cambodia

Cambodia



24Magnetic. Inspiring. Devout. Myanmar is a nation of warmth, beauty and complexity.

Through service-learning and multifarious windows into the world of development, we uncover significant pieces of the puzzle of Myanmar: how has a country so rich in culture andreligion struggled politically and economically for more than fifty years? Our course begins in oneof the old capitals, Bego, where we dive into an intensive meditation retreat at a forest monastery,surrounded by monsoon rains and lush greenery. From Bego, our next destination is in thefurthest reaches of northern Myanmar: the foothills of the Himalayas. By volunteering with a

conservation organization and exploring the uses of alternative energy, students gain firsthandperspective of Myanmar’s development on the grassroots level. We follow our work with a trek toremote villages that have rarely seen foreigners, staying with, and learning from, families who livein this mountainous and isolated region. Boat, train, bus, and ox-cart: our adventure down toMandalay is as creative as it is scenically enchanting. Once settled in Myanmar’s second largestcity, students volunteer at either a local monastic school or at a public health organization. InBagan we bike among architectural wonders. We also learn about one of the poorest and mostfamine-stricken areas of Myanmar, the dry-zone. In Yangon, the largest city and economic capital,we continue our focus on service-learning by volunteering in small groups according to interestand paired with Burmese students as cultural ambassadors. Balancing long days of service, wemeet with experts from a variety of fields to deepen our understanding of development,contemporary Southeast Asian issues, and the presence and impact of international actors.

myanmarJune 29 – Ju l y 29

ages 17 -20

“The most impactful moment,other than the whole trip itself,

was the work I did at myservice site. I loved the fact thatwe were given the opportunity

to choose a site to work atindependently. I think that is anopportunity few students have

in foreign countries.”A l e x a nd e r We i sma n , M y a nma r

a g r a s s r o o t s j o u r n e y t h r o u g h S o u t h e a s t A s i a ’ s l e a s t k n o w n c o u n t r y

myanmar: service & development


25

Borneo

Indonesia

Sulawesi

Celebes Sea

Banda Sea

Makassar

Tana Toraja

Morowali

Luwuk

Ubud, Bali

Manado

A collection of 17,000 islands, boasting pristine rainforest,brilliant coral reefs, hillsides of verdant green rice paddiesand dramatic volcanic mountains, Indonesia is home to extraordinary cultural and biological diversity. Beginning in Yogyakarta, we delve into rich artistic traditions, plant andharvest rice with farmers, hike a volcano to greet the sunrise, and learn to cook tasty localdishes. From Yogyakarta, we fly to Makassar on the island of Sulawesi, where we begin thesecond chapter of our adventure in the Tana Toraja region of the southern highlands. A trekthrough cascading rice terraces and mist covered mountains brings us to remote villageswhere we stay in the tongkonan (ancestral houses) with their other worldly winged bambooroofs that resemble spaceships. Here we explore the deep connections between Torajanreligion and nearly every facet of daily life. The last leg of our journey takes us to theWakatobi islands to stay with the Bajau people (commonly known as “sea nomads”) who livemost of their lives on the water. In fact, our host village of stilted bamboo huts is entirelydisconnected from land! While in home-stays with the Bajau, we learn about the impacts of

fishing practices on coral reefs, deforestation of mangrove forests, and the effects ofdevelopment on the unique Bajau sea culture. We also have the chance to divebeneath the surface to snorkel the world-class reefs of the Wakatobi Marine Reserve.Indonesia students come away with a first-hand perspective of how indigenouscultures and environments are adapting for survival in the modernizing world.

indonesia: culture & conservation

June 29 – Augus t 9ages 17 -20

indonesia

a n e c o - a d v e n t u r e , e x p l o r i n g i s l a n d c u l t u r e , c o n s e r v a t i o n & d e v e l o p m e n t



26

Life in the

– influenced on so many levels by the tenets and aesthetic of


i n no r t h i n d i a

n epa l

Buddhist tradition –teaches us to explore and embracethe unknown with tolerance,openness, curiosity, and compassion.Featuring a unique balance of program components, Dragons’ Himalaya programs match the intensity of the physical experiencewith the intensity of the spiritual experience, providing studentswith an opportunity unlike any other, to explore intimacy andopenness within a small group setting. Dragons adventurers in this mystical andremote region relish in culturally-intimate interactions, profound self-exploration and cultivation, and some of the greatest trekking on Earth.

himalayas

High on the “Roof of the World” the sun shines brighterthan anywhere else, and the harsh realities of the climateshape the character of the people and the ways in which theypass their days. It is not uncommon during a Dragons’Himalaya program to join our hosts in the fields: harvestingbarley or mustard seed; grazing sheep and goats; or milkingdri, female yaks, a staple life source in an environment that

produces limited basic commodities. In these lands, Buddhistreligion pulses through all aspects of daily life and through alllevels of society. No matter our location, in cities, rural villages,or atop high mountain passes, we are never far fromextraordinary places of worship.

27

“Nate scored his Dragons trip an ‘11’ on ascale of 1-10. He arrived home dirty andsmelly, but more mature, thoughtful and witha greater understanding of that part of theworld. He also learned about himself and hada great sense of accomplishment fromfinishing the trek; he had never done anythingas physically challenging before. The courseexceeded our expectations in every way.”Ka re n Z u c h e r, p a r e n t , H im a l a y a n Ad v e n t u r e

“Matt has grown so much: in his ability toconnect to his higher and inner self, ability tobe present, and in his intelligence and heart.I wish I could be 17 and be a part ofDragons. Thank you with all our heart.”P a r e n t o f Ma t t h ew F r i e dman , I n d i a H ima l a y a

Our journey to the roof of the world begins inLadakh, North India. Known as “Little Tibet”

Ladakh is an area of striking physical similarity toTibet’s westerly Ngari Province; the only boundary separating Ladakh from Ngari is theIndia-China border. In and around Leh, we engage in service projects and sit before Buddhistphilosophers, teachers, and environmentalists who present on their traditions and the threats tothe area’s cultural, ecological, and economic livelihood. Our journey then takes us to the Tibetborder and the remote Changthang Plateau, a land of herders and nomads; it is also an area that

marks the safe end to many Tibetans’ pilgrimage from the east. At the high alpine reserve ofLake Tso Moriri, situated at over 15,000 feet, we visit herding encampments, participate in aself-directed ecological preservation project, and prepare for a challenging 9-day trek crossingout of Ladakh and into Himachal Pradesh. In Spiti, we explore rarely-visited monasteries, learnabout meditative practice, and discover the timeless beauty of traditional Buddhist architecture,arts and iconography. We settle in for an extended home-stay in the high mountain villages ofKomik and Langza, where we work in the fields, sip endless cups of chai tea, and witness yetanother variation of life in the Indian Himalaya. We conclude our program in Dharamsala,working at the Tibetan Children’s Village, volunteering with Gu Chu Sum’s ex-politicalprisoner’s organization, attending dance and music classes at the Tibetan Institute of PerformingArts, practicing traditional thangka painting at the Norbulingka Institute, and visiting withprominent regional scholars, high lamas, and well respected community leaders.

28north indiaJune 28 – Augus t 8

ages 16 -18“This trip was simply AMAZING!

I always thought of how by just beinghere, it would be a life changing

experience, but it was meeting newpeople and listening to their

perspectives that really made theexperience more significant. I wouldn’t

change a single aspect of the trip.”J u d i t h G a r c i a ,

No r t h I n d i a

c u l t u r a l s u r v i v a l , B u d d h i s t t r a d i t i o n a n d r u g g e d e x p l o r a t i o n o f L a d a k h

India

Tibet

NepalPakistan

ArabianSea

Bay of Bengal

Delhi

Leh

ManaliZanskarRange

▲

▲▲


north india: roof of the world

Home to over 100 castes and ethnic groups, Nepal’sstunning landscape is strewn with myriad Buddhist andHindu temples waiting to be explored. While engagingin the daily realities of Newaris, Sherpas, Gurungs, Tamangs, Magars, Thar, Limbus, and ethnic Tibetans, we learn about the many social and spiritual constructs that frameidentity, community, and personal well-being. Our Nepal journey takes us into steep, terracedvalleys – set against the earth’s tallest mountains – where we examine development pressureson both the cultural and natural environments. We begin our Nepal program in the medievaltown of Bhaktapur, where we spend a few days orienting ourselves to our new physical andcultural surroundings. We then move into Kathmandu and are welcomed by our generoushome-stay families. We also begin our work with our ISP mentors. Local scholars and activistsjoin us at our Program House to share their insights on Nepal’s history, politics and culture.From Kathmandu we trek into the foothills of the Himalaya to explore rural Nepali village lifeand enjoy a home-stay amongst the high-mountain farming community of Chaukati. As we

settle into the slower pace of agrarian life we learn about subsistence living, and we offer ourtime and energy to a service project that works within the unique cultural and religious weaveof the village. Depending on the weather, we hike 3 to 5 days into hills that rest below soaringHimalayan peaks. Before heading back to Kathmandu, we participate in a two-day Buddhistmeditation retreat in the village of Pharping. Our Nepal program concludes inBhaktapur where students have an opportunity to build on their learning byorganizing many of the final daily activities, projects and excursions.

29

c u l t u r a l d i v e r s i t y , t h e a r t s , a n d t h e p r o m i n e n c e o f s p i r i t u a l t r a d i t i o n

Kathmandu

LehChina

Bhutan

nepal: traditions of the himalayas

ages 17 -20June 28 – Ju l y 28

nepal

Sikkim

Tibet

Delhi

India

Nepal



africa30

The drum sounds,the sun beats relentlessly,

neighbors gather under the mango tree to share teain


i ns e nega lmo ro c co rwandaj o rd an

There are those of us who areinexplicably called to the Africancontinent. We come with a longingto unveil our many preconceived conceptionsof an often misunderstood land. Dragons’ Africa participants often aspire to return to a quintessential way of being – of interacting withneighbors and of revisiting an existence that sways with the cycles of the seasons. It is not uncommon on aDragons’ Africa program to join our home-stay familiestoiling in the fields or milking cows; to dance unreservedlyamidst encouraging on-lookers; to ceremoniously share acup of tea for hours with neighbors; to meander throughbustling markets.

When traveling in the deserts, villages and cities of the

students are struck by the contrast between profoundly ancient and progressively modern systems of thought, behavior and culture. The proverbial cradle ofcivilization, the lands incorporated within the modern day Levant are home to anever-changing multitude of kingdoms, peoples, religions and cultures. So it wasin ancient times, and so it is today.

Dragons’ Africa and Middle East programs are distinguished by a focus onhuman to human relationships with meaningful service work and generoushome-stays. Also common to these programs is an inquisition into development, a submergence into authentic cultural experiences, and a comparison oftraditional values juxtaposed with modernization.

31

“I am most proud of learning to let go of allinhibitions and dance. Dance for myself, forthe group, for the world – to sing and laughand be myself, and not to regret it. This wasmade possible with the support of the groupand leaders. I also feel like I have developed anew level of acceptance and tolerance.”J u l i a C h a n i n , S e n eg a l

“When people at home have asked mehow this trip was, each time I have toldthem that it was ‘life-changing.’ ”Ken n ed y E dmond s , J o rd a n

middle east

32

Mauritania

Senegal

Mali

Guinea

GuineaBissau

The Gambia

Saint Louis

Tambacounda

ThiesDAKAR

In Senegal, traditional rhythms, dance, art andterranga (the culture of giving) intersect with

striking development issues; this is a program thatcelebrates the beauty of daily life in a culturally rich and proud nation, while also probing the often harsh realities of an increasingly connected global economy. In Senegal weexperience an authentic encounter with a country that embodies modern day Africa’s strugglebetween traditional values and globalization. We start our Senegalese journey in the city ofThies, where we spend a week learning the language, exploring colorful markets, visiting

nearby villages, and doing small scale community service art projects. From there we travel tothe east and watch the flat desert landscape, scattered with ancient baobab trees, turn intolush, green forests. We settle in the Kedougou region, where we spend 10 days trekking in thefoothills of the Guinean mountains. We leave the hills for the southern region of Kolda andspend a week doing home-stays in rural Pulaar villages, with each student living in a small,thatched hut family compound. Along the way we practice the local dialects; engage inlessons focused on international development, and the economic, political, and historicalcontours of the country; we eat in communal bowls with our hands; and we make lastingconnections with the individuals who are kind enough to open their homes to us. As a group,we see that amidst the daily hardships and poverty, it is the character of the Senegalesepeople that make one so quickly and so completely fall in love with this country.

senegalJune 28 – Ju l y 28

ages 16 -18“I loved our music and dance

lessons. Not only does music say somuch about a culture and a people,but it unites us. And no matter whowe were with, how uncomfortablewe were, or how strange it was,when the music began we wereconnected, we were unified.”

J u l i a C h a n i n , S e n eg a l

a u t h e n t i c e x p o s u r e t o t h e w e l c o m i n g a n d v i b r a n t c u l t u r e o f S e n e g a l

senegal: africa’s warm embrace

KoldaKedougou


33

Spain

Morocco

Algeria

Western Sahara

Mauritania

Portugal

RabatCasablanca

Marrakech

Wandering through ancient Moroccan marketsthat lie within historic walls of city medinas, youare sure to think that you’ve entered another time.Carefully balanced mounds of spices – red, green, brown and deep ochre –flank narrow paths that wind through a labyrinthine souq (or market place). Hikingalong trade routes and nomadic enclaves that have been traversed for hundreds ofyears, we experience a Morocco that few travelers encounter. While living in remotevillages, we are immersed in Morocco’s unrivaled hospitality; families welcome us askin and our cups of sweet mint tea are never empty. In the imperial cities of Fes andMarrakech, we stumble upon the melodic sounds of people bargaining in Arabic andthe fragrance of exotic spices. Surrounded by such an onslaught to the senses, it isdifficult to remember that just a few hours hike will bring us to mud huts in themountains. Though Morocco shows us a land of great differences, we come to see howdevotion to Islam unites the indigenous Amazigh and the Arab. Our time in Morocco

provides us profound opportunities to learn about the history and tradition of Islamand Muslim culture. Whether outside an intricately decorated mosque in Casablancaor walking an unpaved road in a tranquil mountain town, we are always sure toencounter the Call to Prayer, and are reminded five times a day that among the vastlydisparate lives of Morocco’s people, Islamic culture, faith and devotion continuesto bring families and communities together as it has for the last 1300 years.

h o s p i t a l i t y , f a i t h a n d s p i r i t u a l i t y . . . f r o m m o u n t a i n r a n g e s t o a n c i e n t c i t i e s a n d v i l l a g e s

morocco: crossroads of mountains & faith


morocco



34

DR Congo

Rwanda

Uganda

Burundi

Tanzania

Kibuye

Ruhengeri

Butare

KIGALI

LakeKivu

Marked by a tragic past, this land of innatebeauty is one of stark ironies. On our journey

through “The Land of a Thousand Hills,” wediscover that despite the genocide that made this country known to the world in the early ’90s, Rwanda is comprised of an easy-going people who are working towards makingtheir motherland into a model of development leading the way for nations throughout thecontinent. We begin our journey in Rwanda with an inquisition into modern culture and howit intersects with the multilayered complexities of history; learning the basics of Kinyarwanda

and French, visiting the well-crafted Kigali genocide memorial site, exploring the market,and hearing Rwandans of various backgrounds speak of their experiences and perspectives.Heading north, we acquire our first taste of rural life as we set out on foot traversing lovelygreen hills and meandering from village to village, staying with local families andparticipating in daily life. Continuing on to the sleepy intellectual center of Butare, we settleinto 7-10 days of one-on-one home-stays. We then return to the countryside and enjoy a ruralhome-stay, living with local farmers whose terraced parcels of patch-worked land blanket thehilly landscape. Participating in a “live-in” service project, we stay in an orphanage that ishome to children whose lives have been affected by the 1994 genocide. Investigating thecomplexities of recent history, sleeping side-by-side with Rwandan families, and diving intomultifarious issues around peace and conflict resolution, we begin to bridge lives separatedby seemingly different life circumstances and diverse cultures.

rwandaJune 28 – Augus t 8

ages 17 -20“I loved the range of experiencesI got to participate in – there wastime for everything. To exercisemy body and mind, to play, to

learn by doing, to sit and reflect.The most exciting part is being

able to take it all home – my tripreally doesn’t end here.”J u l i a R e i c h e l s t e i n , Rw a nd a

rwanda: transforming conflictp e a c e a n d c o n f l i c t r e s o l u t i o n i n t h e l a n d o f a t h o u s a n d h i l l s


35A bedouin in traditional red shamagh sends textmessages from his iPhone. When traveling in thedeserts, villages and cities of the Levant, students arestruck by the contrast between profoundly ancient and progressively modern systems of thought, behavior and culture. The proverbial cradle of civilization, the lands incorporatedwithin modern day Jordan are home to an ever-changing multitude of kingdoms, peoples,religions and cultures. Our adventure begins in the Jordanian port city of Aqaba, where wesettle into local lodgings and begin our studies in language and culture. After acclimatizing tosouth Jordan, we head north to Wadi Rum, the heart of Bedouin territory, where we trek alongLawrence of Arabia’s famed path to the beginning of the Arab Revolt. From Wadi Rum, wetravel to the ancient Nabatean city of Petra, where we explore the ancient city by day andspend our nights with families in a local Bedouin village. From Petra, we travel down into theJordan Valley for an exploration of the ecological challenges facing this desert nation.Highlights include visits to the Dead Sea and a community-run nature reserve. Our visit to the

Jordan Valley also takes us to Lot’s Cave and Jesus’ Baptism site, allowing us to consider theconfluence of faiths found in the Levant. From the Jordan Valley, we travel north to Madabawhere we are welcomed once again by local families. In Madaba we spend a week soaking upthe rhythms of small town life while working with local NGOs. Our program concludes with astudent-led expedition to further reaches of Jordan or, depending on the political climate, aweek-long trip to neighboring Israel.

c r o s s r o a d s o f t r a d i t i o n a n d m o d e r n i t y

jordan: arabic language & culture



Iraq

Amman

Damascus

Madaba

Turkey

SyriaLebanon

Israel

JordanEgypt

Wadi RumAqaba

Jerusalem

Saudi Arabia

ages 16 -184 wk : June 28 – Ju ly 286 wk : June 28 – Aug . 8

jordan

latin america36

Find yourselfb e y o n d t h e r a n g e s

in


i ngua t ema l abo l i v i a p e r u

n i c a r agua

You will stand in the silent mist-shroudedancient temples; you will navigate thecolorful bustle of modern cities; and youwill learn from indigenous elders and experts in development to weave together a new and challenging vision of the Americas. Our Latin America journeys lead us through the cobbledstreets of colonial cities where the contagious rhythm of salsa music drifts past the gilded facades of impressive cathedrals. Trekkingto isolated villages tucked deep in the folds of the sacred Andes Mountains,we wake to the sound of llamas being herded to pasture as host familiesprepare a simple breakfast over an open fire. On a river barge we travel deepinto the heart of the Amazon rainforest where we tackle the challenges facedby indigenous tribes and world-class scientists as they struggle to negotiate

critical conservation and development strategies. On a Dragons’ LatinAmerica program, expect to hone your Spanish language skills; dive intocurrent issues such as immigration and trade; explore topics related toindigenous movements, conquest, revolution, and social justice; get your

hands dirty in an environmental service project; and participate in theuncommon beauty, diversity and warmth of life within the jungles andmountains that form the map’s edge.

37

“When Robbie first got home, we talked allnight. He was somewhat reluctant to tell mehis favorite part of his trip. Finally, he did. No,it wasn’t the fun of traveling with 11 otherlikeable and intelligent kids, the delight ofswimming in a jungle lake or the joy of seeingTikal. Best of all, was Robbie’s stay with theindigenous women in San Juan Cotzalbecause he got to work with them and get toknow them personally.” S u e R o s s i t e r, G u a t ema l a

“I feel like I truly understand who I amnow. This trip has given me confidence,comfort, and awareness within myself.Most importantly, I feel inspired to pursuetrue happiness, no matter what.”G r ad y L e n k i n , P e r u

38Guatemala is the “land of eternal spring” wheresurreal landscapes dominated by towering active

volcanoes cradle the rich cultural heritage of the resiliently colorful Maya peoples. Through this lush and textured land Dragons’ Guatemala course travels to remote communities to study with professional Spanish instructors inpersonalized one-on-one lessons while engaging in authentic home-stays and meaningfulservice learning projects. Passing through quaint colonial cities such as Chichicastenango,we explore the dazzling colors of indigenous markets and bear witness to smoky fires of local

ceremonies while learning about struggles for indigenous rights and political representation.On the shores of Lake Atitlan, the birthplace of the Q’iche people, we dance and play withlocal children at La Cambalacha, an arts center for local youth, and learn about theambiguous effects of tourism and development. Turning north we stroll amidst thousandsyear old temples jutting up through rainforest canopy where only macaws and monkeysprovide the music. Throughout our journey we focus on improving our Spanish languageskills while exploring the riveting story of the Maya culture, from pre-Columbian glorythrough cycles of conquest and revolution, to contemporary plights for national ethnicrecognition and basic human rights.

guatemala4 wk : June 28 – Ju l y 286 wk : June 28 – Aug . 8

ages 15 -17

a l a n g u a g e i n t e n s i v e j o u r n e y t h r o u g h M a y a c u l t u r e . . . a n c i e n t c i t i e s , v i b r a n t c o m m u n i t i e s


“Listening to Armando andAlfredo taught me the mostabout what kind of personI want to be – self-aware,

intelligent, selfless, thoughtfuland humble. If every day Iget a little closer to being

like them, then thistrip was a priceless

experience.”Ben j am i n Me r c e r - Go l d e n ,

G u a t ema l a 4 w e e kguatemala: el mundo maya

Mexico

Guatemala

Honduras

El Salvador

BelizeTikal

Todos SantosCobán

Guatemala CitySantiago

Atitlan Antigua

39

Peru

Bolivia

Brazil

Pacific Ocean

ParaguayChileArgentina

Lake Titicaca

LA PAZCordillera Real

Cordillera ApolobambaAmazon Basin

Sorata

The Andes and Amazon region of Bolivia is defined by breathtaking contrasts andunimaginable cultural and natural beauty. Diving from the snowcapped peaks of the Andes, over twenty thousand feet down to the steamy lush canopy of the Amazon rainforest, the regionchallenges and inspires travelers to expose themselves to the wisdom andstrength of their surroundings. In isolated valleys of the Andean highlands, wepartake in the profound joy and simple grace that characterizes communal lifeamongst the Quechua and Aymara cultures while introducing cultural andecological relationships and studying Spanish Language. Moving to thecolonial city of La Paz we meet with political and NGO leaders, turning ourattention to critical challenges and valiant strategies for communitydevelopment and political representation. Heading out of the mountains wetrek Incan pathways to the Amazon, learning about the majesty of this unique

ecosystem and the compelling need for sustainable cultural and environmentalconservation strategies before settling back into La Paz to conclude our epicadventure. Our journey takes us to the mountains and forests that make upthe maps edge, highlighting unparalleled trekking and wilderness exploration,rural home-stays, examination of indigenous rights, and the opportunity tohone Spanish language skills.

r u g g e d e x p l o r a t i o n o f a n c i e n t c u l t u r e s , A n d e a n p e a k s a n d t h e d e p t h s o f t h e A m a z o n B a s i n

bolivia: diversity&development

ages 17 -194 wk : June 28 – Ju l y 286 wk : June 28 – Aug . 8

boliviamee t o u r i n s t r u c t o r s a nd f i n d c omp l e t e p rog r am de t a i l s a t w h e re t h e re b e d r a g o n s . c o m


40Imagine yourself on a high mountain pass, withthe snow-capped Andes behind you, and the site of

parrots gliding through a verdant orchid-filled rainforest canopy below. These moments in nature, coupled with the cultural traditions of the Quechua people of Peru teach us that the mountains really are alive; they are mysticalbeings, or apus, working alongside the pachamama or mother earth to sustain life. Throughcommunity home-stays and rugged exploration of remote wilderness, our Peru course celebrates inthe warmth of communal and cultural life while delving into complex development issues, such as

education, health, tourism, and globalization. By immersing ourselves into the daily lives ofPeruvian people, we have the opportunity to engage in challenging service-learning projects whilecelebrating the beauty and resilience of Andean culture. Farming potatoes and wheat we learnfrom local artisans, spiritual healers, and community leaders about the Andean culture, past andpresent. We also briefly visit the stunning Amazon basin, floating down rivers winding throughsome of the most biologically diverse terrain on the planet. The Peru program is rugged andchallenging and is ideal for students who are looking to develop their leadership skills and forthose who seek to engage themselves with a hands-on understanding of critical development issuesin Latin America. Expect to hone your Spanish, live closely with remote indigenous communities,and trek through awe-inspiring terrain as you discover profound new relationships betweenyourself and the world around you.

d e v e l o p m e n t a n d c u l t u r e t h r o u g h s e r v i c e a n d w i l d e r n e s s e x p l o r a t i o n


peru4 wk : June 28 – Ju l y 286 wk : June 28 – Aug . 8

ages 16 -18

peru: sacred mountains

“The strengths of thisprogram are the off-the-beaten-path aspect, the

strong philosophy espousedand that you treat the kidslike responsible adults tohelp make them become

responsible adults.”P a r e n t o f Z a n d e r Ab r a n ow i c z

P e r u 4 -w e e k

Ecuador

BrazilPeru

BoliviaCusco

Puno

Lago Titicaca

Chile

Lima

Satipo

Chiquian

41Central America: a narrow strip of steamingjungles and fiery volcanoes, is the earth’s mostrecent major land formation, and a melting pot of cultural and biological diversity. At its heart lays Nicaragua, the “land of lakes and volcanoes,” and a hotbed of innovative community response to the rapidchanges of globalization. With an emphasis on community based service-learning,intimate home-stays, and exceptional language instruction, our Nicaragua programallows students to learn directly from community activists, famers, and NGOsworking for social justice and sustainability. In the picturesque colonial city of Esteli,we deepen our understanding of Spanish language and the burning social issues ofLatin America while immersing ourselves in the warm hospitality of Latin Culturethrough intimate home-stays. Hiking through mystical cloud forests in the MiraflorNature Reserve we arrive in small farming villages to roll up our sleeves and getdirty, working on permaculture projects, building solar ovens, and making life-giving

compost with local experts. On the island of Ometepe, we summit the Concepcionvolcano and visit lush coffee and banana plantations that skirt its base. TheNicaragua program provides rich cultural immersion that allows students to gain adeep understanding of important social issues facing Latin America while greatlyimproving their Spanish language and exploring new skills in farming andsustainable development.


nicaragua

s e r v i c e , s p a n i s h l a n g u a g e , s o c i a l j u s t i c e a n d s u s t a i n a b l e f a r m i n g

Guatemala

Nicaragua

CostaRica

Pacific Ocean

HMANAGUA

El SalvadorEstelí

Matagalpa

Honduras

León

Granada

nicaragua: cultivating change



41

42

8s eme s t e rp r o g r am s ,e a ch i n

f a l la nd

sp r i n g

semesterprograms

college accredited13-week semester programsWith unique and carefully selected home-stays, abundant opportunities to delve deeply into aninternship or Independent Study Project, andopportunities for extensive community service work,Dragons semester courses provide forward thinkingstudents deep encounters with people and cultures ofdeveloping nations. On a Dragons semester course, youmay apprentice in a new art form; you may choose tolearn a new musical instrument; you may explore a newdiscipline in body control; and you may significantly

our gap yearand college-accredited

For young adults, eager to expand their world, views and experience, we have developed

43

impact the lives of the people you meet through constructive service work. On all ofour semester programs we provide excellent language instruction. Our ProgramHouses provide students classroom and meeting space, use of our stocked libraries,and gathering areas for performances and celebrations. After thirteen weeks in adeveloping nation, exploring the country through carefully designed programcomponents, our semester students return home better informed, vital, and inspiredto pursue more focused interests in college and the adult world.

Through Naropa University, students may opt to take up to four accredited coursesper semester. For further details, please visit www.wheretherebedragons.com or call the Dragons office at 800.982.9203.

“A profound experience ofheart, mind and body. You haveopened a door for my daughter,one that has expanded her as aperson as no book/movie/orconversation could ever do.Thank you, thank you.”P a r e n t o f F r a n k e e G ro v e ,

I n d i a S eme s t e r

“The greatest compliment that Marjorie paid Dragonswas that she wished she had done it BEFORE she didher other (shorter) gap programs. Her experience withDragons showed her HOW TO LOOK at the worldaround her, not simply put one foot in front of the other.”P a r e n t o f Ma r j o r i e I s a a c s , I n d o n e s i a S eme s t e r

Central America...this narrow strip of steaming jungles and fiery volcanoesunites two massive continents and splits the world’s largest oceans. Rising

out ot the sea at a confluence of five tectonic plates, this causeway of culturesand ecological diversity is an explosion of rapid biological and cultural change. Today the countries of Central America continue their historic legacy of adaptation, responding to environmental and social challenges with innovative communal strategies. The Central America Semester takesa hands-in-the-dirt approach to understanding indigenous culture and collective life in Guatemala, Nicaragua and El Salvador through extendedrural home-stays, one-on-one language study, work on communal farms, and a participatory examination of land-use and grass roots activism.

In the western highlands of Guatemala, over eighty percent of the population is indigenous Maya who maintain a legacy of rich culturalsurvival and communitystrength in the face of diverseexternal pressures. Living withindigenous families, working thefields, and learning Spanish, webegin our semester with anexperiential understanding of

Mesoamerican culture and the legacy of conquest and resistance that hasplayed out here for five hundred years. Herbal healers, weavers, andcommunity leaders share their arts and experience while conversations withlocal NGOs working in human rights, community health, and developmentprovide opportunities to get involved in contemporary struggles forcontinuity and change in Guatemalan society.

Embarking on a two-week adventure we pass through the seldom-travelled Ixil Triangle before heading south to El Salvador where we learnabout its civil war history. While considering the United States’ history ofinvolvement in the region, we meet up with local non-profits to learn aboutthe solidarity work they undertake with supportive US organizations.

Our final destination is Nicaragua, where communities have long reliedon local solutions to social and environmental challenges. In the face of political strife, devastating war, and rapid globalization, these communitieshave joined together and come up with creative and revolutionary responses in the form of radicalpeople’s movements, progressive organizations, and innovative appropriate technologies. While livingin homes with local farmers and continuing with their one-on-one Spanish instruction, studentslearn about the revolution, participate in local agricultural co-ops, intern with NGOs, partake in theannual coffee harvest and meet some of the friendliest folk in this part of the world.

Through a rugged and authentic exploration of some of the most remote regions of CentralAmerica, the “Roots of Rebellion” semester seeks to unearth the complex myriad issues facingindigenous and peasant communities working towards development and conservation today. WithSpanish lessons, rural home-stays on organic farms and service learning at the forefront, thissemester program provides an experiential and fresh perspective on relationships with land andcommunity organization.

central america: seeds of changel a n d u s e a n d s o c i a l j u s t i c e a l o n g t h e i n t e r c o n t i n e n t a l l a n d b r i d g e

44central america sem.

Februa ry 9 – May 12Sept . 6 – Dec . 8


Mexico

Belize

Guatemala

El Salvador

Honduras

Nicaragua

CostaRica

Panama

Pacific Ocean

Quetzaltenango

Guatemala CityH

ManaguaH

Ac c r e d i t e d C o u r s e s ,

c o l l e g e c r e d i t o p t i o n a l

Spanish Language 101, 201, 301

Ancient Andes, Modern Andes:Cultural Change and SocialMovement in the Andean Highlands,Anthropology and Sociology

Cultural and Agricultural Ecology:Environmental Studies andAnthropology

Independent Study Project

This land of the Incas contains a fascinating mix of ancient civilizations and dramatic landscapes placed in a modern context of political change and cultural identity issues. Through intensive Spanish language courses, numerous service learning opportunities, rugged travel and independent study,Dragons’ Andes & Amazon semester explores the links between dramatic landscapes and rich cultures, past and present.

All roads lead to La Paz and our time in Bolivia as well as Southern Peru will revolve around this bustlingcenter, beginning in and returning to this nook in the Andes with its colorful and stimulating markets; its palpablesense of important political, economic and social change; and its proud cultural heritage and warm hospitality. Ourfirst rural home-stay is deep in the Apolobamba Mountains along the Peruvian border to the north, one of the mostremote corners of the Andes. Here we live with Kallawaya families, a culture renowned for its lineage of healers,fortune-tellers and shaman. Following a 6-day trek in the Apolobamba, we move to our base in Sorata for the nextmonth. Sitting at a temperate 6,000 feet, Sorata is stunningly beautiful, perched on a ridge below two 21,000 footpeaks, some of the highest in the Andes. In Sorata wedevelop ISPs with themes as varied as traditional weavingand current politics, Andean music and agriculture. Atraditional hacienda style farm perched on the banks of arushing mountain stream will act as our classroom andprogram house. Here we begin studies in cultural ecology by exploring the intricate links between the rich culturalheritage and natural landscape of the Andes region. Wemeet daily with language instructors who guide us throughintensive Spanish-language courses. At night, we bed downin traditional Aymara households. Our time in Sorata is alsodefined by the collaborative work we do with the Sorata

Youth Association, affording opportunities to learn aboutleadership, grassroots development and youth-empowermentthrough sustainable development and service projects.

The contrast between barren high-alpine landscapes andlush tropical jungle is nowhere more stark than where the Andes meet the Amazon. To see this transitionintimately, we next trek along pre-Incan trails known as “the path of gold” that dive down into the unimaginablylush Amazon rainforest. Rising back up from the Amazon to the higher climes of Peru, we arrive at Cuzco, theheart of Incan culture and a historic colonial Spanish city. From here we take excursions into the Sacred Valley andwe visit Machu Picchu, studying pre-Hispanic civilization and eco-tourism. We finish our time in Peru by

visiting the surreal Lake Titicaca, with additional studies of pre-Columbian Tiahuanaco and Incan culturesamid this famous mythological birthplace of Andean civilization.

andes & amazon

45

Brazil

Chile

Peru

Bolivia

Lake Titicaca LA PAZ

Cordillera Real

Cordillera ApolobamaCusco

Puno

Pacific Ocean


andes/amazon sem.

f o r i t i n e r a r i e s ,p r i c e s , a pp l i c a t i o n

and e n ro l lmen t i n f o ,

v i s i t u s a t w h e re t h e re b e d r a g o n s . c o m o r c a l l 8 00 . 982 . 9203

s eep rog r am

componen tc ompa r i s o n s o n

co ve r f o l dou t

Sorata

c u l t u r a l , e n v i r o n m e n t a l a n d p o l i t i c a l d i v e r s i t y i n B o l i v i a a n d S o u t h e r n P e r u

Spanning from Malaysia to Australia, with over17,000 equatorialislands, Indonesia hosts the world’s highest level of biodiversity and oneof the richest cultural tapestries on earth. Dragons’ Indonesia semesteris an ethnographic adventure that explores remote communities and ecosystems that are rarely seen by outsiders. Our program begins in Yogyakarta, on the island of Java. In this center for arts and culture, ritual crafts of gamelan, Javanese dance and shadow puppetry aredutifully studied and expertly performed as they have been for centuries. During our four-week home-stay and while apprenticing withlocal masters, we begin to understand how the region’s lush volcanic landscape informs myriad aspects of the Javanese worldview. From Java, we head east to the island of Sulawesi and into the Tana Toraja region of the southern highlands, home of extraordinary

Tongkonan architecture. Starting in the city of Rantepeo, we visit the famous buffalo market andwander the labyrinth of coffee and spice stalls. We then trek through terraced rice paddies and alongmountain ridges. Living in home-stays, students are honored guests at a week-long funeral ceremony –a celebrated event that has brought international attention to Torajan culture. We then travel by boatto the southeastern archipelago of Wakatobi, an extraordinary National Marine Park and home to theBajau people (otherwise known as “sea nomads”). Staying in the stilted bamboo huts of Sampela,students learn about Bajau culture, practices, and religion. We snorkel world-class coral reefs, learnfrom host fathers how to fish with spears and nets, attend indigenous ceremonies, visit endangeredmangrove ecosystems, and look at various paradigms of environmental conservation. Heading east wetravel to the mysterious Bandas, a small group of 10 volcanic islands famous as a source of nutmegand cloves. Featuring dramatic volcanic formations draped in luxuriant vegetation and uninhabitedislands wrapped in white sand beaches, theBandas boasts the world’s most biodiverse marineenvironment and much of our stay is spent

studying coral reef ecology and learning about the area’s rich marine life. We thenvisit Seram, where we find ourselves in a jungle based home-stay with the people ofMasihulan. We learn to weave waterproof baskets from harvested rattan, cooktraditional Moluccan dishes, volunteer in the local school, harvest and prepare sago,and take part in forest ecology lessons. Through meetings with local villagers, welearn firsthand about the many ways in which deforestation and land managementaffects local communities. Traveling by boat up the Salawai River, students spend afew nights in the stunning rainforest of Manusela National Park. We seek out rainbowlorikeets, salmon-crested cockatoos and giant fruit bats. From the forest, we headback to the small village of Sawai, set serenely on a peaceful bay, where studentsprepare for the final leg of their journey and their student-led expedition.

46indonesia semester


indonesia: community, culture, conservationa s e m e s t e r i n i n d o n e s i a


Map Kalimantan(Borneo)

Celebes Sea

Banda Sea

Mak

a ss a

r S t

r ai t

Makassar

Tana Toraja

Lore LinduNational Park

Morowali Reserve

Luwuk

Kendari

Ubud, BaliSumba Island

Flores Island

Timor Leste

Wakatobi

Raja AmpatIslands

The Moluccas

AUSTRALIA

Wahai

Ambon Seram Island

47

Tibet Sichuan

ChinaIndia

Burma

Yunnan

Gulf ofThailand

SouthChina Sea

MekongDelta

Thailand

Vietnam

Laos

Cambodia

Mekong River

Kunming

Sipsongpanna

LuangPrabang

Vientiane

4000 Islands

Kratie

PhnomPenh

Tonlé Sap

Ho Chi Minh City

Bangkok

<

Mt.KawaKarpo

From high on the northeast corner of the Tibetan Plateau flows Southeast Asia’s most important life source: the Mekong River. Running its 4,800km-course from the sacred headwaters in the barren Tibetan high country, the river rumbles through the mountains of southwest China and into the heart of Southeast Asia, finally reaching the South China Sea in southern Vietnam. To the Tibetans, the Zaqu(Upper Mekong) is the powerful, mystical entity that shapes the dramatic valleys in which they practice theirspiritual traditions. In China, the river is known as the Lancang Jiang, and is home to some of the country’srichest ecological and cultural biodiversity. Yet China’s interest in the Mekong is more about feeding thecountry’s teeming population and rampant economic development than ecological management. We begin ourprogram along the southeast rim of the Tibetan Plateau, in a remote corner of China’s Yunnan Province. We trek through unimaginably beautiful mountains; learn about Tibetan culture; visit the sites of China’scontroversial mega-dam projects; and take a hard look at issues related to development on the local scale, suchas modernization, forced relocation, and disregard for minority cultures. Crossing into Laos, we explore theprovinces of Luang Nam Tha, Bokeo, andUdomxai, all of which are considered some ofthe most remote regions in Southeast Asia.Based in rural home-stays, we study basic Laolanguage, engage in mentored studies, learnabout sustainable tourism, contribute to localservice efforts, explore the area by foot and bybicycle, and spend our afternoons on day hikes,exploring local markets, playing soccer, orcooling off with local children in the slowcurrents of the river. From Luang Prabang, wedive deeper into the heart of Southeast Asia,

following the river into southern Laos wherewe explore famous Buddhist temples andHindu ruins in Champasak, learn about coffee and banana cultivation on the BolavenPlateau, and navigate the beautiful 4,000 islands of the Mekong, home of the rare Irawaddy river dolphin. Crossing into Cambodia, we learn about ancient empires, ethnic disputes and border politics, the tumultuoushistory of a region ravaged by war and genocide, and contemporary life along tributaries of the mighty Mekong. We conclude our voyage in Phnom Penh, where the mighty Mekong reverses the flow of tributary rivers each rainy

season, filling up the Tonle Sap lake. At this critical point in the river’s ecology, we reflect on the long-termhealth of the area’s natural environment and we enjoy a powerful, reflective space to bring our greatjourney to a close. Dragons’ spring Mekong Semester begins in Cambodia and concludes at the river’s source in the Tibetan Plateau.

life along the mekong


mekong semester

s o c i o - c u l t u r a l a n d e n v i r o n m e n t a l i m p a c t s o f d e v e l o p m e n t i n S o u t h e a s t A s i a




s eep rog r am


co ve r f o l dou t

A voyage to the African continent is often marked by aninexplicable calling: a longing to return to a simple way of being,

where daily life deeply reflects a profound connection to the cyclesof the rainy season, where authentic interactions with neighbors abound, and where the enigmatic rhythms of political,spiritual, and cultural life reflect the circular pulse of ancient drum beats. Marked by an unyielding hospitality, West Africanculture embraces us from the onset as we begin our semester journey residing with families in the urban center of Thies,Senegal. Students dive into complex issues surrounding gender, human rights, traditional medicine, modernization, and thebrotherhoods of Sufi Islam through NGO visits, guest lectures, music and dance lessons, collaborations with local schools,

and ISP internships.We then leave the Baobab-

dotted desert of the north andhead southeast into the rolling

green hills of Kedougou. Withpacks on our backs, we embarkon our inquisition into rural lifemuch like the locals do: on foot.Sauntering down the dusty redroad that leads past traditionalearthen dwellings, we hike intoneighboring Guinea, where webegin to investigate the starkdisparity between urban andrural African communities.

Continuing our investigationof the Fulani culture and agricultural society, we return to Senegal and settle into 2-3 weeks of rural home-stays in smallvillages located outside of the town of Kolda. Confronted by a vast hospitality in these bucolic farming communities,students engage in a small-scale development project addressing local health issues, observe grassroots decision-making processes, practice their language skills in weekly markets, continue withtheir drum and dance lessons, and authentically delve into the rhythms of African life whilemilking cows, sleeping in mud huts and creating bonds with home-stay siblings.

Our course progresses with a move into the urban centers of the north, where we arewelcomed by the animated cadence of Dakar and the easygoing tempo of the historic and quaintsettlement of St. Louis. We conclude our African journey in an alcove perched on cliffs above thesea, where we reflect upon our sojourn and the ease in which complete strangers who, at firstglance, appeared radically and unfathomably different, have transformed into people whom weleave calling “brother, sister, mother, father, grandma...”

the rhythm of west africat r a d i t i o n a l a r t s , m o d e r n d e v e l o p m e n t , a n d r i t u a l i n S e n e g a l a n d G u i n e a

48west africa semester


Mauritania

Senegal

Mali

Guinea

GuineaBissau

The Gambia

St. Louis

Tambacounda

ThiesDAKAR

Kolda

Labe

KedougouFouta Djallon

Highlands


49China. Few countries evoke the same curiosity, myriad images, and intense fascination. With 5,000 years of history and an expansive tapestry of cultures, this country generously presents our Semester adventurers with a fascinating semester experience. With a full thirteen weeks, we seize the opportunity to understand the reality of China’s transition. Dragons’ semester in China does more thanintroduce the contemporary China that is seen in the country’s burgeoning cities; our course takes us deepamong this country’s various faces and across disparate urban and rural landscapes. Exploring little-seen sidesof this vast land, we challenge many preconceived Western notions about this country. We venture into remoteareas where China is still dramatically underdeveloped. We explore regions of extraordinary natural beauty andrich cultural heritage. Inventive travel experiences are balanced with a strong language curriculum and acomprehensive, inter-disciplinary exploration of Modern Chinese history and economic development, society,and cultural tradition.

Kunming – southeast of the Tibetan Plateau, within a few days’ reach of either Burma or Laos – is ourhome for six weeks of the program. This“city of eternal spring” is the capital ofChina’s southwest Yunnan Province, andit is an ideal location from which weexplore Han Chinese/minority relations,economic reforms and development,environmental concerns, and China’s richhistory. Through classes, lectures,discussions and mentorships we exploretraditional Chinese approaches to healing,cooking, body discipline, art and music.In Kunming, students live independentlywith Chinese host families, many ofwhom represent the “newclass” within contem-porary society. At the Dragons Program House,we gather for Chineselanguage study, work onIndependent Study Projects, hear lectures from visiting scholars, and cook traditional meals with fresh foodspurchased at the local market.

Two travel segments bookend our Kunming experience, with options to sink deep into Central Asianculture in China’s Northwestern Provinces, or traverse the dramatic valleys of the Hengduan Mountains in

Northwestern Yunnan, or connect lost and forgotten Tibetan Buddhist Monasteries, or cross ancient stonebridges to link Southeastern villages. With a broad curriculum and an itinerary designed to exploreboth thriving urban centers and undeveloped villages, our China semester offers an unparalleledcomprehensive overview of today’s China.

china: south of the clouds


china semester




s eep rog r am


co ve r f o l dou t

China

Beijing

Mongolia

Xian

Tibet

India

Nepal

Kazakstan

Chengdu

Yellow SeaXiahe

Kunming

Shanhaiguan



Chinese Language101, 201, 301

Modern Chinese History,From 1911 to Present:Interdisciplinary Coursein History andPolitical Science

Social Issues in ModernChina: InterdisciplinaryCourse in the Humanities


a s e m e s t e r i n s o u t h w e s t c h i n a

Based in Varanasi, the City of Light, our India semesterprogram immerses students in an intensely thriving communitybuilt along the banks of the Ganges River. Among the most sacred cities in India, Varanasi is a melting pot of ancient tradition, modern commerce and spiritual exploration.

Depending on the season, we either begin or end our course with a mountain trek deep into the Indian Himalayas. To communicate the breadth and depth of Indian culture and the complexities of the modern Indian State, we embark ontrips to Delhi, Calcutta, Agra and the Taj Mahal, and Bodghaya. However, it is our extended stay in Varanasi that frames

this course, providing students an incredibly deep culturalencounter that encompasses extended home-stays, yogainstruction, artist internships, ISP studies, and service work. In Varanasi students see Hindus walk through dawn light for a ritual dip in their cherished Ganges, and they

learn as well from thecommunities of Buddhists,Jains, Muslims, Sikhs andother devoted people who liveand practice in Varanasi.

It is in this inspirationalcelebration of life andtransformation that weimmerse ourselves. Studentslive with welcoming familieswhose members mightinclude world-renowned sitar

and tabla players, traditional doctors, university professors, or local artisans. Daily language classes in Hindi not only helpstudents communicate with Indian hosts, but with leaders of community service projects sponsored by schools, clinics,and environmental organizations. Independent Study Projects are a core component of Dragons India semester,giving students the chance to master new and fascinating skills, develop a fresh perspective on historical and socialissues, and practice traditional Indian art forms. While engaging in these studies, students also have the chance toexplore some of the subcontinent’s most venerated and least-known places. From a trip to the Bodhi Tree andTemple at Bodhgaya, where the Buddha attained enlightenment, to traditional local villages rarely visited byWesterners, students witness what it means to live in India in the 21st century. In addition, they also have theopportunity to explore the life and culture that has flourished along this most sacred Indian river – from GangotriGlacier, the source of the Ganges in the Himalayas, to Calcutta, where the river empties into the Bay of Bengal. Andthroughout the journey, students and instructors collaborate to create spaces in which students discover new aspectsof compassion and leadership and grow to better know themselves.



Introductory Hindi Language

Cultural Anthropology:Life Along the Ganges River

Examining Inequalities:Disparate Social Conditionsand Initiatives for Change


50india semesterFebrua ry 9 – May 12

Sept . 6 – Dec . 8

India

Tibet(China)

Nepal

Pakistan

ArabianSea

Bay of Bengal

Delhi

Afghanistan

GangotriRishikesh

VaranasiCalcutta

Va r a n a s i , t h e G a n g e s a n d o t h e r s a c r e d p l a c e s


visions of india

The Himalayas. Since time immemorial, these colossal peaks with theirvast web of rugged, isolated valleys and distinct ethnic groups havedrawn only the most intrepid travelers from distant lands. Through rural and urban home-stays, ten days in a Buddhist monastery, trekking, service learning and independent study, Dragons’ Himalaya Semester students have the opportunity to explore this remarkable region and its people,encountering the ancient spiritual traditions which have deep roots in this mystical land.

Our Himalaya Semester is based in the Kathmandu Valley, an ancient crossroads and melting pot of Himalayanpeoples, where students encounter the convergence of deep traditions with modern life. While living with host familiesand studying Nepali language, students meet with local scholars and activists and learn about Nepal’s history, politicsand culture while pursuing a wide range of independent study and service learning projects.

From Kathmandu we hike into the foothills of the Himalaya to explore rural Nepali village life. We settle into acalmer pace of agrarian life, living without electricity and learning about subsistence living. We also venture high intothe Himalayas of Nepal where we live within high altitude Buddhist farming communities and trek for a week atelevations reaching over 15,000 ft, a singularlyunique journey through one of the most ruggedlybeautiful and dramatic areas on earth.

The study of religious traditions is a centralcomponent of our Himalaya semester, introducingstudents to a range of concepts in Buddhism,Hinduism and Shamanism. From academicdiscourse to hands on study, students find areas ofpersonal interest to explore in depth during ourtime in Kathmandu. Bronze casting, jewelrymaking, stone carving, thangka (Buddhisticonography) painting, and music are just a few

of the apprenticeship opportunities available.Students interested in traditional medicine canwork with a Tibetan doctor, or with Ayurvedicpractitioners or shamanic healers. With a widerange of NGOs, Kathmandu also offers unparalleled opportunities to learn about the challenges and potential thatNepal’s traditional society faces as it intersects with rapid modernization. For those interested in community serviceprojects, teaching English, volunteering in local orphanages, and participating in environmental awareness andHIV/AIDS education programs are just a few of the volunteer opportunities available. On our Himalaya Studies

semester, students encounter the earth’s highest peaks and most extreme mountain terrain; however, it is the deepand meaningful interaction that we have with our host families, ISP mentors, and teachers that inspires alifelong connection with this extraordinary land.

himalayan studies

51

India Tibet(China)

NepalTerdomNamtso

Bhutan

Dolpo

Langtang Lhasa

ChinaLadakh

Mt. EverestKathmandu Sikkim



Introduction to Nepali Language

Comparative Religions of the Himalaya

Cultural Anthropology of the Himalaya



himalayan semester

e x p l o r a t i o n o f h i m a l a y a n c u l t u r e , r e l i g i o n a n d d e v e l o p m e n t




s eep rog r am


co ve r f o l dou t

C h i n a

B.A. East Asian Studies, Colorado College. Age 29.

Stew began his life in the‘Middle Kingdom’ studyingMandarin at BeijingEducational Institute, andhis life path has beenbending toward China eversince. Through a series ofgrants Stew returned toYunnan Province to conductthesis research on theMekong River. He settleddown in Kunming to pursuea deeper understanding ofthe complex issues thatcoalesce when balancingdevelopment, conservation,international water rights,and the political theater ofChina’s energy and resourceneeds. Stew has beenworking for the Kunmingbased NGO GreenWatershed, conductingwater management andcommunity developmentprojects. Stew has three-times led Dragons’ ChinaComprehensive summerprogram, the inauguralMekong Semester, ChinaSummer Internshipprogram, and the ChinaSouth of the CloudsSemester. Stew is a certifiedWilderness First Responder.

M.A. in progress, School forOriental and Asian Studies,England; B.A. in ChineseLiterature, YunnanUniversity. Age 30.

Sophie is an ethnic Jingpo(one of China’s 56minorities), who, at age 18,left her home in a smallprefecture near the Yunnan-Burmese border for thebright lights of Kunming.Sophie speaks three Jingpolanguages, Mandarin andEnglish and has extensiveexperience teachingMandarin to non-nativespeakers. Sophie works forDragons as a Mandarininstructor and also uses herlocal knowledge to set uphome-stays, service projects,lessons and activities for all ofDragons China programs.Sophie is much admired forher prowess in the kitchenand especially enjoys teachingtraditional Chinese andJingpo cooking to luckyDragons students. Sophie hasworked with Dragons since2006.

M.A. SocioculturalAnthropology, University ofCalifornia, Santa Barbara;B.A. Cultural Anthropology,Minor Chinese, University of North Carolina at Chapel Hill. Age 36.

While studying in China in2001, McKay first discoveredXinjiang. Three times the sizeof France and characterized byvast sandy deserts, ancientoasis towns, and lush alpinemountains, Xinjiang’s sceneryalone makes it worth a visit.However what struck McKaymost was the rich history anddiverse cultures that existthere. Understanding howthese different people workedtogether in one place becamethe focus of McKay’s graduatestudies. As part of hisschooling McKay attendedintensive language training inthe Uyghur language atIndiana University. In 2008 hefinished graduate school andtook a job as an Englishlanguage instructor at XinjiangNormal University in Urumqiwhere he worked for two yearswith Uyghur and Han Chinesestudents. McKay is nowworking on a second mastersdegree at Indiana University’sdepartment of SecondLanguage Acquisition.

M.A. InternationalDevelopment Studies,Chulalongkorn University;B.A. Political Science andSociology, BrandeisUniversity. Age 32.

After serving as RegionalField Director for the 21stCentury Democrats’ YoungVoter Project, Michaelmoved to Chiang Mai,Thailand where he receiveda grant to work with theHuman Rights EducationInstitute of Burma(HREIB). At HREIB hewas exposed to pressingissues in internationaldevelopment throughresearch on refugees,migrant workers, childsoldiers and humantrafficking. After completinghis M.A., he returned toChiang Mai and HREIB tomanage a research projecton children affected byarmed conflict. Michael iscurrently the DeputyDirector of HREIB.

M.A. Somatic CounselingPsychology and DanceMovement Therapy, NaropaUniversity; BA Psychologyand Philosophy, IndianaUniversity. Age 35.

While studying psychologyand philosophy as anundergraduate Rachael spenta semester in Nepal. InNepal, her love for Easternstudies blossomed from atheoretical understanding toa lived experience. In 2001,Rachael joined the PeaceCorps in Thailand where shespent 3.5 years working as ateacher trainer, a communitydevelopment specialist, anaddiction therapist, and lifeskills educator. Rachaelreturned from Thailand toreceive her Masters degreefrom Naropa University, aBuddhist inspired schoolwith a contemplative andexperiential approach toeducation. Rachael enjoysany opportunity to play,reflect and connect throughdancing, yoga, meditation,hiking, and music.

M.A. in progress,Development Studies,Oxford University;B.A. Economics, Universityof Notre Dame. Age 34.

Daniela has spent the pastsix years designingcurriculum and runningeducational development-studies programs inCambodia. Through thenon-profit educational andservice-learningorganization that shefounded in 2005, PEPY(www.pepyride.org), and inher work as an internationallecturer and writer(www.lessonsilearned.org),Daniela has emerged as awell-respected voice in theconversation oversustainable and effectivedevelopment strategies.

B.A. Sinology andSociology of Culture,University of Ljubljana.Age 34.

Growing up in themountains of Slovenia, Zivadeveloped a love of outdoorsports, and is an avid skier,trekker and swimmer. Shecompleted her studies incomparative religion andChinese studies, focusingon Buddhism and sacredgeography. A highlight ofher travels was in-fieldresearch on popular beliefsconcerning Mt. Kailas,Tibet’s most sacredmountain. A student ofChinese martial arts andChinese medicine, she isfluent in Chinese, and wellversed in both Chinese andTibetan culture andphilosophy. She has alsobeen a practitioner ofTibetan Buddhism forseveral years and hasstudied extensively withTibetan Lamas in India andNepal. As a Dragonsinstructors, Ziva has ledTibet Cultural, ChinaSemester and HimalayanStudies semester courses.Ziva has been working withDragons since 2006.

Stewart Motta

C h i n a L a n g u a g e

Sophie Mu

S i l k R o a d

McKay Barrow

B u r m a

Michael Paller

T h a i l a n d

Rachel Bonaiuto

C a m b o d i a

Daniela Papi

N o r t h I n d i aH i m a l a y a S e m e s t e r

Ziva Licul

52 m e e t a f e w D r a g o n s i n s t r u c t o r s

Guatemala

M.A. Sociology, UCLA;B.A. Sociology with highhonors, UC Berkeley andUC Santa Cruz. Age 34.

For the past eight yearsAdelaide has beenexploring culinary delights,wandering throughenchanted landscapes,conversing withextraordinary individuals,learning about political andpersonal struggles, anddancing wildly to superb (ornot-so-superb) live music innearly forty countries. InArgentina Adelaide studiedcircus arts; in Colombia shemonitored US foreignpolicy; and in the SF BayArea she directed schoolservice learning. Recently,Adelaide has developed apassion for permacultureand natural building, whichshe has since studiedthroughout the Americas.2012 is Adelaide’s seventhyear leading with Dragons.

Adelaide Nalley

Nicaragua

M.A. InternationalEducation Development,Columbia University;B.A. Language, Literatureand Culture, AntiochCollege. Age 35.

Dhyana’s career as a teacherhas zigzagged throughnorthern California, centralMexico, Ciudad Juarez on theU.S.-Mexico border, New YorkCity’s public schools,Nicaragua, and the Ancashregion of Peru. For 7 yearsDhyana coordinateddevelopment projects inNicaragua that broughttogether youth from differentparts of the world. Since2008, Dhyana has beensupported and inspired by thework of The Poverty Initiativein NYC which brings togetherlow-income communityorganizers committed tobuilding a movement to endpoverty, led by the poor.Dhyana eventually returnedto Nicaragua to take a job asthe Development Coordinatorof “Cooperativa INNOVA”where she currently workswith engineers who confrontclimate change andunemployment in theircountry by training a youngworkforce to use sustainabletechnologies.

Dhyana Kuhl

Bol iv ia , Andes and Amazon

M.A. Poverty andDevelopment, Institute ofDevelopment Studies,England; B.A. Anthropologyand Latin American Studieswith honors, New YorkUniversity. Age 29.

Julianne has lived, worked andstudied in several parts of LatinAmerica, including Chile,Mexico and Bolivia. In Chile,she carried out intensiveresearch on the exploitation ofwater resources by the coppermining industry in the AtacamaDesert, an experience thatincited her passion for helpingto preserve the environmentaland cultural patrimony ofindigenous populations in theAmericas. After completing herdegree at NYU, Julianne movedto Bolivia to work with a localNGO on mitigating the impactof natural disasters amongTsimane indigenouspopulations in the Amazonbasin. She currently lives inBolivia where she works as theProgram Coordinator for theFoundation for SustainableDevelopment (FSD), facilitatingpartnerships with over 30 localnon-profit organizations andconducting workshops onsustainable development, grantwriting, and relevant social andpolitical issues in Bolivia.

Julianne Chandler

Peru

M.A. Development Cooperation,University of Ghent, Belgium;M.A. Strategic BusinessAdministration, Centrum, Lima,Babson College; B.A. Sports andMovement Sciences, Universityof Ghent, Belgium. Age 34.

Raised in Belgium on an organicvegetable farm, Annelies was bornwith an appetite for adventureand entrepreneurship. At a youngage her father taught her to takecare of the environment byimparting a deep appreciation forthe natural world. Annelies lovesto explore the wilderness andstarted to employ her skills as anoutdoor education instructor inBelgium, Italy and the SpanishPyrenees where she instructedkayaking, rock climbing,canyoneering, rafting, hiking,speleology, mountain biking, andski courses for the visuallyimpaired. Annelies started upVamos Expeditions, a “fair travel”adventure tour operator based inPeru that works hand in handwith Andean, coastal, andAmazonian communities to helppreserve their environmental andcultural heritages. Anneliesspeaks seven languages and isconvinced that continuouslearning through challenges andtravel is the best food for theheart and soul.

Annelies Hamerlinck

Senega l

Ph.D. in progress,Linguistic Anthropology,University of Michigan;B.A. French andEconomics, Virginia Tech.Age 30.

A Phi Beta Kappa scholar,Nikolas double majored atVirginia Tech in Frenchliterature and Economics.After college, Nikolas joinedthe Peace Corps in Senegaland served as a smallbusiness consultant forthree years in a fragileborder community at thecrossroads of internationalmining companies,transnational highways andborder trafficking. As avolunteer, Nikolas consultedwith women’s groups,helped organizeenvironmental youth campsas well as HIV/AIDScampaigns and malariaeradication campaigns.Nikolas has earned aNational ScienceFoundation fellowship tostudy emigration from WestAfrica to Europe.

Nikolas Sweet

Jordan

M.A. International Studies,Uppsala University;B.A. Geology &Geophysics/InternationalStudies,Yale University.Age 35.

Exploration has always beena significant part of Alena’slife, whether following theneighborhood stream to itssource as a child inCalifornia, studying thepolitics of identity as agraduate student in Sweden,or living with a Bedouintribe in southern Jordan.Alena first came to Jordanto direct the collegeadvising program at King’sAcademy, a boarding schoolbased on DeerfieldAcademy, her high-schoolalma mater. After leavingKing’s Academy, Alenaspent a year managingAMIDEAST’s programs insouthern Jordan. Shecurrently runs her ownconsulting business out of asmall house in Disehvillage, Jordan. 2012 will beAlena’s fourth year withDragons.

Alena Bartoli

Morocco

M.A. InterculturalEducation, AntiochUniversity; B.A.EnvironmentalEducation, San JoseState. Age 35.

A four-year Peace Corpsvolunteer (Chad andMorocco), Darren ispassionate about service,internationaldevelopment, and Arabculture. As a Peace CorpsVolunteer, Darren wasselected to train incomingvolunteers. FollowingPeace Corps, Darren spentan additional two years inMorocco working as theProject Manager forMorocco Exchange, aninternational travelcompany. Currently,Darren is the Director ofInternational StudentServices at Los AngelesSouthwest College. Whennot working, Darrenenjoys playing piano anddrums, boxing, andlanguage study. Darren isfluent in Moroccan Arabic,and French. Darrenreturns in 2012 for hisfourth season withDragons.

Darren Grosch

53

On ancient maps, dragons were drawn to symbolize the unknown and to travel beyond the

familiar world was to go “where there be dragons.” There are people who live their lives for

adventure, exploration and knowledge – people who are willing to venture into the unknown

for the sake of discovery. For those people, we offer incredible experiences. We hope you’re

one of them. Won’t you join us?

r u g g e d t r a v e l • s e r v i c e • l a n g u a g e i m m e r s i o n • t r e k k i n g a n d w i l d e r n e s s e x p l o r a t i o n • c u l t u r e a n d d e v e l o p m e n t s t u d i e s

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Dragons 2014 Catalog of Summer and Semester Study Abroad Programs in Asia, Africa and Latin America

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