Oxford International Travel

Oxford to the world,

the world to Oxford

This summer, Oxford students participated in international trips that deepened their understanding of the world, inspired meaningful connections, and broadened their perspectives as global citizens.

Three of this year's trips were part of Oxford’s Global Learning program—a wing of the Center for Pathways and Purpose (CPP)—and were integrated experiences that met as classes throughout the previous semester. Destinations included England and France, Peru, and Spain. Oxford's Global Connections trip, sponsored by the Office of Religious and Spiritual Life and the Pierce Program in Religion, took students to Ireland. Another group, co-led by Oxford faculty, traveled to Senegal through an Emory College program.

Students and professors alike returned with fresh insights on their studies and personal goals, along with a profound appreciation for what can be learned by seeing—and engaging with—the world.

Ansley Holder, Don Beuadette, Rev. Dr. Lyn Pace

Ansley Holder, Don Beaudette, and Lyn Pace led the Global Connections trip to Ireland.

ENGLAND & FRANCE

SCIENTIFIC BREAKTHROUGHS,
IMAGINATIVE FUTURES

Just following Oxford’s 2024 Commencement celebration, students enrolled in the “History of the Scientific Research Article since 1665” course jetted off to England, where they’d stay for seven days before taking the train to France. The interdisciplinary course focused on the common developments in the publishing and science worlds and was co-taught by Associate Professor of Biology Sarah Fankhauser and Associate Professor of English Gwendolynne Reid.

The goal of the trip was to bring to life the concepts, historical events, and people the class discussed throughout the semester.

Among a full itinerary in Oxford and London, two highlights were a workshop on an 18^th Century printing press and a visit to the headquarters of Nature, a prominent international science journal.

“The value of academic travel is that it provides students with fresh perspectives that can help them imagine different futures for themselves and their communities,” Reid said. “For our course, seeing how scientific publishing had changed over time across two national contexts helped them imagine how it could change in the future. Students saw that there is no single way to be a scientist or to be part of the scientific community and that they could think critically and imaginatively about their futures.”

After a few busy days in Paris, the group visited the small town of Montbard, home to 18th century scientist Georges-Louis Leclerc, Comte de Buffon—an important figure in the course’s material. They saw a nearby forge where he worked and examined letters he wrote to colleagues, emphasizing the communal network that was key to spreading scientific knowledge at the time.

These were just a few of the many epiphanies students had during the trip, according to Fankhauser.

“Through travel students are able to make so many concrete connections across course concepts, interact with professionals in various fields, and learn how to be in new and unknown environments. Seeing their reactions to a replica of a 17^th Century microscope was priceless, but it was also enlightening. It helped them realize how challenging microscopy was during that time period and how persistent scientists must have been to use such tools.”

— Sarah Fankhauser

PERU

IMMERSION IN THE ANDES

Throughout the spring semester, Cristina Tarazona’s integrated Spanish language class learned about the culture and history of the Peruvian Andes. This summer, students found themselves immersed in their studies up close—seeing firsthand the region's verdant wilderness, mountainous terrain, and rural communities.

The two-week trip was designed to strengthen Spanish proficiency and foster a sense of cultural appreciation that enriched classroom material. Tarazona, assistant teaching professor of Spanish, led the trip along with Assistant Professor of Biology Natalia Bayona Vasquez and Senior Program Coordinator Brenna Valentine.

Adventures included stops in Cusco—where they visited the Sacred Valley of the Incas and wonder-of-the-world Machu Picchu—and Misminay, where students lived and worked with local residents. There, they participated in community activities such as potato harvesting, adobe brick building, Pachamanca cooking, and bonfire storytelling and singing.

“In communities like Misminay, people spend most of their time outdoors surrounded by nature, which contrasts sharply with life in many western urban societies,” Tarazona said. “Initially confronted with living standards different from their own, students learned that there is not one single way to live and enjoy life.”

Lejai Minnott, a recent Oxford graduate now studying Human Health on the Atlanta campus, enjoyed spending time with her classmates and their daily interactions with native Spanish speakers.

“My classmates and I went on mini adventures together, exploring the streets of Peru as we broadened and deepened our knowledge on the country’s history and the beautiful and fascinating Spanish language,” she said. “Overall, my journey to Peru was one of great significance and discovery.”

SPAIN

FOUNDATIONS OF HAPPINESS

In Spain, students visited trade unions, cooperatives, social movement groups, and other organizations that form the fabric of society. As the culmination of a class titled “Social Structures and Wellbeing,” the trip explored the relationship between Spanish institutions and levels of happiness within the country—and how that connected with students' own experiences.

The course was co-taught by Associate Professor of Sociology Deric Shannon and Director of the Center for Healthful Living Amanda Yu-Nguyen. The group’s itinerary took them to five cities across the country, including Madrid, Segovia, Pamplona, San Sebastian, and Mondragon. At each stop, students visited a place—such as a farm, university, or union headquarters—that inspired reflection on how it affected the textures of everyday life.

“It is one thing to talk about concepts in a classroom. It is quite different to see course concepts in daily life, and global travel allows for a range of experiences that might not be possible at home…. As a professor, one of the most edifying parts of my job is seeing students make these connections.”

— Deric Shannon

IRELAND

CONFLICT RESOLUTION &
MEANING MAKING

This summer’s trip to Ireland focused on the history of the Catholic-Protestant conflict known as the Troubles. As part of the Global Connections program, it was not tied to a specific course but instead focused on how students can make meaning out of their lives through a social justice lens.

“I think this all continues to be relevant—dealing with conflict, dealing with ways of peaceful resolution,” said Oxford Chaplain Lyn Pace, one of the trip leaders. “With our Global Connections travel, we're asking: How do we make sense out of the world and how does that interact with our own lives? In other words, how does this deep reflection orient us into leading authentic and good lives where we might engage in social justice and building community?Travel helps that because it broadens our worldview.”

In addition to Pace, the trip was led by Oxford Associate Professor of Political Science Don Beaudette, whose research focuses on the history of political violence and politics in Northern Ireland, and Senior Program Coordinator Ansley Holder.

“The most important theme of the trip was looking at different approaches to conflict resolution and understanding how different people tell the same story from different perspectives,” Beaudette said. “It gives us a better sense of empathy, and it helps show that in order to construct a historical truth about any given situation, we have to listen carefully to the people who live there and experience politics and conflict as part of their daily lives.”

The group started with a visit to a university in Cork for some historical context before venturing to Dublin, where they met with the members of the Irish Department of Foreign Affairs—one of many connections that rising sophomore Kenan Bajraktarevic says “opened doors” for him as an international studies and finance major.

The majority of their time was spent in Belfast, where they met with people from both sides of the conflict, including a mediation collective that fosters productive dialogue around local and national issues. They walked two important roads—Falls and Shankill—that represented the Protestant-Catholic divide during the Troubles, guided by former members of groups loyal to each cause. Today, the roads are lined with murals depicting the different perspectives.

“Frankly, it changed me a lot,” Bajraktarevic said. “Both of our guides in Belfast had interesting personal testimonies about the Troubles and helped us understand both sides of the conflict.”

SENEGAL

EXPLORING DAKAR

Oxford Assistant Professor of African Studies Bamba Ndiaye co-led a trip to Senegal called “Dakar: Art, Literature, and Social Movements” with Atlanta campus colleague, Associate Professor of French Subha Xavier.

The trip was open to both Oxford and Emory College students, who stayed with host families to gain a deeper understanding of the vibrant cultural and political landscape of Senegal. Ndiaye and Xavier led discussions and activities that engaged with local communities, students, artists, and activists in Dakar—a dynamic city known for its rich history, artistic expression, and cuisine.

Oxford trip to Peru

With the fall semester just around the corner, students will return to the classroom with new experiences and fresh perspectives that will inform the rest of their college experience and lives beyond.

For Tarazona, that is what makes international travel—especially through an academic lens—so impactful.

"By traveling to other countries and encountering people who lead lives different from their own, students have the opportunity to step out of their comfort zones and grow both personally and intellectually. They can develop into better critical thinkers, more adaptable individuals, and gain a deeper appreciation for global diversity. Ultimately, such experiences prepare students to become empathetic citizens, ready to make meaningful contributions in our society."

Oxford College of Emory University | August 6, 2024

Designed by Kristine Gonsalez and written by Daniel Christian. Photos submitted by students, faculty, and staff.

SCIENTIFIC BREAKTHROUGHS,IMAGINATIVE FUTURES