The portfolio of DePaul's Study Abroad programs is vast and very diverse, offering a broad spectrum of destinations and subject matters to our students. Many of our programs are steeped in DePaul’s mission, educating students to the complexity of identifying and dealing with power dynamics in situations of oppression, discrimination, and marginalization.
In this article, we present two powerful examples of the opportunities offered to DePaul students to engage with global social justice issues. Dr. Nila Ginger Hofman, a professor of anthropology and director of the Community Service Studies minor, and Dr. Howard Rosing, Executive Director of the Steans Center for Community Based Service Learning, developed and led two signature programs to Australia and the Dominican Republic, respectively, which integrate a community-based service learning component.
In an increasingly interconnected world, understanding global dynamics—particularly those related to social justice—has become more critical than ever. Dr Hofman is committed to ensuring her students gained this understanding through experiential learning. With years of research focusing on marginalized communities, gender, and labor dynamics, Hofman crafted a unique educational journey: FY@broad Australia: Indigenous Communities, History, & Culture, developed in collaboration with the Australian Catholic University (ACU), a long standing partner of DePaul’s.
Dr. Hofman was motivated to create this program because no similar opportunity, particularly combining community service with racial justice themes in Australia for first-year students, existed. As a social justice educator and scholar, Dr. Hofman saw an opportunity to engage students in meaningful conversations about race, history, and power on a global scale. Her goal was to provide students with the tools to make informed, compassionate decisions to address social justice issues, both locally and globally.
Dr. Hofman emphasized the role of solidarity-building, both in the pre-departure assignments and throughout the time spent in Australia. Prior to traveling, DePaul students participated in the Global Conversation, “Is democracy truly democratic?” where they compared perspectives with peers from different countries such as Argentina, India, Malaysia, Japan and Taiwan. These experiences encouraged them to reflect on their own values and beliefs, allowing for personal growth alongside their academic development.
During their time in Australia, students engaged in advocacy-driven service-learning activities, collaborating with ACU and local Indigenous leaders. Rather than direct volunteering, the students participated in listening and learning from community members. This approach fostered a deeper understanding of the challenges facing Indigenous populations, while respecting the communities’ autonomy and expertise. Through these exchanges, students were encouraged to reflect on their role as learners, focusing on advocacy rather than imposing solutions.
A highlight of the experience was students' participation in an Indigenous-led yarning circle. Here, they heard firsthand accounts from individuals affected by Australia's dark history of forced internment and family separation, part of the nation’s broader history of colonial violence against Indigenous peoples. These powerful encounters provided students with a visceral understanding of racial injustice and deepened their empathy for the lived experiences of marginalized communities.
Dr. Hofman also incorporated discussions comparing the challenges faced by Indigenous communities in Australia with those encountered by communities of color in the U.S. Both countries share a history of colonialism, where land, labor, and resources were forcibly taken from Indigenous peoples. Despite the shared history, there are differences in the current situation, such as the presence of legal land rights for some Native American tribes in the U.S., compared to Australia’s public acknowledgment of the atrocities committed against Indigenous Australians through “Acknowledgment of Country” statements. These discussions offered students a nuanced understanding of historic and current global injustice.
A second example of this kind of impactful social justice experience is Dr. Howard Rosing’s program - Dominican Republic: Sustainable Food Systems & Social Justice which emerged from Dr. Rosing's deep conviction of the interconnectedness of food systems and environmental sustainability. With extensive expertise in cultural anthropology and sustainable urban development, Dr. Rosing crafted a study abroad program to educate students and foster community engagement and empowerment.
Dr. Rosing’s commitment to social justice issues and their connectedness to sustainability is evident in the program’s design. “Sustainable food systems development isn’t merely about growing food; it’s about nurturing communities, empowering individuals, and addressing social inequalities,” he explains. The Dominican Republic, characterized by its rich agricultural heritage and pressing environmental issues, serves as an ideal backdrop for these initiatives. The program addresses food insecurity while promoting sustainable practices, ensuring that students learn in a real-world context.
Central to this initiative is the partnership with CREAR, a local organization in the Dominican Republic dedicated to sustainable agriculture. This collaboration allows DePaul students to exchange knowledge and experiences with local students, enriching both groups’ understanding of sustainable agricultural practices. “It’s a beautiful synergy,” Dr. Rosing notes. “When our students engage with local farmers and share insights, they learn not just about sustainability but about the culture and resilience of the community.”
Digital mapping tools play a pivotal role in the program, enabling students to engage deeply with community and agricultural projects in Rio Limpio. These tools help visualize and analyze land use, crop distribution, and resource allocation, providing students with hands-on experience in geographic information systems (GIS). “Through digital mapping, students can identify areas of need and develop strategic plans for sustainable agricultural practices,” Dr. Rosing emphasizes. This technology enhances students’ learning while empowering local communities to make informed decisions about their resources.
Visits to organizations like CONACADO, which works with cacao producers, offer students a firsthand look at the complexities of fair trade and its social justice implications. By meeting with farmers and understanding their challenges and successes, students gain a deeper appreciation for the ethical considerations surrounding food production. “These experiences are transformative,” Dr. Rosing shares. “They challenge students to think critically about their roles as consumers and advocates for social justice.”
The Mariposa DR Foundation’s initiatives are also integrated into the program. A long-time partner of DePaul, Mariposa DR Foundation’s mission, to empower young women in the community, makes them a valuable part of the program. “Their work is vital to the broader goals of environmental and social justice,” Dr. Rosing notes. Through their interactions with Mariposa DR, students learn about the importance of gender equity in sustainable development. This intersectional approach enriches their educational experience and cultivates future leaders committed to social change.
The impact of this service-learning project extends beyond the classroom, positively affecting both DePaul students and local communities. “Students return with a heightened awareness of global issues, while local communities benefit from the fresh perspectives and energy our students bring,” Dr. Rosing reflects. This reciprocal relationship fosters a sense of shared responsibility, encouraging students to contribute meaningfully to social and environmental solutions both during the program and upon their return home.
Ultimately, these Study Abroad programs, led by committed and expert faculty members, are more than just travel experiences for DePaul students— Indeed, these experiences exemplify the transformative power of education in addressing global challenges. These kinds of collaborative and empathetic programs that offer students the opportunity to grapple with complex and often painful injustices help shape future leaders while creating a more sustainable and equitable world and cultivating lasting change in communities.