Category Archives: Education

Daily Journaling: A Volunteer’s Experience

Journals and diaries offer space for reflection.  For many Peace Corps volunteers, journals provided an unbiased place to flesh out one’s private thoughts.  Whether written in frustration, excitement, or simply recording the mundane events of the day, journals and diaries promoted a safe opportunity to think and write about experiences in a country far from home.

For young, inexperienced volunteers, keeping a journal provided a way to process and cope with new surroundings.  Journals also include reflections on new foods, community events, local culture, and the living and working conditions experienced abroad.

Winifred Boge, Journal, January 31, 1966

Winifred Boge, Journal, January 31, 1966
Boge recalls trying a traditional Indian cheese for the first time.

 

Boge, Journal, February 19, 1966

Winifred Boge, Journal, February 19, 1966
In addition to working with local citizens, Boge encountered a variety of creatures: mice, lizards, and dogs.

Journals also allow us to understand the routines, experiences with illness, and the developing relationships which occurred between volunteers and local citizens.  Boge reflected on her first year as a Peace Corps volunteer in India–including the challenges she faced working with people very different from herself.

Winifred Boge, 1 Year Report, February 1966

Winifred Boge, 1 Year Report, February 1966

 

Winifred Boge, 1 Year Report, February 1966

Winifred Boge, 1 Year Report, February 1966

Most people who journal or keep a daily diary do so without considering the benefits it may yield to researchers in the future.  Rather than document their daily activities for someone else to read, many authors record events for their own memories.   Winifred Boge’s diary provides a window into the events of a volunteer’s day, in addition to discussing the complexities and challenges of serving in a foreign country with strangers.  Journals and diaries provide insight into the individuals who served and the experiences in country that wouldn’t be possible otherwise.

The Benefits of Peace Corps Service

Ever wonder what a Peace Corps volunteer actually gains from their experience abroad?  What new insights do they leave with?  What did volunteers learn about themselves?

Randal Participants 2002

Summer Program Participants, Cristo Rey Village, 2002

“I’ve survived the challenge of Peace Corps and found that I really like working with little kids.  I also found that I like to write and edit,” reflected Alanna Randall in an email to family and friends in the United States.  As a volunteer in San Ignacio, Belize, Randall worked as an Environmental Education Coordinator.  It makes sense that you might not love every aspect of the job you are assigned to do.  Yet, the Peace Corps environment provided many young individuals a chance to work in positions they might not originally choose.  Randall reflected on her own experience, “I’ve learned quite a bit about our environment, but I still don’t really feel qualified to be an ‘environmental educator.”

Volunteers like Randall left the Peace Corps with a deeper understanding of areas they were interested in pursuing post-Peace Corps, as well as those they unquestionably felt were not for them.

Randall Children 2002

Alanna Randall with Summer Program Participants, 2002

Adventure in “a Great Big World”

Alan Crew used letters to describe experiences in Benin City, Nigeria to his family in the United States.  Included in his donation to the PCCA, a memoir—compiled years after his experience—contains typed copies of the letters he wrote home, as well as transcriptions of audio tapes and photos.  His letters capture the excitement and hard work of serving in the Peace Corps.

Working as a teacher at the Edo Boys’ School, Crew taught literature, English grammar, and French.  The Boys’ School, surrounded by an old rubber plantation, appeared to be a difficult assignment.  In a January 19, 1965 letter home, Crew wrote “The school has real problems and as Sam Selkow, our regional representative (administrator in charge of the Midwest Peace Corps volunteers) says, –it’s the most challenging assignment he’s ever given anyone.”  Despite the challenges that lay ahead, Crew eagerly admitted,

The veteran Peace Corps volunteers are really exciting, and as independent as anything I’ve ever seen or imagined.  I guess that the living alone does it to you, but man are they self sufficient.  I get the feeling that they’d be right at home on the moon! The next two years look to be tough, challenging and intense.  I think I’ll like it.

Based on his letters, Crew’s possession of a motorcycle enhanced the overall experience in the Peace Corps.  On January 22, 1965, Crew informed his family about the new mode of transportation.  “My school has just provided me with a rather large motorcycle for transportation, and, as you can imagine, I’m having a ball with it.  As the Peace Corps supplies us all with crash helmets, the danger of serious injury is lessened, so you needn’t worry.”

This isn’t the only time he mentions his motorcycle in letters home.  As Crew adjusted to living in Nigeria, he also got used to traveling by motorcycle.  On January 27, 1965 Crew wrote,

My motorcycle is running beautifully, although it still isn’t completely broken in.  I can understand the almost reverent feeling the old volunteers have for their machines, as they afford one the only means of mobility available…There are 104 of us within 125 miles of each other so that we can all get together on weekends if we like.  Therefore, the mobility of the motorcycle takes on a new dimension of importance.

By reading Crew’s letters, it is easy to get a sense of what’s important.  They also possess insight into the volunteer’s  thoughts about their experiences, how they dealt with the challenges that arose (being in a new country, work, living conditions, illness, etc.), as well as what they did for fun.  Peace Corps volunteers’ letters, like Crew’s, also convey their attitudes and feelings towards a range of topics.  Crew claimed in a letter on March 10, 1965:

Whoever said that P.C. life was dull and frustrating must have had his head in the ground.  I’ve got so much to do now that I don’t know when I’m ever going to find time to feel bored.  And you talk about excited! Why, man, there’s a great big world outside of the states that I didn’t even know existed until I left.  It’s really a sin more people don’t see it.

Preparing for New Experiences Abroad

Bossi Letter 1966

Stephen Bossi, Peace Corps Training Letter, 1966

The Peace Corps Community Archive includes many fascinating stories conveyed through letters, photos, and diaries of returned Peace Corps volunteers.  However, many of the collections also include volunteers’ handwritten notes, outlines, exams, and other materials from their Peace Corps training.  All volunteers attended some form of training prior to their departure, or, in later years, immediately upon arriving to the country of service.

Frum Certificate 1965

Jennifer Frum, Certificate of Completion of Training, 1965

The training materials provide insight into what the Peace Corps considered essential for volunteers to know about the country’s culture, history, and language.  They also demonstrate the process Peace Corps trainers used to educate and prepare volunteers for living and serving in a culture very different from their own.  Several collections include images of service and construction projects undertaken during the volunteers’ training.  Construction projects, as well as visits to local social, industrial, and government agencies provided experiential knowledge for volunteers preparing to work in community development.

Frum Training 1965

Jennifer Frum, Introduction to Field Experiences, 1965

Other documents in the collection include training schedules, exams, note outlines, and diary entries detailing the daily training experience.

Strengthening Communities: Non-formal Education

The Peace Corps not only educated students in school classrooms, but used the wider community as a platform for spreading information to local citizens.  Although many volunteers worked in formal education, others were assigned to community development projects.   Non-formal education sought to establish community programming and workshops based on areas of need.  While some focused on a specifically on health care or sanitation, others were encouraged to assess the local community’s greatest needs before developing projects on-site.  Community outreach included youth and business development, in addition to environmental and health education.

In Colombia, Christine Hager sought to educate young girls and women about cooking and sewing.  Serving in Dagua Valle, Colombia (1968-1970), Hager organized clubs for mothers and young girls to provide support.  The community development also included experiential learning on raising chickens, planting seed beds, and gardening.

Brian Adler and Cynthia Elliott also worked with non-formal rural community education in Marshall Creek, Suriname.  Instead of formally teaching students in a classroom, Brian and Cynthia organized community libraries, after-school programs for youth, and workshops to teach English to adults in the community.

The collections documenting the variety of community development reinforce the Peace Corps’ commitment to educating communities and improving people’s lives.

Peace Corps Volunteers as Versatile Educators

Education remains to be an essential part of the Peace Corps’ work.  Many of the Returned Peace Corps Volunteers, whose donations comprise the PCCA collection, worked in some form of education during their service.  The Peace Corps Community Archive contains documents, photographs, letters, and training materials from individuals who served in a variety of educational settings.  Those experiences include classroom teaching, preparing educational materials, producing educational television programming, providing training for local educators, and community development.

Boge Boys 1965

Boge (second row, eighth from left) poses with other Peace Corps volunteers and the boys’ Basic Training School near Hyderabad, India.

Boge Girls 1965

Winifred Boge with students at the girls’ school in Hyderabad.

Winifred Boge served in India in 1965, where she worked with Basic Training Schools for men and women.  The Basic Training Schools educated and prepared local citizens to work as teachers in community schools.  The majority of Boge’s work relied on her training as a dietician to educate teachers-in-training about basic nutrition and wellness.  Several photos of Boge depict her serving meals for the Cooperative for Assistance and Relief Everywhere (CARE) mid-day meal program, which delivered lunch to students who might not otherwise have access to regular meals.

Boge serving mid-day meals for CARE (1965).

Boge serving mid-day meals for CARE (1965).

A different form of education also occurred in India at the Andhra Pradesh Science Workshop.  As Steve Bossi’s experience demonstrates, the group collaborated with local teachers to improve methods used in science education.  Volunteers at the Andhra Pradesh Science Workshop assisted with the publication of the Science Teachers’ Handbook.  A copy of the handbook can be found in the collection.

Bossi and Science Teacher Workshop participant. Written on image reverse: “This little wonder is an improvised spring balance made from a piece of bamboo, strapping and music wire.”

Between 1965 and 1966, Terry Kennedy participated in a unique program organized by the Colombian Government—Colombia Educational Television Project.  The program sought to create educational programming for schools, as well as train local teachers how to strategically incorporate the programming into their classroom instruction.  Stanford University collaborated with the project to evaluate the program’s effectiveness and overall success.  One of Stanford’s final reports is located in the PCCA collection.

Perhaps one of the more unique experiences is that of Margie Tokarz, who served in Antigua during the late sixties.  She worked in collaboration with the Red Cross to educate deaf children.  A set of personal letters document her experiences working with the Red Cross, as well as another teacher from England.

Each of these individuals and their experiences represent the types of education Peace Corps volunteers carried out during their time abroad.  However, these are only a few of the stories available in the collection. If you’re interested in learning more, make an appointment to come and browse the collection.

Peace Corps Philippines IX

Country of Service: Philippines
Service Type: Education
Dates in Service: 1962-1964
Keywords: Education

Accession Date: October 1, 2013
Access: No restrictions other than copyright
Collection Size: 1 item

Document Types

  • Publication- Memories and Reflections (includes photographs, interviews, and excerpts from diaries and letters)

Peggy Gleeson Wyllie in Colombia

Peggy Gleeson Wyllie

Country of Service: Colombia
Place of Service: Fusagasuga and Guapi
Service Type: Nursing and Nursing Education
Dates in Service: 1963-1965
Keywords: Education, Health, Nursing

Accession Date: February 2011; Friends of Colombia Archive
Access: No restrictions
Collection Size: 3 folders

Document Types and Finding Aid

  • Correspondence
  • Photographs
  • Publications
  • Slides

David Wessel in Colombia

David Wessel

Country of Service: Colombia
Place of Service: Rivere, Huila and Antioguia
Service Project Title: CARE Program
Dates in Service: 1962-1964
Keywords: Education, Health, Nutrition, Sanitation

Accession Date: July 2000; Friends of Colombia Archive
Access: No restrictions
Collection Size: 0.75 linear feet

Document Types and Finding Aid

  • Correspondence
  • Photographs
  • Publications

Terry Kennedy in Colombia

Terry Kennedy

Country of Service: Colombia
Place of Service: Tangua, Narino
Service Project Title: Educational TV Project (ETV)
Dates in Service: 1964-1966
Keywords: Education, Information Technology, Youth

Accession Date: June 1999; Friends of Colombia Archive
Access: No restrictions
Collection Size: 1 linear foot

Document Types and Finding Aid

  • Correspondence
  • Notebooks
  • Photographs
  • Publications
  • Slides