In March I visited the
Red Cross Nordic United WorldCollege.
RCN-UWC is an
international boarding school with students aged 16-20 from over seventy
different countries.
When I was
there, the school was celebrating Las Americas, during which Americans, from
Canada to Argentina, share aspects of their culture.
As I wandered through the afternoon bazaar, where I tried
Paraguayan sweet bread and learned U.S. history trivia, a young man stopped
me. “Are you…why…how did…I heard
someone was here interviewing….” he trailed off.
“What is your context?” he finally
asked decisively.
Overlapping with my visit were job interviews for a Swedish
literature teaching position. On
my first day on campus, a blonde woman had been spotted with members of the
faculty. She was rumored to be
very pretty. I am not
blonde, which, no doubt, was the source of the young man’s confusion. He had struggled with the question, but
he probably had no inkling of the tailspin he had induced as I tried to think
of an answer.
What
is my context?
I’ve written
elsewhere on the meaning of context to
historians.
Generally, we give two
definitions to the term.
We use
the first definition to describe our process.
By weaving together our sources – letters, diaries, watch
chains, declassified government documents, ship manifests – we create a world
for our readers so that they see the times we are describing from the inside.
What
is my context?
I hastened to explain to the young man that I was a graduate
of the
United World Colleges myself.
I attended
the sister school in the United States.
Both schools are parts of a global
consortium – there are fourteen schools in all today – that seek to foster
international peace, understanding, and sustainability through education.
UWC was far and away the best
educational experience of my entire life, and I was in a state of excited
delight virtually every minute of my time RCN-UWC.
The schools were founded by Kurt Hahn, a German educational experimenter
who was also instrumental in the founding of Outward Bound. Along with Lord Mountbatten and others,
Hahn founded the first UWC in Wales in 1962. The school and its descendents encourage outdoor exploration
and experiential adventures – like Las Americas. All follow the International Baccalaureate curriculum, which
requires service activities and other involvement in the community.
Most UWCs are located in remote and stunning natural
locations. RCN-UWC, near
the tiny town of Flekke in fjord country, is no exception.
When I mentioned it to one teacher in
Oslo, she said that she would love to bring students from her own school there,
but she added: “It’s easier to take them to London.” UWC-USA is located in Montezuma, New Mexico, a town so small
that even many New Mexicans do not know it. The isolation and surrounding beauty in both places make for
inviting environments to explore with newfound friends.
I have long thought that the UWC
movement would make an excellent environmental history topic. Hahn’s story alone – he was expelled
from Germany when he spoke openly against Hitler and the Nazis; he decried many
of modern life’s traits, from easy distraction to sedentary indoor life; and he
influenced multiple educational movements – invites an environmental history
inquiry.
I shared virtually none of this when I gave my answer. I said: “I went to the UWC in the U.S.
almost 25 years ago.”
The second definition of context is more like the setting
for a play. To contextualize is to
set the stage for the events that we are describing. To “take something out of context” when reading literature
is to misunderstand the meaning of the text itself. To “take something out of context” when describing history
is to engage in anachronism. It is
to misunderstand the time itself.
What is my context?
Having covered how I knew about the school, I still hadn’t
explained to the young man just what I was doing there. So I hastened to add a quick
description of Norway’s Fulbright Roving Scholar program. Like the UWCs, the Fulbright program
was an educational response to the fractures of World War II. By fostering scholarly exchange the
program sought and seeks to foster international understanding as well. But only Norway has the Roving Scholar
program that this year has taken me and two other Rovers across Norway -- from
Kristiansand to Svaalbard – to visit secondary schools. I was suffused with nostalgia during my
visit to RCN-UWC, but I couldn’t avoid thinking about the school as a school,
just like I’ve done on other campuses in Norway. I kept saying that I felt like I was 17 and 42 at the same
time.
Nor could I quite turn off my historian’s mind or, at least,
the guilty feeling that I should keep my critical faculties about me. “There is no perfect time and place.” I
tell my students firmly. “Things
haven’t just gotten worse and worse.
Things don’t just get better and better.” I found it hard to observe this injunction at RCN-UWC. Students seemed to come from a greater
variety of economic backgrounds than my classmates and I did a quarter century
ago. The student body included a
larger number of refugees, and there was more attention refugees’ status
globally (Not least because IB now includes a geography course). And it was hard to
believe that I had ever had such energy.
After classes concluded on Thursday, students headed to their
activities, and, as far as I could tell, pretty much taught themselves for
another three hours. This was
before practice for the Las Americas show and dinner and homework. Some students travel regularly to
Bergen – over a two-hour journey -- to study Mandarin as a third or fourth
language.
I did notice that there was less outdoor activity than at my
school back in the day. UWC-USA
has a search and rescue team. Many
of the other UWCs have similar service activities that take their students
outside, but RCN-UWC does not (The school does have a Red Cross rehabilitation center at which many of the students volunteer).
Although the campus has ready access to Norway’s well-maintained trail
network, one avid hiker told me that most students do not head out to the hills
often. And there was much
conversation about the food.
Norway’s northern climate, the school’s remote location, and, I imagine,
the hunger of two hundred teenagers, makes for a cafeteria budget challenge,
especially when balancing the dietary needs of representatives of dozens of
cultures and political positions. Variety
and vegetarian options were slim. That
said, the day rooms smelled just like they did in my day. Food may have globalized, but the smell
of noodles, stir fry, and cinnamon toast appears to have remained a
constant. “Each historical moment
is unique!” I tell my students back at SLU. But maybe some things are universal. (Below: shoe dryers and dorm art)
I did not make this young man, perhaps interested in Swedish
literature, listen to my entire reverie.
Rather, I said something like my standard: “I’m here as part of a
scholarly exchange program called Fulbright that takes me to secondary schools
all over Norway.”
As I struggled to be just a bit more critical in the days
during and following my visit, I mentioned my challenge to a variety of
teachers and students. They
brought my attention back to a few issues. As the UWC movement persists, there is the danger that it
will merely reproduce itself, rather than grow and change. A number of students asked if my son
would attend UWC, and though I answered that the decision was his, it will be
hard not to hide my enthusiasm for the UWC movement as he grows older. How many other potential “legacy”
students are out there? And is UWC
best for them or for folks for whom the experience will be brand new? Students from socially conservative
communities often struggle when they return home, and their reverse culture
shock can restrict their opportunities as much as their education broadened
it.
I had heard such criticisms when I was a student, but the
reservation that caused me the greatest doubt was new: carbon footprint. I’ve visited around thirty towns and
cities this year, most by plane, and that doesn’t count family holiday trips to
Rome and Paris or a guest lecture in Budapest. One convocation at one UWC probably repeats that experience at
least a hundredfold. Can the globe
sustain it?
“Of course!" I
would have proclaimed when I was a UWC student. We still need international peace and understanding. Whatever challenges the world faces, we
will solve them! The world needs
UWC!
Now, my body sore from a day sitting on a plane and my voice
hoarse from a day of teaching, I feel less confident. Do I need this kind of travel? Does the world? My context has changed and the world’s has
too. And yet I came back
from RCN-UWC glowing. For days, I
couldn’t stop telling people about the school. Alongside all I’ve learned from my Fulbright Fellowship,
it’s impossible to look away from UWC’s value. Education is the most comprehensive and direct route to
international understanding. UWC students
may now chatter with their families on laptops instead of hovering near the pay
phone in the hall, but we still need human connection to grow and learn. I write in a different world context
than when I was a student, but the world still needs UWC.