PRESIDENTS LEADERSHIP CLASS Exercising Leadership in Development

Transcription

1 CHILE PRESIDENTS LEADERSHIP CLASS Exercising Leadership in Development M AY 2019

2 Chile PANAMA Chile is a remarkably diverse country of hidden dichotomies. At surface level, Santiago, its capital city of 7 million people, is a vibrant, developed metropolis of thriving industry, with renowned universities, celebrated culture of the arts, sport, and literature. But Chile also has a living history across the last three generations of political turmoil, socio-political strife, and the legacy of a brutal dictatorship in the late 1980s. Many are working to preserve and promote the voices of the ever-quietening indigenous Mapuche population, and the ongoing tensions between Chile s biggest indudstry- -mining--and the preservation of Chile s astounding natural spaces and resources is mirred in power struggles. Here we focus our programming, on the tensions between urban and rural development, the leadership challenges and successes in Chile s development, and the social justice movements working to preserve non-dominant voices.

3 Educational Objectives 1 LIVING HISTORY ACROSS GENERATIONS The 1980 s and early 1990 s were a troubled time in Chile s history. With the removal of Salvador Allende from power (with support from the United States CIA) in 1973 and the insertion of Augusto Pinochet into power, the nation fell into nearly two decades of brutal dictatorship. Following his rise to power, Pinochet persecuted leftists, socialists, and political critics, resulting in the executions of from 1,200 to 3,200 people. These dark years still live in the memories of many Chileans. 2 LEADERSHIP CHALLENGES AND SUCCESSES Chile s growth in recent decades has catapulted this South American nation onto the world stage of trade, geopolitics, and tourism. The extent to which that growth in industry and urbanization is inclusive for all of Chile s peoples remains to be seen. Through direct and frequent interaction with Chilean social impact leaders, professionals, and students, we explore the individual contributions of leaders to advance Chile s culture, communities, and individual wellbeing. 3 URBANIZATION VS RURAL DEVELOPMENT Santiago is home to 40% of Chile s entire national population, and, 85% of the total population lives in areas defined as urban. This reality is markedly different from that of the United States, and brings interesting realities with regards to urbanization and then conversely the development of the country s more rural regions. We explore these realities with our home base in Santiago, building understanding for just how far the city has spread, but also journeying to the countryside and to the sea to explore the juxtaposition and speak with local people about their experiences in each reality. 4

4 Students dive deeply into learning about the ongoing tensions between environmental conservation, resource management, and the development of industry. Program Highlights Students interact with local community members and social impact leaders to learn from and with them while analyzing the relationships between leadership and development in Chile. Through lectures and site visits, students study the growth of industries in Chile such as mining (especially copper), fish processing, as well as wood products and timber, as well as its thriving wine industry. Meet with indigenous peoples to discuss the ongoing struggle to maintain their traditions, connections to place and to land, and to fight for their economic freedom. 5

5 Research in action First piloted in 2018, PLC s Contemporary Global Issues class and Envoys will collaboratively design a final research project for students to complete in-country that also serves as their final exam for the course. The design of the project will unfold through meetings and design sessions between Envoys Director of Partnerships and PLC faculty in the fall of 2019 and spring of The scope and direction of the assignment will be intentionally catered to class themes and build on topics discussed at CU over the course of the semester. One potential area of iteration might be the initiation of project research in Boulder prior to departing for Chile in May 2019, so that project teams can leverage familiar resources and then dovetail that with empirical field research. 6

6 POTENTIAL AREAS OF STUDY FOR STUDENT RESEARCH PROJECTS: Studies on the effects of tourism with regards to community development and social wellbeing Comparative studies of the rural and urban divide between Santiago and the remainder of the nation. Studies on the degredation and/or preservation of environmental resources and the mining industry in Chile Studies on the integrity of democracy in Chile in the decades following the rule of Augusto Pinochet. Studies on the role of student movements and universitywide action to affect debates on social justice issues. Case studies of specific leaders and their work to advance inclusive development in Chile. Studies on the inclusion of indigenous rights in national conversations on development in Chile. The contributing work and role of artists and writers in gaining advances in human rights and civil society in Chile. IMMERSIVE EXPERIENCES TO SUPPORT STUDENT RESEARCH: Pottery workshop and conversation with local potters in Pomaire about the tourism industry and the urban/rural divide. Classes and workshop with La Universidad de Chile students on their student organizing work and the role of grassroots organizing on social development in Chile. Exploration of human impacts on ecosystems: flora and fauna. Studies of community use of hydrological resources and their conservation. Overnight trip to Valpairiso to explore the port city and the wide wealth discrepancy that exists across Chile. Conversation with elder of indigenous community from southern Chile. Mural tour and walking exploration of Bella Vista neighborhood. Immersions and workshops with social impact leaders working with young people across distinct isuses in society. 7