Walking Beside the Mhuysqa in Sesquilé

By Rayna Daniels, 2nd year MDP student

When I first arrived in Sesquilé, a small town in Cundinamarca, Colombia, I knew my Master’s in Development Practice placement would be an opportunity to learn. What I did not expect was how it would change me. Working with Dr. Gabriel Nemoga, our focus has been on Indigenous tourism, exploring ideas and funding that could support the community while honoring Mhuysqa traditions and values. My part of the project has been to analyze a tourism proposal for Sesquilé, compare it with examples from other places, and suggest ways it can strengthen the community.

But the real lessons have come outside the research. The Mhuysqa people have welcomed me into their homes and ceremonies like the temazcal, hoska, and kozmuy where I have learned about spirituality, resilience, and the connection between culture and land. Everyday practices such as gardening, bird watching, and orchid conservation have shown me how environmental stewardship is an important part of daily life.

Life in Sesquilé has challenged me to grow in unexpected ways. Learning Spanish has been difficult, but each conversation brings progress and connection. Sharing meals of arepas, ajiaco, and bandeja paisa has opened doors to friendship and laughter. With the support of my colleague Leslie Kirkness, I have built strong relationships and discovered that respect and collaboration are at the heart of meaningful development work.

I have also come to appreciate how tourism, when guided by community voices, can be more than an economic activity. It can be a way of honoring traditions, protecting the land, and creating opportunities that align with local values. Watching how the Mhuysqa blend spirituality, environment, and community together has improved how I think about development itself.

As my time in Sesquilé comes to a close, I see how much it has changed me for the better. Working alongside Dr. Nemoga, learning from the Mhuysqa, and living close to the land have taught me that development is not just about projects or proposals. It is about listening, humility, and walking beside the community as they pave the path forward. 

Finding My Way Back to Education at Gonzaga Middle School

By Britney Champagne, 2nd year MDP student

Taanshi! My name is Britney Champagne, and I am a Red River Métis woman completing my second and final field placement with the MDP program. I had the privilege of working with Gonzaga Middle School (GMS) in Winnipeg’s Point Douglas community.

Gonzaga Middle School (GMS) is an independent middle school serving students in Grades 6 to 8 in Winnipeg’s Point Douglas and North End communities. GMS takes a holistic approach to education, recognizing that student success extends beyond academics. The school combines academic programming with social, emotional, cultural, and spiritual supports while drawing from the Jesuit Nativity educational model and adapting it to meet the needs of the Winnipeg community. Through mentorship, enrichment programming, meals, transportation, extended programming, and its Graduate Support Program, GMS works to reduce barriers and support students throughout their educational journeys. What stood out to me most was the strong sense of community that exists between students, staff, graduates, and families.

During my placement, I worked with the Graduate Department as a researcher. My primary project involved exploring the experiences of GMS graduates after transitioning out of high school. I conducted interviews with graduates, analyzed themes from their experiences, and completed a qualitative report that will support GMS in reflecting on their graduate programming and identifying opportunities to continue strengthening their supports for future students.

Beyond my research role, I had the opportunity to become involved in the broader GMS community. I participated in school events, attended the Grade 8 graduation, connected with graduates and families, and facilitated dance enrichment with a group of Grade 8 girls where we learned a K-pop dance. These experiences allowed me to see the relationships and sense of belonging that GMS has intentionally built within its community.

This placement was especially meaningful because it helped me reconnect with my passion for education. As I completed my Bachelor of Education, I found myself questioning my place in the classroom and what direction I wanted my career to take. My experience at GMS reminded me why I chose education in the first place. Working with students, hearing their stories, and building relationships with them showed me that education is about much more than academics; it is about creating spaces where young people feel valued, supported, and encouraged.

I am incredibly grateful to the GMS community for welcoming me and allowing me to learn from their students, graduates, staff, and families. This placement strengthened my skills as a researcher and educator while reminding me of the importance of relationship-building, community engagement, and listening to the voices of those we work alongside.