His recent work on the Fulbright-Hays trip to Ecuador, which he organized and led with faculty from the education department, is a testament to his dedication to expanding the worldviews of both students and teachers. Gardner’s efforts have created unique opportunities for Illinois College students and local educators to engage with Ecuadorian communities and learn about intercultural realities firsthand.

The Fulbright-Hays trip to Ecuador: A unique educational experience

This past June, students and local educators embarked on a month-long trip to Ecuador. Generously sponsored by a $96,000 Fulbright-Hays grant, the trip was an extraordinary initiative focused on fostering intercultural understanding. Six Illinois College education students and six local teachers, all selected for their commitment to education and cultural engagement, traveled to Ecuador where they immersed themselves in the country’s rich cultural and ecological diversity. 

Gardner emphasized that the trip was designed not only for Illinois College students but also for teachers from small and rural communities, where diversity in the curriculum is often limited. “In many of these schools, when there are lessons on history and culture, they often focus on Europe, ignoring our own backyard— Latin America,” Gardner explained. The trip aimed to address this gap by providing participants with direct experiences of Ecuadorian culture, particularly the thriving indigenous communities.

Deep-rooted connections and cultural exchange

Illinois College’s relationship with Ecuador is long-standing, dating back to 2004. Over the years, the college has built strong connections with various institutions in Ecuador, particularly in the fields of biology and cultural studies at the University of Cuenca. Gardner highlighted the significance of these relationships, noting that they have enabled Illinois College to offer unique educational experiences that go beyond traditional study abroad programs. 

Participants in the Fulbright-Hays grant had the opportunity to live with host families, attend seminars at the university, and collaborate with Ecuadorian education students. These experiences were designed to deepen their understanding of intercultural reality—a concept central to the indigenous communities in Ecuador, which promotes equal dialogue and interaction between different cultures.

Learning from successful indigenous communities

A major focus of the trip was on the indigenous community of Saraguro, known for its political, economic, and social success. Gardner pointed out that visiting such communities helps to break down stereotypes and provides participants with a more nuanced understanding of indigenous cultures. The group also visited the Amazon, where they learned about the unique challenges faced by indigenous communities in preserving their culture and environment. 

The experiences gained during the trip were not only enriching for the participants but also intended to have a lasting impact on their teaching practices. Upon their return, the students and teachers are required to create lesson plans that incorporate their new knowledge of Ecuadorian and indigenous cultures. These lessons are expected to diversify the curriculum in their schools, providing students with a broader perspective on global cultures.

A commitment to global education

Gardner’s leadership in organizing the Fulbright-Hays trip to Ecuador reflects his unwavering commitment to global education and cultural exchange. His work has opened new doors for Illinois College students and local educators, offering them a chance to engage deeply with other cultures and bring those experiences back to their communities. Gardner’s dedication to fostering intercultural dialogue and understanding continues to inspire his colleagues and students, making him a pivotal figure in Illinois College’s efforts to prepare students for an interconnected world.