CapAsia

I. Preparation

The preparation and orientation of participants begin in the fall semester before departure. Regardless of these preparations, the impact on arrival in Asia is enormous and the learning takes a radically different turn. So the preparatory work is kept to an introductory level, but challenging enough to develop critical questions and intellectual road-maps that can be used as means of exploration after arrival. 

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II. Field Component 

The 11-week field component is organized around two major projects: "Planning to Learn" and "Building to Learn" and two workshops (or stopovers) in two Asian cities.

 

 

PLANNING to LEARN

The 7-week Planning to Learn component is conducted in collaboration with a leading university in Asia. The participants stay in a regular (low-middle class) neighborhood (away from tourist areas), go to "school" as everyone else, and undertake their creative project in collaboration with local students. This component has been conducted in Sukhothai area (Thailand, 2017, 2019), Penang (Malaysia, 2015), Bhubaneswar (India, 2013), Chharanagar (India, 2011), Hambantota (Sri Lanka, 2008), Ahmedabad (India, 2005), Delhi (India, 2003), Pondicherry (India, 2003), Mumbai (India, 2001), and Sankhu (Nepal, 1999). 

 

 

BUILDING to LEARN

The 3-week Building to Learn project, conducted in a different city or region in Asia, involves collaborative work and the objective is to use building as a means to learn about the culture and space of that society. This component has largely been conducted in Sri Lanka, and its highlights were helping the villagers of Duwakot (Nepal) reclaim their village square (2011) and taking part in the building of permanent houses for 2004 tsunami survivors in Kalametiya (Sri Lanka). In 2008, the students experienced and learned from Dharavi and the informal (sector) space by making observations, engagements, small projects, and discussion with key players. In 2013, the students studied a range of spaces connected with building types specific to Kathmandu. In 2015, they studied small spaces in a transforming neighborhood in Changsha, China.

In 2017, with NEC students, the CapAsians worked on conceptualizing a Newari cultural center and museum in Kathmandu (Nepal). Attempts are made to kick-off the field component with a conference or a workshop at our first stop: These include workshops in Banda Aceh (Indonesia, 2008), Bangkok (Thailand, 2005), Delhi (India, 2001). CapAsia group also stops over in another city on their way from Asia. These visits are expected to provide breadth to the experience. The cities so explored include Dubai (UAE, 1999), Hong Kong (2001), Kuala Lumpur (Malaysia, 2015), London (UK, 1999), Phuket (Thailand, 2008), Saurashtra (India, 2005), Singapore (2015), Taipei (Taiwan, 2011). 

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III. Consolidation

 

The participants are given assignments that they are expected to complete after return. The purpose of these assignments is to bring about some synthesis to their experience, to tie it to an intellectual framework, and to provide time for serious reflection on the experience, including the reverse culture shock of reentry into the USA, before it fades away. They make a presentation of their experience at Ball State in the following September.

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Impact

 

CapAsia is life changing.  It matters in the lives of its students; immersion in Asia changes their lives and career trajectories in ways neither they, nor the program directors, can anticipate. CapAsians (as they are known) become different people.  See testimonials.

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