30 Days in Tanzania: What Study Abroad Taught Me About Storytelling, Culture & Myself

My time in Tanzania was one of the most transformative, enlightening, and purpose-affirming experiences I have ever had. This journey was not only about teaching journalism or launching a board game, it was a deeply personal endeavor that allowed me to connect with another culture, navigate challenges, and further define my commitment to equity in education and storytelling.

Teaching and Projects in Schools

Throughout this experience, I had the unique opportunity to implement my board game, Dash to the Deadline, designed to teach the 5Ws and H of journalism in a fun, interactive way. I taught secondary school students in a three-part storytelling and journalism series, which included a deep dive into reporting basics, real-time practice with interviewing, and creative ways to identify a compelling story. Watching the students light up as they grasped key storytelling concepts was incredibly rewarding. Their engagement confirmed that applied, game-based learning has real potential—even across language and cultural barriers.

One unexpected challenge I encountered was the range in English proficiency levels among the students. While some students were fluent and expressive, others struggled to grasp certain journalism terms or prompts. This meant I had to adapt quickly; translating key concepts into more accessible language, using examples from their daily lives, and involving local teachers as translators and co-facilitators. These adjustments were not just necessary, they were revelatory. They reminded me that effective education is never one-size-fits-all, and that flexibility is essential when crossing linguistic and cultural borders.

Additionally, materials that are easily accessible in U.S. classrooms, like whiteboards, multiple sets of dice for gameplay, or even consistent electricity, were often unavailable. I found myself leaning into creativity, like using chalk and handmade visuals, or modifying game components to fit a low-resource environment. Despite these limitations, the students’ enthusiasm never wavered. That taught me that passion and curiosity transcend barriers.

Cultural Immersion and Exploration

Outside the classroom, I dove into Tanzanian life as fully as possible. I explored local markets, shared meals with families, learned Swahili phrases, and visited historical and cultural sites. One of the most profound moments was our visit to a local Maasai community. Witnessing their traditions, from dance to attire to their perspective on time and community, was humbling. It reminded me how diverse and rich the African diaspora truly is, and how much of our shared history is waiting to be bridged and honored.

One of the biggest surprises was the depth of hospitality shown to us. Tanzanians, even those with limited resources, were overwhelmingly generous—offering tea, conversation, and warm greetings without hesitation. It challenged my Western sense of time and urgency. In Tanzania, relationships come first. Time is fluid. And that shift in mindset—being present, not just productive—helped me breathe differently.

Best and Worst Days

The best day of the trip was the final implementation of Dash to the Deadline. The students were fully immersed: laughing, shouting answers, collaborating, and competing. In that moment, I felt the impact of months of hard work, research, and resilience. It validated not only my board game design, but also my presence in this space as an educator and researcher. I saw firsthand how knowledge exchange can be joyful, practical, and deeply meaningful.

The hardest day was during a lupus flare, when physical pain and exhaustion collided with a packed teaching schedule. It was a brutal reminder that while I strive to show up for others, I also have to protect and care for myself. I had to learn to ask for help...something I rarely do. Whether it was asking my peers to lead a session or taking a break in the shade during an excursion, I learned that self-preservation is not weakness; it’s wisdom.

Final Reflections

What this trip ultimately taught me is that education is most powerful when it’s reciprocal. I didn’t come to Tanzania just to teach; I came to learn. And I did: about culture, resilience, humility, language, youth empowerment, and my own capacity. Cross-cultural exchanges like this strip away ego and invite empathy. They highlight how much we all have to learn from one another.

This experience affirmed my passion for international education, youth development, and media literacy. It sharpened my understanding of what global citizenship truly means, and how storytelling can be a bridge between communities, even across continents.

As I continue my Ph.D. journey, I carry these students’ faces, laughter, and dreams with me. They’ve become part of my research, my heart, and my calling. I arrived in Tanzania hoping to make an impact. I left knowing that Tanzania made one on me.