Belkissa Doumbia
Belkissa Doumbia did something remarkable during her time in the MPA Program: she used her Powell Graduate Fellowship to bring three NYC students of African descent to her home country of Côte d’Ivoire. The purpose was to see beyond media images of Africa, to perform community service, and to forge a deep connection beyond borders. The students dubbed it “The Trip of the Truth”. In this interview, Belkissa describes the project and its impact on the students, Cherika Ferguson of CCNY and Adela Jhonson and T’Erica Johnson of Bronx Regional High School.
Tell me about how you came up with the idea for this project.
When I came to New York City, people rejected me because I was from a different part of the world. African-Americans rejected me because I was from Africa. I found that disconnect between our communities really shocking. How could people push you away for being of their own kind? I have brothers who were attacked just for being African. People called us names and used racial slurs.
I realized that the people who mistreated me were ignorant and it wasn’t their fault, so instead of growing anger toward them, I tried to get to the root of the problem, which was ignorance. The media is causing a lot of this trouble by portraying Africa as a continent that is poor, hungry, HIV/AIDs infected, underdeveloped and worse. Those issues make many African-Americans feel like they are better than Africans in Africa. It became my ambition to take students from African descent to go to Africa and see the realities of Africa.
We need both communities to see the realities of each other’s community. This project proved that we can get together, and together we are stronger.
What were some of the intercultural experiences the students had during the trip?
On the first day, we went shopping in the market, which is different than the US markets. It’s wild, with cars driving by that can hit you and people grabbing your hand and trying to pull you in. It was chaotic, chaotic and new.
Then we took a 10-hour road trip into the countryside, stopping at four cities to eat, rest, and sleep as house guests. There, they did not have running water. You had to go outside to a pipe and fill a bucket, and use the water in the bucket to do all your necessities.
Eating was the most difficult challenge. Even just looking at the color of the food, the students were discouraged a lot of times. Some of them lost weight. They were not used to trying out different food in America, let alone in a different country. I tried to encourage them to be open-minded and try new things, and they caught on gradually.
One thing we had prepared for in our workshops before the trip was how to greet and interact with locals. The students had practiced how to say thank you and goodbye in the local dialect, and they were happy to be able to blend in. Whenever they saw an older person, they would bend to say hello. They made friends too. A local said, “oh my goodness, they’re so polite, how did they learn all these things?” Those cultural manners made the students happy.
The students did some farming, too. They helped pull weeds from the ground. Within ten minutes, they were exhausted and complained, “I can’t do this anymore.” They weren’t used to it. I wanted them to experience this to realize how different life is there, to understand the realities.
One big theme I kept pushing is that the students need to push themselves and try things they thought they couldn’t do. If you don’t try, how are you culturally exchanging? How are you culturally improving or learning? You’re not. When you go back to the states they’re gonna ask you what you learned, and you don’t want to have to say you don’t know because you didn’t try. You have to connect, to connect you have to be open-minded.
It sounds like the students saw not only the differences between the two countries but also the differences between urban and rural life within Cote D’Ivoire.
Yes, definitely. At the farm, the farmers told the students that their son who is 12 years old has class every morning at 8 AM, and before he goes to school, he needs to walk for more than an hour to help his father and mother on the farm, then walk back to school. So he wakes up at about 5 AM to do all of this. The girls asked, “how come he has to do that, he’s so young?” I told them that this is the reality that the people in the village face.
Then we went to the river where the locals fish. Unlike in the developed cities where a fishing rod is used, they use nets, which people have been using since the old times. And the girls raised questions like, “why aren’t they using modern-day technology to fish and harvest?” and I told them it is because they do not have the financial means.
That led to a discussion about the reality of economic inequality in the country, and how the government contributes to this. There are many poor people, some middle class, and then there are the very rich just like in the United States. Instead of helping the poorest, the government enriches its politicians’ pockets. Meanwhile villagers still have to fish with nets and walk for hours to get water. This is different than in the United States, where the poor receive help from the government programs.
Tell me about the community service work that you and the girls did.
That was one of the most beautiful parts of the trip. We worked on it for days in the village and it was hard work! When we arrived, we all got our gear on and started washing, cleaning, and remodeling the classroom. It was beautiful after the remodeling. The girls felt empowered. They felt like they were doing something positive for their community in Africa.
How did the community respond?
They were so grateful! The teacher was in disbelief that we were there; she was very happy. At this school, many of the parents cannot afford tuition. They can’t afford materials, they can’t afford the teacher. The teacher has to walk to families and urge them to bring their kids and pay any amount they could afford.
Word got around the community, so on the third day we had some press from the village. I didn’t call the press. The girls were focused on the project. They were more disappointed with the situation that they saw, with the poverty and the lack of services. So they were saying they didn’t need the attention of the press. But the press came regardless because they saw what the girls were doing for their village, Madinani.
During our stay at the village we met the assistant mayor and one of the chiefs in the village. They gave speeches in front of many of the parents and children of the school. Government officials of the villages said it was impressive that at their age the students left another continent to come to Africa to connect to their roots, their people and help the Madinani community. Not a lot of people make that type of trip.
They said the students were now from Madinani and would always be welcome. It was very touching.
The students made speeches. Everybody was crying! It was so emotional. The students said this project meant a lot to them because it helped them connect with the children. It helped them learn more about their roots, the truth about the African people, the struggles of the continent, and the truth of the continent.
You mentioned the students were really shocked by the conditions they saw. Could you expand on that?
They were disappointed. They said it’s sad that we have to come all the way from America to do such a small thing, when the community could do this for themselves. They were direct about this when we met with the assistant mayor. The students asked questions like, “how come you’re sitting in this air conditioned room while next door to you there are 20-30 children in one small classroom and you don’t even put a fan.” He was embarrassed. I didn’t even tell them to ask those questions, but the girls just decided to ask. This was challenging for me, because the mayor is not used to young people being so direct and truthful. In our culture, young people don’t voice their opinion because it’s considered disrespectful.
How do you think this trip has affected the students’ paths going forward?
They are very motivated to keep up with their education and to live a better life. The three of them told me they want to be successful in life and be able to do something for their community in the United States and in Africa. That was one of my goals for the project: to challenge them and make them realize that they could do what seems unthinkable or impossible.
They also told me they want to keep the project going and go back to Africa. They don’t want it to end here; they want to build on this legacy. They want to work in that field and help their communities here and abroad. This also impelled them to continue their education.
How did the project influence you and your professional path?
The trip pushed me to grow professionally. I knew that I had it in me, but I didn’t know to what extent. I learned a lot about managing people, different personalities, as well as budgeting. I learned a lot about different ways to improve myself and the project. If you want to do something, you just have to put your mind to it and push for it.
The trip also helped me to grow personally. I knew I was a humanitarian, because I enjoy helping others, but this project confirmed that it is my calling.
What is the significance of your project within the current global and national political context?
I think my project came at the right time, especially in this era of nationalism and xenophobia. What I am doing is necessary because people need to realize what is going on outside of their world, outside of our walls. The United States is trying to build a wall to keep people closed-minded, and I’m trying to penetrate through that wall and show people the truth about other communities. At this point in 2019, we should be more accepting and tolerant toward people from all backgrounds, whether it’s from Africa, Europe, or Asia, because we all have so much in common.
A trip like this can break people’s ignorant ways of thinking of foreigners. It can also open minds about immigrants from Africa and why we migrate to the United States. The students discovered that Africans who have economic opportunities in Africa do not want to migrate to the United States. We come here for opportunities that we do not have at home, but we yearn to return home.
Do you think other MPA students could do a project similar to yours, maybe even if they are not from another country?
MPA students can definitely do this and are perfect for it because just to get into the MPA Program you already have the interest to work for the public either nationally or internationally. So yes, I think that people coming from different backgrounds in the MPA program can create projects based on their stories, based on the realities of their community, they could create projects similar or even different than mine, any project that will promote the representation of their community.
What skills are most essential for carrying out a project like this?
The most essential skill you need to have is the drive. It comes with determination and ambition. Also, you need to have a lot of patience and be able to say no if something is not working out.
Many people will not understand your vision. When you tell them your vision, they will question and doubt the method that you want to use instead of trying to understand you. They rather go with the safe old method. This happened to me. But I’m not trying to be like other people. I set out all my plans the way that I envisioned it, and 90% of it came out as expected.
You need to be able to think outside of the box; that will make you different.
Also, you need to connect with the right people. I mean it. Those who believe in you.
Have you thought of continuing to do programs like this?
Yes, I have. I really want to continue doing this and make it sustainable. It changed the students’ lives in so many ways. I think I can make a bigger impact if I continue. I have a different approach to this work than other organizations. I don’t just want to do a trip to visit things. I want to make students experience the realities of Africa. They don’t just go on vacation; they work for it. They live just like the locals. To continue this program I need to work with people who believe in my mission.
Do you have any final thoughts to share?
I want to thank the Powell School, especially Anasa Scott at the Powell School fellowships office for giving me this opportunity and helping me throughout this project. Also the Interim Dean, Kevin Foster, who never missed one of my fellowship presentations. The MPA Program, as well. You all pushed me to reach my goals. I don’t think I would have had the motivation to carry this out, to even start the project, if I didn’t have encouragement from all of you.
I also want to thank Mr. Badra Camara, a CCNY alumni for supporting my ambition and for connecting me to the right people; Dr. Georgina Falu, my mentor for this project; Fatima Ashraf, for her support and helping me raise the necessary funds; and the students, who were very brave to participate in this trip and showed immense dedication and hard work.
And thank you to my family for encouraging me from the beginning.
My final thought is that it doesn’t take much to change the world. You do not need millions of dollars to make a difference. My students raised about a thousand dollars and with that thousand dollars we were able to do the necessary things that we needed for the community project. So it doesn’t take much.
Read about the recent panel discussion and slideshow that Belkissa and the students presented at the MPA Program.
This educational journey was made possible by the Colin Powell Graduate Fellowship. Interested in becoming a fellow? Apply by April 9.
Want to become part of the MPA Program? Apply by March 30 to join us in fall 2019!
Find out more about our internship program, scholarships, and career development.