We recently took a productive and exhausting visit back to California, where we enjoyed the hospitality of our dear friends, got vaccinated, sold our car for a profit, celebrated Harrison’s final days at Oakhill School, updated our technology, and picked up a few items we needed in the jungle. We purposefully didn’t visit our old neighborhood because Lazlo is still struggling with the idea that “730” is no longer our house. What Michael and I both noticed (and again we weren’t near the beach for the eight days) was that our stress levels shot up as we spent a lot of our time freeway driving, in line at department stores, and indoors. Yet, these were things that we did for years. While we had plenty of natural beauty in El Granada, the weather (wind and temperatures) kept us indoor a good portion of many days.
After day two of our visit, I realized I physically missed my morning meditation on my back porch with the cacophony of birds, howler monkeys, and general jungle noises that greet me daily. Proximity to nature or actually being in it –all doors and windows open from dawn to dusk, is restorative.
Many studies back this up. One out of University of Derby offered strong evidence that exposure to nature is key to our wellbeing.
According to Dr Richardson there is already research evidence that exposure to nature can reduce hypertension (abnormally high blood pressure), respiratory tract and cardiovascular illnesses; improve vitality and mood; benefit issues of mental wellbeing such as anxiety; and restore attention capacity and mental fatigue. But more than that, feeling a part of nature has been shown to significantly correlate with life satisfaction, vitality, meaningfulness, happiness, mindfulness, and lower cognitive anxiety.
Jeremy Coles, BBC.
And here on the Nicoya Peninsula we are in a blue zone, only one of five in the world, where more people live on average to 100 years than anywhere else in the world. For those of you who walked with us through Michael’s cancer treatment, have you seen recent pictures of him? He is evidence that this place is healing. Now Michael feels better, but what about the swimming tarantula that I fished out of the pool, the zillion of mosquito bites, the “congos” those black biting bugs that jumped out of a tree behind our property and attacked Michael’s scalp. There are dangers and challenging experiences the closer you live in nature, but there are so many things that we get to see that we otherwise would never experience.
This leads me to why living in Cabuya is so important to us. We are living in a community that few expats or wealthy vacationers are interested in. There are no white sand beaches, ATMs, department stores, white tablecloth restaurants. They like it this way, and so do we. Integrating into a community that is close knit, centers on fishing and local agriculture, is poor but proud, is a privilege. We are building trust, asking questions, moving humbly, helping where and when we can, learning a ton, and relishing in their warmth and humor.
In Cabuya we feel the most free and where we can have the greatest impact, while managing our own health. From Paolo Fiere I have learned and daily practice to immerse myself in the actions and moments of those who I am drawn to connect with. I cannot perch myself on an expansive piece of land (likely not benefiting local people in its sale) and be removed from the lives of those who could find more freedom from education and self-advocacy. The house we are living in was built in 1986, and that feels good that we aren’t tearing down more jungle for us to be comfortable. If we love, we experience together by living in proximity to those who we can walk alongside and learn.
This reminds me of when many friends, families and educators would question our decision to let students come over to our home often and live with us. From the top of a hill in El Granada, in a now economically exclusive (we were forced out) neighborhood, we could never know the students who needed us and who we could learn from most. So, we opened our home and heart, and it was life changing. I learned more from those students and the student experience in general than from any academic meeting on student performance.
We don’t feel ready yet to share more about the lives of those we are building relationships with. I could likely ask permission and they’d oblige, as they are kind and very generous. But we are in the nascent stages of building trust here as outsiders–Americans who have the reputation and ability to colonize for the need to consume and be comfortable. And our Spanish needs more work. We can carry on conversations about all of the basics and even understand some jokes and more complex concerns, but we are nowhere near where we need to be for the work we want to do.
Each day we are learning how intertwined this community is: we have narrowed down that there were about four major families (many with 10 children each) that lived here since the 1940s. Most Ticos (what native Costa Ricans call themselves) in Cabuya are from one of those families and many of them married each other so most folks here are related. So when we build a connection here, there is a woven history that we will be working with.
When I teach college students about antiracism, one exercise I often ask them, “Who have you been or are you now near?” I ask them to look at the racial makeup of their neighborhoods and schools and have them share with each other and reflect how that has impacted them. Repeatedly, most white students never noticed how white their neighborhoods were and were only aware if they had previously lived in a racially diverse neighborhood or in a white minority neighborhood. Most Asian, indigenous, brown and black students were hyper aware of the racial make up of their communities and schools (some bussed to a different area). It was illustrative to white students on a very practical level how unconscious they were of their white dominant environment and how it likely shaped their views. Yes, even in the SF Bay Area.
So, who are you near and what does that say about your values? And if you teach, how physically close to your students’ daily lives are you? There are ways to be close without selling your house or moving to another country. But it takes work, time, creativity, and the willingness to be uncomfortable, to be the minority. Actually, to embrace being untethered in some way.
I don’t know when or if or for how long we will return to California. Those answers will emerge in their own time. But I do know that living here immersed in nature and among Ticos has been the best decision we’ve ever made as a family.
Late summer in the jungle is disorienting. There’s no dramatic change in temperature, no pumpkin anything being hoisted on me. But there’s more rain, unpredictable road conditions and new flowers and critters who come out to say, hi.
For college professors like me who teach summers there is a blur and often an overlap between classes ending, prep, and new classes commencing. Like no real break. Since March I have been gearing up for new fall curriculum.
Teaching has become a visceral experience–even with teaching solely online. Yes, I’m guiding students on how to write essays, but I can’t choose texts or build an experience in a course without fully owning it myself. For decades I taught broad, fairly simple themes around things like food, sleep, humor, or happiness, or I used a traditional 1A text that took dips into classic essays about Obedience to Authority in the Stanford Experiment or a cultural analysis of the Cinderella story. Yet, none of that feels relevant now.
Since 2014, I have taught texts that centered on stereotype threat, racial inequity, racial profiling and police use of force, and implicit bias. To do this well, I had to be reflective and face and process my own contributions as a white, cisgendered, heterosexual woman. Then, I had to be transparent about why and how I was teaching these concepts. Luckily, I teach at a college that embraces racial equity, and they’ve always supported my curriculum decisions.
Students can sniff out insincerity, the desire for compliance over curiosity or if I’m just going through the motions. So changing my curriculum is no small decision. Not just because of the time, but because I have to process, reflect and develop curriculum from a place that is authentic. So where am I now?
Considering COVID and the collective next steps of racial equity work, this fall I’m diving into healing, somatic healing of trauma, to be exact. The term “somatic” derives from “soma,” the Greek word for “the body” and “tic” means “pertaining to.” Science folks will recognize this root in words like chromosomal or liposomal. Somatic healing focuses on how to heal your body from trauma. And, whoo-boy, if you have survived these last two years, you have a little trauma, to be sure.
I’m starting with some basic foundational information like “Big T trauma vs small t” and Polyvagal Theory, which fascinates me as I’ve had a history of inconveniently and unexpectedly passing out after medical, semi-painful, or stressful experiences.
I’ve been asking myself and will ask students “What is your body’s response to a high stress event? How do you come back to equilibrium? During my research, it seems that multiple schools, universities, parent groups, and workplaces are realizing the status quo doesn’t work. Like gym memberships, more detentions, or another glass of wine isn’t healing people. All humans need a way to care for themselves in this unpredictable and chaotic world.
Of course, no one will have to reveal any personal trauma during the course, though they can choose to include it if they want. And I will integrate our student services including psychological and peer support.
Through film, texts, and some music, we’ll examine different types of trauma and how they intersect (educational, childhood, and racial) and then work towards scientifically proven methods of healing. We will research a group that has endured collective, historical trauma and learn more about options and effectiveness of healing methods. This will give lots of opportunities to study any group from civilians or veterans of a particular war to Japanese people who experienced internment to survivors of Hurricane Katrina, the incarcerated, to immigrants currently being detained at the border.
I’m learning so much from the texts: The Body Keeps Score, My Grandmother’s Hands, and though not required for the students, How To do The Work. And I highly recommend them all.
While the path on paper seems clear, what has been getting me is my own body’s response to the reading and planning. I’ve been doing daily meditation and yoga for about two years now, which has been a positive life-changer. But as I’m learning more about how the body digests trauma and feeling all the feels, I’m getting flashes of moments or even triggers, where I am allowing myself to cry, rage, feel fear –to process things I thought were wrapped up, you know, off my emotional to-do list. (Haha… I’m such a Virgo.)
Needless to say, I’m feeling less at ease about my curriculum this fall, yet I think that’s a great place to be. It is likely closer to my students’ experience of entering college during a pandemic. And it is opening up places of vulnerability in me that will help students have courage with their own experiences or at least to be reminded that they are not alone.
“Vulnerability is the birthplace of innovation, creativity, and change.”
Brené Brown
What I am confident about is using mindfulness as a healing modality in my classes. Hands down, having low stakes weekly meditation assignments have been my students favorite activity, and even the students who were not able to complete the course completed the meditations. Common responses included: “I looked forward to the meditations. It forced me to take time for myself and quiet my body and get me ready for my day. It gave me a more positive outlook and helped me be more productive with my homework.” Meditations have helped them cope with all the stresses: illness, anxiety over transfer, money, COVID, relationships, family life, and so much more.
The world is not going back to the way it was–and neither are classrooms. As my first day of fall classes approach, I am reminding myself that real teaching, being present with other humans and guiding them to develop, lead and heal themselves, is scary and a revolutionary act of love.
My hometown of Redding, California has four seasons, but is known, quite notoriously, for its summer. For at least 90 days of the year it is not unusual for it to be well over 100 degrees. Everyone from there can recall certain summers where it hit 119 or 120.
Despite the heat, as a kid I mostly went barefoot during the summer. If I were stuck in a parking lot with searing asphalt between the front of Dude’s and a car or nearby sidewalk, I would jump from one white strip to the other of the parking lines to keep my feet from burning. Or other times I would just run as fast as I could and be mad at myself for forgetting to ride my bike or grab my tennis shoes.
I don’t remember anyone ever saying to me “Kimberly, make sure you wear shoes because it’s going to be hot outside.” By the time I was six or seven, they assumed I knew how to take care of those kinds of decisions for myself. Yes, the trope was true for me that I would be outside after breakfast and back for dinner. Many would say it was just a different time to be a parent and a kid.
The most important thing I was taught was never to complain. And while I still secretly see quiet tolerance for discomfort as a virtue, I realize that this paradigm or lens had for a long time held me back.
Parenting has changed dramatically from when I was a child, —even in the thirteen years between my kids. And many Gen-Xers, like myself, went into fight or flight to cope. No wonder so many people my age and younger are putting in the work to get out of alcoholism, over eating, drug addiction, chronic illness, anxiety, and emotionally vacant or abusive relationships.
We are much more aware not just about things like spanking kids (in public no less) is damaging and ineffective, but also on the scientific level how our bodies have coped with our own patchwork upbringings—no matter the intention or ostensible stability of your parents. Have you read Nicole LaPera’s book How to Do the Work, or at least followed her on Instagram (@the_holistic_psychologist) It’s like lasik surgery for the soul, body and mind. Do it!
Dr. Nicole LePera’s How to Do the Work
As a kid I was told religion would cure all of these types of things, so I tried really hard to be the good Christian girl and woman. While pastors would espouse God’s love, I was taught w equal fervor that everything bad that happened was a product of not praying or reading my Bible enough. Therefore, I lived under a cloud of self-loathing and doubt.
Eventually, I realized that many people in and outside of the church have the same issues. In churches I saw emotional abuse, infidelity, racism, stealing, sexual assault, addiction— you name it, it’s there. Regardless of religion, how we are raised makes an imprint on us that we either repeat, cope with, or learn to heal from and move forward.
My sister recently said to me that I have so much courage for moving my family to Costa Rica. I thought a lot about her comment because I don’t feel particularly courageous. But I was also trained that receiving compliments was a flaw—akin to boasting or vanity. Certainly, I didn’t feel a fear that I needed to overcome when we received our 60-day notice. Was it a lot to process? Of course. But what I did feel was clarity that we were supposed to come here and that the path to do so was lighting up in front of me so clearly so that I couldn’t look away.
A big part of my own growth and healing has been to observe the “heat” in a situation and choose my response without blaming anyone, ignoring my feelings, guilting myself or needing to prove my worth.
How has your upbringing/imprinting shaped how you respond to difficulty?