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Schenectady students recount weeklong Senegal immersion; board praised trip’s academic and cultural value
Summary
Students returned from a weeklong immersion trip to Senegal and described school visits, museum tours and community exchanges; presenters and parents told the board the experience broadened students’ historical and cultural understanding and urged the district to expand similar opportunities.
Students from Schenectady City School District told the Board of Education on March 11 that a recent weeklong immersion trip to Senegal was academically and personally transformative.
Janaya Rivera and Kiana Marable, seniors at Tech Valley High School, and several classmates walked the board through a day-by-day recap of the experience, which included school visits, meetings at museums and the U.S. Embassy in Dakar, a ferry trip to Goree Island and time at the Pink Lake and a wildlife ranch. Suraj Singh explained that visiting Goree Island and seeing the "door of no return" carried an emotional weight that influenced how students think about the history they study in school. "It reminded us that history isn't abstract — it's personal," Singh said.
The presenters emphasized hands-on classroom observations and cross-cultural exchange. Students said Senegalese classrooms tended to be more participatory, and they described hospitality by host families and school communities. One presenter noted the group was about "3,838 miles away" from home and described daily lessons that supported academic standards and career exploration. Several students said program internships and host-site visits helped them concretely shape future careers and build networks.
Parents who accompanied the students thanked the board for approving and funding the trip. "This trip was not just for the students — it was for the families and the community," a parent said, describing the opportunity as generational and transformative. Board members and the superintendent praised the students' maturity and urged them to share their experiences in classrooms and community events.
The program was presented as organized by district educators working with an Afro-diaspora exchange provider (referred to in the presentation by program staff and students). Students and chaperones asked the board to continue supporting similar immersion opportunities that connect academic standards to real-world experiences.
The board opened the floor to questions; members asked about student follow-up activities and how the district would share the students’ work with other classrooms. Presenters offered to visit schools and speak to students about the trip.
The presentation concluded with board appreciation and a request that staff and teachers package trip learnings for broader curriculum use. No formal vote was required on the presentation.
