By Grace Johnston – Contributor

In 1998, my freshly graduated parents moved to Japan for three years to teach English. This travelling stint was not a progression of their Bachelor’s degrees, nor relevant for their later careers, but rather inherently valuable for their character development. They immersed themselves in a new culture, explored neighbouring countries during their breaks, and produced some of the finest anecdotes of their adolescence. This intrigue for travel was baked into my upbringing and I have spent many years aspiring to teach abroad. My B.E.S.T. project in Sigatoka, Fiji was the realization of this dream but not its extent. 

I am now in my third year of Sports Studies at Bishop’s University and won’t falsely advertise having a firm agenda for the future. In the summer after my first year, I moved to Banff, Alberta for an internship with Rocky Mountain Adaptive. This summer of mountain (dirtbag) lifestyle, was followed by a semester-long hiatus from school and a harsh reevaluation of my educational plan. I ultimately returned to BU the following winter with a reaffirmed sense of direction and a plan for my studies. Now in my third year, my post-grad life plans always seem to have a semester-long shelf life. I won’t claim that three weeks in Sigatoka revolutionized this. However, that should not be misinterpreted as a shortcoming of the project, nor was it without personal takeaways.

As a Sports Studies Major, these three weeks were invaluably insightful into a culture of sport I had never before experienced. The kids in Vatukarasa village were phenoms in rugby, soccer, and volleyball. Their skill and excitement were unlike anything I had seen in the Canadian sports context. However, their scouting opportunities and access to quality equipment were unjustly limited, thus stifling their potential. Witnessing the sporting dynamics in Fiji gave my major a newfound sense of purpose and motivated me to continue pursuing work in international sports. 

Likewise, teaching in the villages was uniquely out of my comfort zone. I taught health and environmental lessons to kids who, in kindergarten, had never brushed their teeth and used their local beach as a dumping ground for trash. As North American and European teaching volunteers, there was also a large emphasis on crafting our lessons to Fijian culture and being mindful of our Eurocentric biases. This exercise in creativity challenged me to review and rework my perspectives before delivering lessons. It also reinforced my provisional goal to teach internationally and travel. 

Before graduating, I hope to go on exchange to Nord University in Bodo, Norway for Outdoor Studies and after BU, acquire an International Baccalaureate Teaching Certificate in Vancouver. I anticipate these programs will be no less personally insightful than they are professionally. Just as three weeks in Fiji -or three years in Japan- can be intrinsically valuable without propelling your career. Every experiential learning opportunity has been enriching and I am eager to continue building on these life experiences. It can be daunting to not know what comes after graduation, however, I do not expect my plans to be fully-fledged before I am.