IDCE Students
Building a Community of Scholar-Activists
IDCE has approximately 160 graduate students from more than 30 different countries. Forty percent of our graduate students are international, creating a rich diversity of perspectives and backgrounds in our classrooms. IDCE has welcomed students from many countries including Ghana, Egypt, Vietnam, Pakistan, Sudan, China, Nepal, Malawi, Ethiopia, Thailand, Kenya, Liberia, Tanzania, India, Indonesia, Nigeria, Ukraine, Ecuador, Turkey, Eritrea, the Netherlands, Uganda, Saudi Arabia, Thailand, Russia, Albania, Rwanda, Peru, South Korea, Angola, Bangladesh, Canada, and Cambodia.
Most IDCE students have several years of professional experience and have decided to return to graduate school to learn new, alternative skills and for the opportunity to think critically about their experiences. The diversity of our student body brings to each program a wide range of backgrounds, perspectives, talents, and interests. IDCE seeks students who demonstrate a combined passion for and commitment to understanding the complex fields of development and the environment.
IDCE Fellows
IDCE Fellows are an important circle of scholars within the IDCE community. Fellows are outstanding in their search for thoughtful, realistic, and innovative approaches to international development, advancing social change, building community, and promoting environmental sustainability.
Current Students
Class of 2013
Class of 2012
Class of 2011
Class of 2010
Mageuzi
Mageuzi is a publication for the Clark University community produced by IDCE students to create space for a conversation about change. We hear the word ‘change’ so often that we wanted to say it a different way. The word Mageuzi is Swahili for ‘change’ or ‘reform’ and also sounds like ‘magazine’-which is what this publication aspires to be. Download PDF's of the magazine below:
Mageuzi Issue 1
Mageuzi Issue 2
Mageuzi Issue 3
[ Spotlight Profile ]
Erin Morrell
(IDSC ‘12)
directed and produced a performance to address trauma through the use of dance. Erin coordinated rehearsals, collaborating with choreographers, dancers, the technical director and the theater department. The performance included a discussion between the dancers, choreographers and audience members on the ability of arts to open dialogues about trauma and recovery in communities who have experienced loss. This project was an extension of her thesis which was looking at traumas through dance and using art as a way to talk about difficult issues.
Erin also interned with African Community Education (ACE) where she assists African refugee students to develop classroom "safe spaces" where they can address relevant issues in the students' daily lives. She develops resources and training materials for professional development of Express Yourself teachers, identifying classroom needs and developing creative arts lesson plans to address those needs. Working alongside teachers and the education coordinator, she is developing a creative arts curriculum to foster discussion of the issues students face and to foster self-awareness and awareness of others.
Read more | Other profiles