The Global Cultural Education Initiative fosters an environment in which an international community of students are provided a platform from where they can enhance their knowledge, explore their curiosity, and challenge the current condition of our planet.
By promoting environmental stewardship that transcends beyond the boundaries of traditional academia, students have the opportunity to appreciate and acknowledge varying impacts of climate insecurity, critique the efficacy of contemporary solutions, and collaborate within action-oriented projects. For many students, GCEI is more than just an opportunity to engage in constructive dialogue encompassing current Water, Food, Energy, Shelter and Health challenges. GCEI encourages self-development.
GCEI is a platform that lifts the voices of young adults around the world and opens the door for a new generation of world leaders.
GCEI’s approach is designed to ensure every student learns with understanding, makes excellent ongoing progress in their learning and builds skills in applying knowledge to real life situations in their own contexts. The goal is to provide every student with strong foundations, to encourage and facilitate critical awareness of international mindedness and environmental stewardship and have enough skills to properly choose and build a better future,
not only for themselves but for their own communities.
The short and long-term vision is for such a process that supports teachers to nurture wonder, ignite passion and provide every young person with knowledge, skills and attributes that will help prepare them for a lifetime of learning,
meaningful actions, and effective future citizenship, strengthening youth participation
in environmental and climate decision-making processes.
AREAS OF SERVICE
GCEI’s Areas of Service are five critical issues at the intersection of international understanding and environmental stewardship of the planet, which are explored in multiple ways and are relevant to the students, and the larger community.
WATER
Issues affecting water resources, sustainable alternatives to issues of availability of water, of clean drinking water, awareness in the larger community, etc.
FOOD
The underlying causes of food scarcity, be it war, natural disasters or climate change; use of pesticides, composting, food shortage, wastage, distribution, etc.
ENERGY
Renewable and non-renewable sources of energy, global energy issues, energy conservation, fossil fuels, etc.
SHELTER
Issues affecting housing in different parts of the world: wars, internal conflicts, poverty, etc. Alternatives to the identified issues as well as initiatives for sustainable housing, etc.
HEALTH
Aspects related to good health and wellness, the UN’s worldwide efforts for health, alternatives to improving the quality of life of their communities, etc.
VALUES
GCEI honors the unique cultures and histories of young people by fostering a student-driven learning environment in which a globally diverse community of students work together, to imagine new solutions to the most pressing problems facing the planet.
Community
Compassion
Curiosity
Empathy
Equality
Hope
Inquiry
Integrity
Justice
Respect
Mission, vision, objectives & pillars
MISSION
The Mission of Global Culture Education Initiative is to encourage and facilitate critical awareness of international mindedness and environmental stewardship in 6-12 schools and educational partners, domestically and internationally.
VISION
GCEI envisions a world in which young learners from disparate parts of the world increasingly recognize that our shared responsibility for the health of the planet cuts across cultural and national boundaries and is rooted in our common humanity.
OBJECTIVES
To facilitate regular cross-cultural learning opportunities for students in the areas of international understanding and environmental stewardship... the international classroom.
To encourage both student and faculty engagement among participating schools and educational partners, supporting common global learning and discovery objectives.
To encourage the integration of the threads of international mindedness and environmental stewardship into existing 6-12 school curricula and educational programs.
To encourage both student and faculty engagement among participating schools and educational partners, supporting common global learning and discovery objectives.
To encourage the integration of the threads of international mindedness and environmental stewardship into existing 6-12 school curricula and educational programs.
PILLARS
ENVIRONMENTAL STEWARDSHIP
The responsible use and protection of the natural environment through conservation
and sustainable practice.
INTERNATIONAL MINDEDNESS
A view of the world in which people see themselves connected to a global community that assumes a sense of responsibility to its members; involving an awareness of the inter-relatedness of all nations and peoples and a recognition of the complexity of these relationships.
GLOCALIZATION
We are simultaneously citizens of a locality, a state, a province, a country and the planet.
THE BOARD
JOSEPH LOFTIN
Chairman and President
Joe Loftin graduated of the University of Texas at Austin, earned a master’s degree from Utah State University, completed a Klingenstein Fellowship from Columbia University, and worked in education throughout his professional career including 32 years as the Head of Wasatch Academy in Mount Pleasant, Utah. At Wasatch Academy Joe led the growth of the school from a small regional school to a diverse international school with student representation from more than forty countries. Throughout Joes’s tenure as Head of Wasatch Academy he served on local, regional and national boards. As Joe retired from his service at Wasatch Academy he continued his dedication to global awareness and international understanding by founding GCEI with education consultant Dave Skillen. Joe considers the mission of GCEI a crucial element in expanding awareness of local and global environmental challenges and nurturing the problem-solving skills essential to sustainable living throughout the planet.
DAVID SKILLEN
Treasurer (Budget and Funding)
Beginning in 2019 Dave and Joe Loftin founded GCEI out of their will to reinforce environmental education in all the corners of the world. Dave has brought to GCEI over forty years of administrative experience in secondary education. His experience includes the areas of strategic planning, funding and governance. His experience combined with his passion for the environment and international awareness provide the background to his commitment to GCEI.
JOSEF NOLL
Technology Support and Oversight
Josef Noll is Professor at the University of Oslo (UiO) and Secretary General at the Basic Internet Foundation. He is leader of the cross-cutting theme “Digital Global Health” at the Centre for Global Health at UiO. Through the Foundation he focuses on "Connecting the Unconnected" through addressing access, skills, regulation and inclusion. He advocates for "free access to information on the Internet is a Human Right". In GCEI, he focuses on access and digital.
JEFF LEAHY
Secretary
Jeff Leahy is a graduate of Pomona College in Claremont, California, has a master's degree from Trinity College (Connecticut), and has worked in independent schools for 35 years. He began his career teaching English Literature. Currently, he serves as a trustee with the Association of Boarding Schools and is in his 19th year as the head of school at Colorado Rocky Mountain School located near Aspen, Colorado.
Jeff's first job out of college was playing American Football in Finland and Holland.
SCOTT WILSON
Member at Large
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ONAJE WOODBINE
Member at Large
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DEXTER CHAPIN
Member at Large
Dexter has recently retired after spending half a century in 6-12th grade classrooms in four countries, teaching Science and History. For the last twenty years, he has taught courses for which there are no canons nor tests: Cultural Anthropology, Sustainable Systems, and Systems for Personal and Social Change. Training includes a Stanford B.A. in Anthropology / Biology, an M.A. in International Education, and a Ph.D. from UMdCP in Administration / Sociocybernetics.
He has authored, Master Teachers; Making a Difference on the Edge of Chaos, 2008 and The American Idea, Resilience, and Thrivancy Education, in press.
He is guided by Bateson’s, "… an explorer can never know what he is exploring until it has been explored."
ADVISORY GROUP
KRISTY BEAM
Dr. Kristy Beam is an experienced educator and school leader. She is currently fulfilling her dream to design and found a charter school in her home town of Atlanta, Georgia. She spent over a decade as a teacher before transitioning to an assistant principal role. Kristy moved overseas to serve as principal for the American School of Valencia from 2013 to 2017. Most recently, Kristy was the Assistant Superintendent of Teaching and Learning for the City Schools of Decatur, Georgia. She also facilitates several graduate and certification courses as an adjunct professor for the University of North Georgia.
OLU MENJAY
Dr. Olu Q. Menjay currently serves as the fourth President of Tubman University, bringing with him more than 25 years of experience in senior leadership positions across various educational, non-profit, and interdisciplinary sectors. He brings a wealth of experience in education leadership to GCEI, having held several executive positions prior to his appointment. Throughout his career, he has demonstrated a strong commitment to advancing student and staff development, creating innovative educational opportunities, and fostering study abroad experiences.
Dr. Menjay's educational background is rooted in a global experience obtaining various degrees, including a PhD in Contextual Missiology/Education from the University of Wales, a Master of Sacred Theology in African Religion and Cultural Studies from Boston University, a Master of Divinity in Practical Theology from Duke University, a Bachelors of Arts, a double major in Sociology and Religion from Mercer University, and an Associate of Arts in Business Administration and Management from Truett McConnell College.
Dr. Menjay's educational background is rooted in a global experience obtaining various degrees, including a PhD in Contextual Missiology/Education from the University of Wales, a Master of Sacred Theology in African Religion and Cultural Studies from Boston University, a Master of Divinity in Practical Theology from Duke University, a Bachelors of Arts, a double major in Sociology and Religion from Mercer University, and an Associate of Arts in Business Administration and Management from Truett McConnell College.
CLAIRE CUCCIO
Cross-cultural education lies at the crux of Claire’s commitment to diverse communities, the arts and well-being. After 25 years in education, writing and research in China, Indonesia, Japan, Nepal and Taiwan, Claire is invested in developing international programs that incorporate the arts, material culture and object-based learning in an increasingly virtual world. She holds a PhD in Japanese Literature from Stanford University with a minor in Art History and has lectured at universities and led experiential learning programs at secondary schools across Asia.
Proserpina Dhlamini-Fisher
Proserpina, a Swati by birth and global citizen, is the Founding Director of Educational Aspirations, an international education consultancy focused on UBUNTU values and collaboration, educator and school leadership coaching and mentoring based in the United Kingdom but operating globally. She holds degrees in Public Administration, Sociology, French Linguistics and Phonetics and International Education. She has held diverse positions in education such as Educator, IB Programme Coordinator, Outreach Lead, Head of department for Modern Languages, Director of Studies, School Principal, Director of Education, Regional Manager and Non-Executive Board Director, Education Advisor and Senior International Baccalaureate World Schools.
Her passion is to add value to education in Africa and globally and contribute to an education that can make a difference to all learners and educators in the 21st century.
Her passion is to add value to education in Africa and globally and contribute to an education that can make a difference to all learners and educators in the 21st century.
CATHERINE KIMAMBO
Catherine R. Kimambo is the Founder and Executive Director of African Child Projects. She is also Community Champion for the Common Voice project under Mozilla Foundation. She represents Basic Internet Foundation in Tanzania as a driver in Affordable Internet for all. Cather- ine is an Alumni of YALI EA, European Youth Volunteer (Erasmus+ 2017 – Open Space Foundation in Bulgaria), 2022 Microsoft Founder’s Hub Scholar and Member of Youth IGF.
LEADERSHIP TEAM
PILAR LINDO
General Manager
Pilar believes education is the tool to solve world problems and so she has dedicated her life to it. Pilar holds a BA in Basic Education, and specialization in Mindfulness, a master’s degree in Neuroeducation, and a master’s Degree in Mindfulness. She has worked in schools and humanitarian projects in Colombia (where she is from), Ecuador, and Spain where she currently lives with her two teenagers and two cats. She follows meditation and contemplative practices, and loves biking and running. She also enjoys traveling, nature, reading, writing, and coffee. Her passion is to be involved in organizations and projects that can make a meaningful impact to improve life conditions in different levels.
INDRANI LAHIRI
Cohort Manager
Indrani has been passionate about the environment. She has chosen to be in Dehradun, nestled in the foothills of the Himalayas in India. She has been an avid trekker climbing several peaks in the Himalayas and in the Nilgiri mountains, and is also a keen white-water rafter, having rafted in the Ganges several times. She has also rafted down the Colorado river! Conservation of wildlife is very close to her heart.
Indrani has dedicated over four decades to education, having worked in schools in India and in the USA. She started teaching with a postgraduate degree in International Relations, but picked up several other qualifications along the way, including one from Harvard. She has worked with young adults as well as with younger children. All through her career, she has worked towards imbibing a love for the environment in her students. Her stint at Wasatch Academy, Utah, which had students from 40 nationalities, helped her in understanding diverse cultures and this has helped her develop international mindedness in the GCEI students.