Travel, I believe, is one of the most valuable teachers. It introduces us to new ways of living, vibrant forms of art and culture, and a deeper sense of appreciation and compassion for others. More importantly, it bridges the gap between knowledge and lived experience. When the opportunity arose to launch a study abroad program in dance, I knew I had to pursue it.
Over spring break, I accompanied seven dance and musical theatre students to Spain for ten days of immersive study in flamenco and sevillanas—two dance forms rooted in Seville. What followed was not just a trip, but a transformational learning experience.
Our time abroad was rich with both structured learning and cultural immersion. Students trained in flamenco and sevillanas with esteemed teachers, attended a lecture on flamenco’s relationship to global music, and experienced live performances, including a powerful evening of flamenco in the Sacromonte caves of Granada. We explored some of Spain’s most significant historical sites, including the Alhambra, the Alcázar, and the Catedral de Sevilla, while also engaging the energy and modernity of Madrid.
Beyond these highlights, the most meaningful learning occurred in everyday moments.
We shared tapas across the five cities we visited, enjoyed home-cooked, traditional
Spanish meals with host families, and adapted to a slower pace of life centered on
community and time outdoors. Through these experiences, students began to see how
cultures and religions have coexisted in ways that shape identity and history. They
recognized that history is not neutral but reflects shifts in power and perspective.
Most importantly, they came to understand dance not only as performance, but as cultural
archive—a living expression of memory, identity, and meaning. Flamenco, in particular,
offered a compelling example of embodied knowledge: a way of knowing that lives not
only through cognition, but within the dancing body.
Students articulated these shifts in perspective in meaningful ways. Musical theatre student Myla Dawson reflected, “I began to appreciate a new culture integrated with one of my passions: dance.” For dance student Audrey Lozano, the experience reshaped her future plans: “After visiting Spain, I now want to move there for a year and teach.” Their reflections affirm what we all felt—that ten days was not enough. In future iterations, we hope to expand the program into a Maymester or summer experience.
This study abroad experience has reinforced my belief in the essential role of internationalization
in education. When we internationalize our curriculum, we expand students’ understanding
of what is possible academically, professionally, and personally. We invite them to
engage with a broader spectrum of human experience, to value cultural preservation,
and to build meaningful connections across difference. These are lessons that cannot
be fully taught within the walls of a classroom or studio.
I am deeply grateful for the opportunities Texas Tech has provided to make this experience possible. Moving forward, I remain committed to expanding global learning opportunities for our students and continuing to integrate international perspectives and experiences throughout our curriculum.
Dr. Ali Duffy is a President's Excellence in Teaching Professor of Dance and Honors, Associate Head of Dance, and Graduate Dance Director at Texas Tech University. She is the founder and Artistic Director of Flatlands Dance Theatre (www.flatlandsdance.org) and a co-founder of the International Parenting and Dance Network.