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This program combines an innovative urban studies curriculum with fieldwork involving key actors and stakeholders — public agencies, planners, elected officials, NGOs, and grassroots organizations. You will spend time in four cities across the globe to better understand the interconnected social, physical, economic, environmental, and political systems affecting urban environments. In addition, you will complete an independent comparative research project on a topic of your choosing.
Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.
Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.
The program starts in arguably the most prominent “world” city in the United States. In New York, students you will meet classmates and faculty and be introduced to field experiences by exploring neighborhoods, visiting nongovernmental organizations, and hearing from public officials. The world journey commences with a discussion of local conditions and issues as well as an acknowledgment that, while every city is local, it is also a piece of the global puzzle.
Ahmedabad, a city whose metropolitan area is approaching six million, is the largest in Gujarat, and is known for its leading role in industry and commerce. It is also known as the city in which M. K. Gandhi began his political work in India, established his ashrams, and built his struggle for freedom from colonial power. After the city was founded in 1411, both Hindu and Islamic architecture flourished in the form of mosques, city gates, and temples. After independence, the city continued to strengthen its architectural traditions by inviting American architect Louis Kahn, French-Swiss architect Le Corbusier, and Indian architects Charles Correa and Bernard Cohen to design several modern institutional and private spaces. In 2009, bus rapid transit was introduced in the city and has become one of the most advanced of such systems in India. Ahmedabad has witnessed sectarian conflict in contrast with its history as a place of pluralism, tolerance, and nonviolent political action. Today, the city has become a major destination for foreign capital investment, particularly from the Persian Gulf, to which it has been linked through trade for centuries, and is frequently held up as an example of India’s successful efforts at globalization. Contemporary Ahmedabad represents a privileged place from which to analyze how global flows of people and capital intersect with cities whose built environments still encompass the early modern and medieval periods, and where social forms are equally diverse as architectural styles.
Brazil provides an excellent opportunity to see how participation, democracy, and a mobilized citizenry affect change. In multi-ethnic São Paulo, the largest urban area in South America, public infrastructure takes aggressive steps forward, but never seems to catch up to the expanding city’s growing needs. Land and water are plentiful, but how much is available to the secluded rich, the hard-working middle class, or the tenuous poor remains a question.
Senegal is a fascinating mix of African and Francophone traditions embedded in decades of stable democracy. From traditional rhythms to modern beats, music infuses daily life. Dakar, the capital city, is undergoing rapid change as it accepts new immigrants, constructs new infrastructure, and expands its position as a thriving global crossroad.
None, but previous college-level coursework and/or other preparation in urban studies, anthropology, sociology, political science, or other related fields is strongly recommended.
The program takes a holistic, interdisciplinary view of academic topics, drawing not only on articles and faculty lectures, but also student observations, guest lectures, and homestay interviews to facilitate learning. Assignments typically involve written essays, oral presentations, and more creative projects such as posters and photo stories.
Students enrolled on this program take all courses listed below for a total course load of 16 credits. Syllabi are typically updated just before the start of the program.
Links to syllabi below are from current and forthcoming courses offered on this program. Because courses develop and change over time to take advantage of dynamic learning opportunities, actual course content will vary from term to term.
The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer.
These letters home are from previous terms. Site locations may vary from term to term.
The faculty/staff team shown on this page is a sample of the individuals who may lead your specific program. Faculty and coordinators are subject to change to accommodate each program’s unique schedule and locations.
Kelly trained as a social anthropologist at the University of Cape Town in South Africa and the University of Oxford in the United Kingdom. Her work has focused on urban social movements, particularly in a comparative context between apartheid and post-apartheid South Africa. She has worked on the struggle for socioeconomic rights and education as well as political culture and masculinities in Africa. Her fieldwork was supported by the Commonwealth Foundation and was conducted in the township of Soweto, Johannesburg, where she worked with a group of community organizers mobilizing against the privatization of water and electricity. Kelly has extensive teaching experience in social anthropology, having developed and taught courses on the anthropology of development, political anthropology, medical anthropology, and interdisciplinary research methods. She has also worked in the development world for many years, in the fields of education reform and advocacy. More recently, Kelly worked for a major private philanthropy foundation, managing a portfolio of grants to organizations working on education and child rights in sub-Saharan Africa. Kelly has a long association with the Cities program, having been both traveling faculty and local faculty. She lives in Cape Town with her husband and son.
Anna Gail's work experience has focused on the areas of youth and young adult leadership development, community building, residential life and student welfare, international education, and human rights education. Building on her graduate studies in social justice and international education, Anna Gail worked with World Learning’s Youth Leadership and Peacebuilding Programs, facilitating workshops with the Governor’s Institute of Vermont on current issues and youth activism and traveling with and supporting students through the LondonX and Iraqi Youth Leadership Program for two years. In 2013, she traveled as the IHP Trustees’ Fellow for the inaugural year of the Human Rights: Foundations, Challenges, and Advocacy program. After four adventurous years living in Wellington, New Zealand, she is excited for a new chapter as the IHP program manager in 2015.
Anna Gail earned her BS in psychology from the University of Illinois at Urbana-Champaign. She graduated from SIT Graduate Institute with an MA in intercultural service, leadership, and management and received her educator’s licensure in secondary education in social studies, incorporating social justice in the classroom. She is a vegetarian, photographer-in-the-making, and running enthusiast with a hearty laugh.
Meghan Phadke is a former New York City public school teacher and alum of the IHP Cities program. A Boston native, Meghan moved to NYC to attend New York University and has been there ever since. She spent six years working in a high-poverty public school in Manhattan's Hell's Kitchen neighborhood, where she built a comprehensive music program, which now serves more than 400 students, from the ground up. In this role, she worked closely with arts foundations and nonprofits as well as city arts agencies, in order to obtain, and maintain, resources.
Meghan completed her master’s degree in urban affairs in the fall of 2013. She is interested in issues surrounding the building and implementation of sustainable educational reform and the privatization of educational services. Meghan was the Trustees’ Fellow in spring 2014 and spring 2015 and served as launch coordinator for the first time in fall 2014; she is excited to be back in this role this fall.
Glenda de la Fuente holds a bachelor’s degree in translation and a postgraduate degree from King’s College, University of London, in applied linguistics and English language teaching. She was a professor for and coordinator of the extracurricular English program at the University of Buenos Aires, where she was in charge of teacher training courses. Since 1987, she has been a member of the Humanist Movement, an international volunteer organization engaged in the promotion of equity and human rights worldwide; through this work, she has served as a lecturer and promoter of grassroots groups committed to the principles of nonviolence and nondiscrimination in Argentina, Paraguay, Spain, and Brazil. Born in Argentina, for the last nine years she has lived in São Paulo, where she currently works as a freelance conference interpreter and translator. She also promotes humanist education programs with community-based groups. She has been the country coordinator of the SIT Study Abroad / IHP Cities program since 2008, and since 2010 she has also coordinated the SIT Study Abroad / IHP Health and Community program in São Paulo.
Sally Frankental is a sociocultural anthropologist who taught at the University of Cape Town for many years. She directed the university’s Kaplan Centre for Jewish Studies and Research from 1980 to 1992. Her current research interests are in the areas of migration, identity, ethnicity, and citizenship. Her association with the SIT Study Abroad / IHP Cities program (since 1999) has been facilitated by her teaching of anthropology of development and applied anthropology, her supervision of a wide variety of graduate students’ research projects conducted locally, and the consultancy work she has done for the city of Cape Town. Her book South Africa’s Diverse Peoples (with Dr. Owen Sichone), commissioned as part of a series specifically for American university and public libraries, was published by ABC-CLIO in 2005. She was a founding member of the anti-apartheid organization Jews for Justice.
Trained as a space scientist and technologist, Sonal Mehta has a master’s degree in physics and a postgraduate diploma in space sciences. She worked as a space scientist at the Indian Space Research Organization in her early career. She then worked in the field of science education, developing creative and activity-based learning for science education programs and national science textbooks. She was engaged in the science and environment movement and conducted research on science policy and philosophy. She has been a human rights and women’s rights activist for more than twenty-five years. As a grassroots activist she has worked with several national and state movements to improve the social, political, and economic rights of marginalized, indigenous, and untouchable communities in India. She has traveled extensively in India, Canada, Europe, and Asia. She has participated in and coordinated the World Social Forum process at regional, national, and international levels. She is also actively involved with the International Women’s Movement of rank-and-file women. A founder of Eklavya Foundation, she is currently working on sustainable development alternatives for an indigenous community of forest dwellers and bamboo workers in the state of Gujarat in western India.
Carmen Medeiros holds a PhD in cultural anthropology from the City University of New York (2005). She specializes in Latin America, with particular emphasis on critical development and postcolonial theories, indigenous movements, and modern discourses on race, mestizaje, and hybridity. Currently, she teaches at the graduate institute for development research (CIDES–UMSA) in La Paz, Bolivia. Before settling in Bolivia, Dr. Medeiros was the academic director of the SIT Study Abroad program in La Paz (2010–2012) and taught at NYU’s Center for Latin American and Caribbean Studies in New York; the Facultades Latinoamericanas de Ciencias Sociales in Ecuador; the Trent University in Ecuador Program; Wheaton College in Massachusetts; and the City University of New York in New York. She has also been a consultant with Bolivian research centers, ministries, and international development agencies.
Juan was originally trained as an urban designer and worked in several projects in the US and Guatemala. His graduate work at Cornell University focused on urban political ecology (MRP) and urban political economy (PhD), with particular emphasis on Andean urban systems. From 2002 to 2013, he was a professor at Bryn Mawr College, where he taught courses on cities of the developing world, urban theory, the right to the city, and urban neoliberalism. His research and publications have incorporated a wide range of issues from the informal economy and neighborhood politics to urban histories and ethnographies. His work has been published in places like Le Monde Diplomatique, Nueva Sociedad, Bulletin of Latin American Studies, and GeoForum. His current research focuses on trade dynamics between Aymara merchants and Chinese family consortiums, framed by the literature on “globalization from below.”
Samantha is an advocate for racial and economic justice with a deep commitment to working in solidarity with those most affected by policy and law. Over the past several years she has led efforts around anti-hunger advocacy and managed programs focused on elevating the leadership of local advocates from low-income communities and communities of color. She has a double degree in environmental studies and sociology from Wesleyan University and is an IHP alumna. She is looking forward to learning, traveling, and growing in a learning community this semester.
You will live with a host family for between two and four weeks at each program site, with the exception of the first location. Homestays are the primary form of accommodation on the program; other accommodations can include guest houses, hostels, dormitories, and/or small hotels.
Homestay families provide you with the opportunity to live as an integrated member of the host communities. In sharing daily life, conversations, family stories, celebrations, and community events, you will not only learn a tremendous amount, but also develop lasting friendships.
Family structures vary in every place, and SIT values the diversity of homestay families. For example, the host family may include a single mother of two small children or a large extended family with many people coming and going all the time. Please bear in mind that the idea of what constitutes a “home” (i.e., the physical nature of the house) may be different from what one expects. You will need to be prepared to adapt to a new life with a new diet, a new schedule, new people, and possibly new priorities and expectations.
Country coordinators in each location arrange homestay placements. In most cases, students will be placed in homestays in pairs, with placements made to best accommodate health concerns, including allergies or dietary needs. You will not receive information about homestay families until you arrive in each country.
A diversity of students representing different colleges, universities, and majors study abroad on this program. Many of them have gone on to do amazing things that connect back to their experience abroad with SIT. Learn what some of them are now doing.
Program Arrival Date: Jan 22, 2017
Program Departure Date: May 11, 2017
The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.
Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.
Application Deadline: Oct 1, 2016
SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.
The tuition fee covers the following program components:
Note: Vacation costs are not covered by program fees; students are responsible for this.
The room and board fee covers the following program components:
Domestic Airfare to Program Launch Site
Domestic airline pricing can vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.
Visa Expenses: $ 275
Books & Supplies: $ 150
International Phone: Each student must have a phone in each country. Cost varies according to personal preferences, phone plans, data plans, etc.
Personal expenses during the program vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region. See a full list of our alumni contacts. Please note that free time to pursue non-program-related activities is limited.
Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.