In March, a group of nearly 20 people, mainly students from the Minnesota West and Normandale community colleges in the United States, traveled to the island as part of an intercultural communications class.
During a week, students explored key areas such as Havana, coffee plantations, and Afro-Cuban communities, aiming to learn about the history, culture, and daily life in one of the most isolated countries in the Western Hemisphere, reported the local media The Globe.
The itinerary, described by the organizers as an “educational and fun expedition,” included activities such as beach clean-ups, distribution of donations to students, visits to neighborhoods, and workshops on cigar making.
The entire journey was framed within a guided cultural immersion that, while generating moments of learning and connection for the participants, was also restricted by the political context of the island and the official mediation of the State.
One of the most cited comments came from the student Abdi Hussein of Normandale College, who described his experience with a phrase that encapsulates the visual and sensory impact of his visit. “It was literally like stepping back in time to the 50s or 60s”.
Hussein, a business student and knowledgeable about other impoverished countries, explained that Cuba stood out to him particularly due to the precariousness of services such as electricity and access to drinking water.
For his companion Kevin Aguilar, of Mexican descent, the most valuable aspect was the direct interaction with the Cubans. “Meeting the locals and their daily life was an interesting way to learn about their culture”.
Aguilar particularly valued the ease of communicating in Spanish and emotionally connecting with people.
The trip focused on Afro-Cuban culture, and many students expressed their admiration for the hospitality, dignity, and sense of community of the residents, especially in the marginalized neighborhoods.
"Afro-Cubans are kind, elegant, and very grateful people", several participants agreed.
Although the testimonies reflect an emotionally significant experience, these types of visits have a distinctly controlled nature, which often exclude exposure to the political reality, restrictions on freedom of expression, repression of dissent, or the limited access to fundamental rights.
While academic exchange initiatives can promote intercultural understanding, they also run the risk of reinforcing an idealized image of Cuba, carefully filtered by the institutions of the regime. In many cases, students do not have access to critical voices or the complexity of daily life for those living under State control.
As noted by Linda Pesch, the enrollment director at Minnesota West and a participating alumnus. “It was a trip to Cuba that ordinary tourists could not visit”.
Frequently Asked Questions about the Travel of American Students to Cuba and Its Current Context
Why did American students compare their experience in Cuba to going back in time?
American students compared their experience in Cuba to stepping back in time due to the precariousness of basic services such as electricity and access to drinking water, which reminded them of the 1950s and 1960s. This perception highlights the contrast between living conditions in Cuba and those in other places they have visited.
What activities did the students participate in during their trip to Cuba?
During their trip to Cuba, the students participated in various activities such as beach cleanups, distributing donations to schoolchildren, visiting neighborhoods, and workshops on cigar making. These activities were part of a guided cultural immersion aimed at teaching them about Cuban history and culture.
What aspects did the students value most about the trip to Cuba?
The students especially valued the direct interaction with Cubans, which allowed them to learn more about daily life and local culture. Additionally, they admired the hospitality, dignity, and sense of community of the residents, particularly in the Afro-Cuban communities.
What are the limitations of educational visits to Cuba?
Educational visits to Cuba are limited by the political context and the official mediation of the State, which can exclude exposure to the political reality, such as restrictions on freedom of expression and repression of dissent. This may lead visitors to have an idealized image of Cuba.
How does life in Cuba compare to that in other countries according to testimonies from Cubans abroad?
The testimonies of Cubans abroad highlight that, compared to other countries, Cuba faces serious shortages in basic services and economic opportunities. These experiences emphasize the lack of freedoms and the precariousness on the island, in contrast to the comforts and quality of life available elsewhere.
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