UNDERGRADUATE RESEARCH BLOGS

The Office of Undergraduate Research sponsors a number of grant programs, including the Circumnavigator Club Foundation’s Around-the-World Study Grant and the Undergraduate Research Grant. Some of the students on these grants end up traveling and having a variety of amazing experiences. We wanted to give some of them the opportunity to share these experiences with the broader public. It is our hope that this opportunity to blog will deepen the experiences for these students by giving them a forum for reflection; we also hope these blogs can help open the eyes of others to those reflections/experiences as well. Through these blogs, perhaps we all can enjoy the ride as much as they will.

Elyse Malamud

Elyse Malamud

Elyse Malamud

Please provide a brief summary of your research.
In my research, I studied Jewish medical philanthropy in Chicago from the mid-1800s to the early 1900s. Specifically, I focused on reconstructing the story of the city’s forgotten first charitable Jewish hospital, opened in 1868. I also examined the interfaith collaboration that supported the hospital.

What made you initially interested in researching your project in particular?
This topic was really a chance encounter. I came across an 1890s illustration of a Jewish medical institution in Chicago. I was surprised, as I did not know that Jewish history in Chicago goes so many years back. I felt that I had to learn more!

What made you interested in pursuing (interdisciplinary) research more broadly?
I love a good story, and research is great way to share fascinating stories with others.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
My research is a lot of fun. Every time I handle archival material, I learn something completely new about a place I thought I knew well. Through my research, I have gained a new appreciation for Chicago and its history. Of course, the research is challenging at times; it’s always a bit of a hunt to find archival sources. I have become better at digging through archives over the research process, and I have found that my writing has improved, as well.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
My biggest piece of advice is to make use of the Office of Undergraduate Research’s resources. The OUR offers a lot of workshops and advising throughout the year. I found these to be very helpful.

What was a memorable interaction that you had on campus this week?
I saw some geese I hadn’t seen since they were babies, and they were all grown up!

 

Emily Shanafelt

Emily Shanafelt

Emily Shanafelt

Please provide a brief summary of your research.
I worked for the Human Agility Lab, under Dr. Keith Gordon. It is under the Physical Therapy and Human Movement Sciences Department of the Feinberg School of Medicine. I was grateful to have been selected from a competitive applicant pool for URAP. I was also a Fletcher Award finalist. The lab works to improve the mobility of individuals with incomplete spinal cord injury or chronic stroke. It applies principles of biomechanics to create a specialized treadmill and gait training rehabilitation sessions. These technologies challenge participants to strengthen and stabilize their gait over time. Ultimately, the research is done to enable these individuals to walk more independently in their day-to-day life.

What made you initially interested in researching your project in particular?
I have had spinal fusion surgery to treat my severe scoliosis, which is not something the lab studies, but I personally understand the challenges of walking independently after a major surgery or medical event. I used a walker for some time, and I think this allows me to empathize with the participants on a deeper level. (I attached a photo of an x-ray of my spine before and after my spinal fusion surgery— it majorly changed my life).

What made you interested in pursuing (interdisciplinary) research more broadly?
I was excited to do research with the Human Agility Lab because it works directly with individuals who have experienced incomplete spinal cord injury or chronic stroke. It’s so encouraging to work with individuals who are trying to better themselves, and I get to play a role in larger research projects that have the potential to help these groups significantly.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Research is a challenging, yet worthwhile process. Forming a research project takes time and dedication, but it is a necessary part of laying the groundwork for an impactful study.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
If you don’t find a lab that is the right fit for you straight away, that’s okay! I have worked in a few labs now, but this one stands out for its welcoming environment.

 

Andreia Madeira Costa

Andreia Madeira Costa

Andreia Madeira Costa

Please provide a brief summary of your research.
Through URAP, in the MyCog project, I had the gratifying opportunity to be directly involved in the research and creation of mobile tools that allow early diagnosis of cognitive decline in an efficient and timely manner

What made you initially interested in researching your project in particular?
My interest in cognitive health research is driven by my family’s first-hand experience with Alzheimer’s disease. Witnessing a close loved one’s rapid cognitive decline due to late diagnosis sparked my passion for Cognitive Neuroscience and motivated me to volunteer at Alzheimer’s Portugal Organization for over three years. There, I co-led dementia prevention workshops and facilitated memory games for over 50 individuals with dementia. Naturally, the MyCog project particularly excited me given its aim to identify early markers of cognitive decline, helping individuals and families like mine avoid the devastating effects of late-stage diagnoses. Being able to contribute to research on such a topic was incredibly rewarding!

What made you interested in pursuing (interdisciplinary) research more broadly?
My passion and curiosity for pursuing research began in high school when my biology professor brought homemade kombucha to class and mentioned the numerous fun and innovative studies on the properties of the SCOBY (symbiotic culture of bacteria and yeast). I remember him bringing up how it was being used as a resistant fabric, tested for anti-bacterial properties, etc–everything sounded so exciting and ignited my desire to be involved in research at university, in some shape or form

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Under Stephanie’s valuable mentorship, I was able to conduct extensive literature reviews independently, be actively involved in all big steps of research (poster and slide designing for conventions, aiding in the writing of grant proposals, learning to use specific research tools and R as a tool of data analysis etc) and how to efficiently to work as a team in a big multi-task project. I learnt numerous technical skills as a researcher and teamworker, but perhaps even more crucially, I learnt to be more confident in the work I poured my time and effort into delivering, which helped me tremendously in my path as a beginner researcher

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Be confident in your potential and ability as a researcher, even if you had 0 experience before pursuing undergraduate research!! I was initially very insecure about my work. Even though Stephanie gave me autonomy from the start and trusted my abilities, I couldn’t help but constantly question and underestimate the quality of the work I was producing. Stephanie, as a great mentor, reassured me that I should be confident about my work and that regardless of prior experience, I had what it took to contribute meaningfully to the team. What I mean with all of this is: I know it can be intimidating and the imposter syndrome might creep up at times, but remember you absolutely have what it takes to become a great researcher 🙂 Don’t be scared, it’s really rewarding, I promise!

What was a memorable interaction that you had on campus this week?
The lady in the kitchen of the Sargent dining hall complimented my shirt and asked for my name, saying it was such a pretty name. It made my entire day 🙂 Shoutout to all the amazing sweet staff and faculty of our beautiful Northwestern community!!

 

Jacob Currey

Jacob Currey

Jacob Currey

Please provide a brief summary of your research.
My project investigates how the Illinois Department of Corrections (IDOC) fulfills its legal obligations to support individuals returning to society after incarceration. By analyzing state laws, court cases, and IDOC policies alongside interviews with formerly incarcerated individuals, I explore gaps between policy and practice in reentry services. The research highlights shortcomings and offers policy recommendations to reduce recidivism and promote successful reintegration.

What made you initially interested in researching your project in particular?
My interest in this project comes directly from my own experience inside the criminal justice system. During my incarceration, I witnessed injustice at every level; policies that looked fair on paper but were ignored in practice, and people with power using it to harm rather than help. I saw friends lose their lives in prison because the system failed to provide even the most basic protections or opportunities for rehabilitation. Even after my release, I quickly realized that escaping prison was only the beginning; the challenge of reintegration was every bit as difficult as navigating a broken court and penal system. Securing housing, employment, healthcare, and even something as simple as an ID became uphill battles that the state claimed to support but rarely delivered. These experiences gave me not only a personal stake in understanding how reentry is supposed to work, but also a sense of responsibility to expose where it falls apart. This project allows me to combine lived experience with academic research to identify systemic failures and to push for reforms that can prevent others from enduring the same unnecessary hardships.

What made you interested in pursuing (interdisciplinary) research more broadly?
I was drawn to interdisciplinary research because I want to become a better communicator and problem solver. Accessing other fields of research allows me to reach the diverse groups that policies and systems ultimately affect, while also revealing how deeply connected many issues are. Time and again, I’ve found that problems in criminal justice such as inequity, lack of accountability, and systemic bias mirror challenges in education, healthcare, housing, and beyond. By comparing these patterns on a broader, systemic scale, interdisciplinary research creates opportunities for a more common understanding across disciplines and communities. That shared understanding is essential for building dialogue, forging mutual respect, and ultimately moving toward solutions that different stakeholders can agree on. For me, interdisciplinary work isn’t just about gathering knowledge from multiple fields; it’s about creating bridges where reform and understanding can meet.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
Overwhelmingly, this has been a wonderful experience. At the start, I did encounter some challenges; navigating the IRB process and completing the CITI training felt intimidating at first, but with a little guidance and persistence, those hurdles became manageable and now feel more like small bumps in the road. Interestingly, what I found most “tricky” wasn’t the paperwork or protocols, but the constant urge to want to do more. Each discovery opened new questions, and I often had to remind myself to stay focused and build a strong foundation before expanding further. Through this process, I’ve gained valuable skills in legal analysis, qualitative interviewing, data organization, and academic writing, but perhaps most importantly, I’ve learned how to balance ambition with careful, methodical research. I’m deeply grateful for the base I am building and eager to continue as this project and my broader scholarly work grow.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Do it! Find something you are truly passionate about and set a clear goal to guide your work. Passion will carry you through the long hours and unexpected challenges, and having a goal will help you stay focused when the process feels overwhelming. Take full advantage of the incredible resources and support at Northwestern; faculty, staff, and the Undergraduate Research Office are there to help you succeed. Most importantly, enjoy the journey. Research is not just about results; it’s about discovery, growth, and the wonderful learning experiences you’ll collect along the way.

What would you name a boat if you had one?
Dockket Cleared

What is something that you could give a 10 min presentation on right off the cuff?
I could easily give a ten-minute presentation on how to prepare several delightful dishes. Cooking has always been a creative outlet for me, and I love sharing tips for making simple ingredients shine.

If your (speaking) voice were an instrument, what do you think it would be?
Trumpet

What was your favorite childhood story (written, spoken, or film)?
Toy Story

What was a memorable interaction that you had on campus this week?
My fellow classmate thanking me for not being apart of the typical NU student body.

 

Maya Kraidy

Maya Kraidy

Maya Kraidy

What was the most surprising moment of your trip, and why did it resonate with you?
The Philippines is home to roughly 180 languages, around 35 of which are considered endangered. Given these statistics, one would expect lots of interest in studying languages and linguistics, but in actuality, there is essentially only one university linguistics department in the whole country! I had the opportunity to meet with some members of this department at the University of the Philippines Diliman, which led to the enlightening takeaway that in a context with such little public interest and limited government support for endangered language revitalization, a linguist by default becomes an activist as well.

Can you share a compelling insight you discovered through your research that you hadn’t anticipated when designing your proposal?
When I designed my proposal, I knew I wanted to study minority and indigenous language revitalization. However, I hadn’t expected the interpretations of those two words — “minority” and “indigenous”— to be so different around the world. In some of the countries I visited, “indigenous” referred to whoever settled the land first. In others, it seemed to correlate with the largest ethnic group, or even the group most represented in government. Yet in many places, indigenous and minority populations go hand in hand, and their languages are almost never used in government spaces. It was fascinating to compare these distinctions and learn how they influence the everyday lives of different groups in the same community.

In what ways has the Circumnavigator trip shaped your academic or personal trajectory since returning?
Before doing this project, I had been involved in some experimental linguistics research projects at Northwestern. The Circumnavigator trip gave me a taste of what it’s like to do fieldwork — I was able to experience and observe different linguistic environments myself and actually meet the people involved in language revitalization efforts. It’s a completely different angle to linguistic research that I ended up really liking, and one that I might pursue in graduate school.

How did your original research question evolve once you were on your trip?
Initially, my research questions surrounded issues of language representation and linguistic accessibility — I was interested in how the visual environment reflects a country’s language revitalization efforts and how signage reinforces the importance of a language. Both of these angles are still definitely relevant, but once I was on the trip, I realized just how complex and politically entangled language issues are. My focus became not just what was written in the landscape, but also how it was physically portrayed and what that revealed about power struggles and sociopolitical leverage in each particular society.

What advice would you give students who are just beginning their Circumnavigator Grant proposal?
What do you care deeply about? As long as it has a global focus, this project can be about anything you want! Your curiosity and excitement about your topic form the heart of the project, and they will not only be the backbone of a powerful proposal but will also support you through the actual research. If you’re going to be thinking about the same thing every day for 10+ weeks, it better be something you really like!

Was there a specific experience, conversation, or challenge during your trip that changed the way you think about your research, your values, or the world?
While I was in South Africa, I spoke with a decolonial education scholar who expressed something I hadn’t considered: she shared that South Africa has a complicated relationship with research, especially when surrounding people, culture, and – adjacently – languages. She remarked that the “research” process in these fields can often be a difficult (if not violent) one, as it involves reliving or unearthing generational traumas and experiences, considering the country’s history of apartheid. This conversation not only changed my understanding of research but also informed how I now write about what I learned in South Africa and other places.

Beyond your academic work, what’s one life skill or personal insight you gained that you didn’t expect when you first applied for the grant?
This summer reinforced my trust and confidence in navigating new experiences! With each new country come different lifestyles, climates, customs, and of course — languages! Learning to handle all of this while alone (and with your life packed into a backpack) is definitely a life skill that will serve me well.

 

 

 

Rose Carlson

Rose Carlson

Rose Carlson

Please provide a brief summary of your research.
One modern impact of rising carbon dioxide concentrations is ocean acidification. In order to better understand the potential future implications of ocean acidification, I looked at rock samples corresponding to a time period 94 million years ago, where it’s theorized that high levels of volcanic activity injected an extremely large amount of carbon dioxide into earth’s atmosphere and resulted in ocean acidification.

What made you initially interested in researching your project in particular?
In my first earth science class at Northwestern, I learned that rocks can tell a story. Every part of a rock, from its grain size to its chemistry to its shape (and beyond), can be analyzed to understand something about earth’s history and the processes that have been at play for billions of years. For this project, I was interested in researching past ocean acidification because of its broad applications to the impact of current, human-driven carbon dioxide emissions. I was also really excited to build off of the work of both my research advisers and other lab alumni, who have published integral papers on ocean acidification during this same time interval.

What made you interested in pursuing (interdisciplinary) research more broadly?
I love learning and discovering new things! When I decided I wanted to pursue earth science, I knew I wanted to do some sort of research, and I love the idea of building off of the work of others and contributing to the greater field of scientific knowledge.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
I’ve grown a lot as a researcher and a scientist over the course of this past year!! I started at Northwestern as a journalism major, and this academic year was really my first deep dive into STEM at the college level. As I’ve been taking the required introductory chemistry and math courses (reading textbooks, taking notes on lecture slides, etc.) it’s been incredibly powerful to be able to also learn firsthand (through my own research!) about what being an earth scientist looks like and how the things I’m learning in the classroom can be used as tools to explore…well, everything. This research process has also pushed me to set my ego aside and learn to be okay with asking questions, even if they seem “dumb” or if everyone else in the room already completely understands a concept. I feel incredibly lucky to have been able to work as part of the Jacobson lab group and learn from PhD students, postdocs and professors in such a supportive environment as part of this process. Weekly meetings with my advisor as part of my EARTH 399 course, lab trainings with PhD students, and meetings with the Jacobson lab group have all taught me so much about the collaborative nature of good science, and allowed me to envision a thriving future in earth science research.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
I would definitely recommend talking with graduate students/TAs in your field of interest about their work! I started on the path to doing this research because I asked my Earth Science TA about his work. Connecting with grad students before starting research was a great, low-stakes way to get a feel for the different opportunities that were available to me and the potential people I could work with, beyond just professors.

Have you presented at the Undergraduate Research Expo here at NU? If so, what project did you present?
This year, I presented the project, “The Past is the Key to the Present: Using 94-million-year-old rocks to understand modern ocean Acidification.” It was such an enriching experience to share my research with others and explain its relevance!

Do you have a podcast/documentary/piece of shareable media related to your research?
Here’s a link to a little cartoon I made for my poster presentation! It explains how increased carbon dioxide in the atmosphere can cause ocean acidification, and the impact that this has on biogenic calcium carbonate precipitation rates.

What is something that you could give a 10 min presentation on right off the cuff?
I could talk FOREVER about why people should take Earth 214, an intro to physical geology class that runs every Spring. The weekend-long field trip to Baraboo, Wisconsin is incredible, and it’s just a great introduction to geology (for any major!!).

 

André Hiroki

André Hiroki

André Hiroki

Please provide a brief summary of your research.
I worked on a project about how Illinois schools and teachers are implementing media literacy after the state passed Public Act 102-0055 (2021), which mandates a unit of instruction in media literacy in public high schools. I helped map policy requirements, conducted interviews with educators, completed qualitative coding of those conversations, and contributed to a classroom-facing case study on media education. Or work focused on understanding and analyzing the landscape of media literacy teaching as it unfolds in real schools.

What made you initially interested in researching your project in particular?
What drew me in was the intersection of journalism and education. Journalism trained me to ask how people consume and make sense of information, while education looks at how we can intentionally teach those skills. This project sat right in between, and I was curious about how classrooms could become spaces where students learn to navigate information critically.

What made you interested in pursuing (interdisciplinary) research more broadly?
I became interested in research because it gives structure to curiosity. Instead of stopping at surface impressions, research pushes me to gather evidence, test assumptions, and translate questions into something systematic.

Describe your experiences with research thus far. Was it tricky? What skills do you think you’ve gained?
This was my first research experience, so I had to learn a lot as I went. I practiced literature review, interviewing, and qualitative coding, which helped me strengthen my analysis and synthesis skills.

Any tips or advice you have for students similar to you that are interested in pursuing undergraduate research?
Don’t wait until you feel completely prepared to begin. Reach out to professors whose work interests you and ask questions, Northwestern has plenty of resources to guide you once you take the first step. And if you are in the humanities or social sciences, know that research opportunities are just as valuable and rewarding as in other fields!

 

 

Almost All Around!

Airports are funny places – they remind you you’re in between worlds. Maybe it’s the waiting, or the liminal space of not quite being here nor there. As I sit in a quiet corner of SFO, now back in the U.S., I’m full of thoughts that only make sense now, at the end. 

Firstly, I chose countries where English is spoken (and is becoming increasingly dominant) as part of my project, but it’s been amazing to actually hear and experience these different Englishes. In Singapore, the Philippines, and New Zealand especially, people talk openly about their regional Englishes and what they mean for identity, but of course they exist everywhere. In South Africa, English can dominate even in the presence of so many other official languages. In Wales, English sits uneasily alongside Welsh, with tension and history layered into every word choice. As someone who studies linguistics in the U.S., I have constantly been thinking about how even American Englishes vary across regions and communities. To speak English is never just to “speak English” – it’s to take part in a much larger story. 

Another thing that kept surfacing: what it means to be “indigenous” shifts dramatically depending on where you are. The Māori discovered and settled Aotearoa, the first to inhabit it and the first to name it. In the Philippines, you have over 175 languages, but the “national” language is built from just one – so whose voices are centered, and whose are left out? In Singapore, who really is “indigenous,” and who is instead a large, longstanding community that still deserves recognition and representation? In South Africa, “indigenous” groups aren’t confined to today’s state borders – the borders themselves were drawn by colonial powers, cutting across people’s histories. Wales, which we often lump in as part of colonial Britain, was actually itself one of the first places to be colonized by England. Being white didn’t protect Welsh people from having their language, culture, and land suppressed. Seeing these differences up close made me realize how slippery the word “indigenous” really is – it always depends on context, and it’s always entangled with power. 

The farther I went around the world, the more connections arose. Every country I visited, another one I’d been to would resurface, whether in its history or in its present. Colonial powers, of course, overlapped, but the resonances weren’t just historical. I overheard a Singaporean family at Mount Eden in New Zealand. I saw pins at the Auckland Museum calling for the end of apartheid and freedom for Nelson Mandela. I rewatched a haka performed by Māori government officials, then noticed comments from Zulu viewers in South Africa saying they stood with the Māori and their fight. Resistance movements inspiring each other across continents – it kept showing up. Even sports held unexpected connections: rugby dominates in both Wales and New Zealand. Wars stitched timelines together: the world wars pulled these countries into the same moments, forcing them onto parallel tracks that I kept stumbling upon across my journey. Everything was tangled, layered – which seems so obvious to say, but I think it’s easy to forget when we stay in one place for too long. I didn’t expect to visit so many prison cells where freedom fighters were once held, but once I did, it felt almost inevitable. Mandela, Gandhi, Rizal. Their physical bodies were confined, but their ideas weren’t. Walking through those spaces, I felt the heaviness of visions that refused to stay locked away. Different names, different struggles, but in the end, the same cause: freedom, dignity, and representation. 

This grant required me to choose a globally applicable topic. But one of my biggest takeaways is: how can something not be global? Everything we do, just by existing on this earth, connects outward. Language, resistance, identity – they can’t be studied in isolation because they never were isolated to begin with. We’re all just people, on this planet, figuring it out as we go. 

With that, I will soon board the tenth and final flight of this trip. 10 weeks, 5 countries, 2,776 photographs, countless conversations…and somehow it all feels like just the beginning.

Thank you to everyone who has been a part of this experience, and to all those who have been following along through this blog! 

Grateful to you,

Maya

Auckland: Te Reo Takeaways

Hello, all!

I left you on a cliffhanger last time…in the end, I never did make it to Taumata Hill. I realized that in being such a long trip, I would need at least a day and a half to make it there and back, and in the midst of wrapping up my time in Aotearoa New Zealand, I couldn’t make it happen. Maybe some journeys are better left as punchlines. 

I’ll include a photograph (not mine, sadly) of the sign that displays the hill’s name, so that we may still appreciate it: 

However, staying in Auckland these last two days made space for an exciting opportunity: a last-minute interview! Last night, I received an email response from a linguist and te reo professor in the University of Auckland’s Māori Studies department, and despite it being my last day, I was able to meet her this afternoon on the UOA campus. 

She described Māori Studies, and te reo Māori acquisition in general, as a field that is both flourishing and under pressure. Students come in with wildly different levels of te reo – from beginners to fluent speakers – and by the second year, most who remain in the program are Māori themselves (as opposed to first year, where enrolled student backgrounds are much more diverse), many preparing to become teachers. She explained that Māori medium education has now reached a third generation of children, producing bilingual graduates who go on to higher education and better-paying jobs, even as waitlists for these programs remain long and questions of access linger. She also emphasized how much te reo permeates everyday New Zealand English: loanwords, vocabulary, even subtle grammar shifts that many New Zealanders don’t even realize they’ve absorbed. 

At the same time, she acknowledged the tensions. Kapa haka and other cultural practices can set a very high bar for what it means to be Māori, and older generations still carry memories of open discrimination – like her own mother enduring being spat on and called “dirty Māori” on her way to school as a child. Yet today, shame has largely given way to pride – she says that very few, if any, are ashamed of being Māori anymore, even if confidence in the language itself varies. She also spoke about institutional challenges: government cuts to humanities and linguistics have reduced her department dramatically, despite Māori being one of the most studied small languages in the world, led largely by Māori scholars themselves. Still, she was firm in her outlook: te reo belongs to everyone in Aotearoa, and the widespread desire to learn it is part of what makes this country what it is.

As I mentioned before, I’ve actually seen fairly limited te reo Māori signage in Auckland, and the few  instances where it does appear tend to have inconsistencies – for example, bus stops are almost always announced in both English and te reo Māori, but the order flips depending on the bus line. Simultaneously, plenty of other languages – like Mandarin, Arabic, and Korean – hold roles in the landscape, especially in the restaurant scene, which reflects Auckland’s incredible diversity. Businesses vary too: Bank of New Zealand, for example, has taken a more proactive role, not just with bilingual signage but even in their banking app, which can be set to English, te reo, or a special learner mode that blends the two by providing definitions and prompts for beginners.

Yesterday evening, being my second-to-last, I decided to make the short trek up Mount Eden, the highest volcano in Auckland. The city of Auckland is actually situated on a volcanic field, home to 53 volcanic centers. This one, also known as Maungawhau, was historically an elaborate Māori fortified village settlement that was home to thousands. Its crater is the most sacred place, and is not to be entered – the city council has created an elevated walkway that traces the rim of the crater, complete with viewing platforms and sitting areas where visitors can enjoy the gorgeous, panoramic views of the city. 

I stayed there to watch the sun go down. From this height, I could pick out a few places that now held memories for me: the stadium where I watched a rugby match on one of my very first days; the Sky Tower, a sharp needle in Auckland’s silhouette that often guided me home, my hostel just a block away; and, barely visible in the distance, Waiheke Island, where I’d taken the ferry one bright morning. With every minute, the colors burned brighter. 

My bags are now packed…for the final time on this trip, which is quite bittersweet. I head to the airport at around noon tomorrow, flying to San Francisco first before making my way – all around and back again – to Chicago. Stay tuned for a final post tomorrow with some closing thoughts and reflections on the last two and a half months. Thank you all so much for following along!

From Harbour to Hill: Impressions of Tāmaki Makaurau | Auckland

Kia ora! 

The above greeting, now a cornerstone of New Zealand English, is perhaps the most common te reo Māori phrase I’ve encountered in my week and a half in Auckland. Wishing good health, it appears everywhere – on storefronts, webpages, and in the opening lines of emails. Yet, as I mentioned in my last post, te reo Māori beyond this popular greeting doesn’t seem as visible in the linguistic landscape as I had expected. One interviewee I spoke with on Thursday, who works for the government, suggested this might be because most offices of language-focused organizations are located in Wellington, the capital city on the southern tip of the North Island. 

My interlocutor was a Principal Language Planning Advisor for Te Taura Whiri i Te Reo Māori, or the Māori Language Commission. Interestingly, she is neither Māori nor from New Zealand, but originally from Kyrgyzstan. She isn’t fluent in te reo Māori (though she’s learning), and approaches her work from a linguistic rather than a language-specific perspective. Our conversation felt reminiscent of the Welsh Language Commissioner in Cardiff (which feels like ages ago now). Both institutions wrestle with the same question: how effective is it to legally mandate language use, especially in written form? My interlocutor admitted she once believed that “forcing” language use was the right path, but she has since reconsidered. In her experience, imposition can lead to resistance – it seems that when people feel they have the choice to adopt something, they’re more inclined to do so. 

This makes sense, especially since Te Taura Whiri’s strategy was actually inspired by Wales. Cymraeg 2050 – the campaign for a million Welsh speakers by 2050 – served as the blueprint for Te Taura Whiri’s goal of one million te reo Māori speakers by 2040. Yet, as my interlocutor noted (and I’ve come to agree after learning about four other countries’ situations), numbers don’t capture the heart of language revitalization. Revitalization isn’t just about communication, but about identity, culture, and history. Preserving a language means preserving all of those things. But, in practice, metrics like these are what unlock funding: quantifiable goals are easier to sell than broad appeals to heritage. 

Currently, just over 4% of Aotearoa New Zealand’s population speaks te reo Māori, which comes out to about 200,000 people. This data comes from an annual census, which since the late 1990s has included a question along the lines of: “Can you have a conversation about lots of everyday things?,” in regards to one’s fluency in te reo. It’s worth pausing on that phrasing, since “conversation” and “everyday things” could mean very different things to different respondents. Among Māori themselves, only about one in five speaks te reo. The proportion has been declining, though this is largely because the Māori population has been growing. Still, the effect is clear: it’s difficult to form speech communities. A speaker may know the language but have no one else to converse with, which in turn diminishes use. My interviewee also explained that while there is momentum behind revitalization, progress is slowed by the lack of a unified strategy. Te Taura Whiri oversees the nationwide approach, but another organization – Te Mātāwai – leads efforts within Māori communities themselves. Although the two coordinate, they don’t share governance, which often means differing strategies. 

Several of my planned contacts haven’t been available – whether because of full calendars or being out of town – and while this is definitely not ideal for my original plan, it’s pushed me to lean more into community-based research outside of formal interviews. A local library staff member shared with me that her library hosts weekly hour-long practice sessions for te reo Māori conversation. It seemed like a perfect way to hear directly from learners about their motivations for and experiences with learning te reo, so I attended today’s session! 

A little before 2 p.m., I walked into the Grey Lynn Library, a small branch housed in an old church just a short bus ride from the city center. The space felt cozy, and to my delight I found a dedicated Māori book section – something I had been looking for but hadn’t found in another library downtown. In one corner, a rectangular table had been set up for the kapa kōrero (conversation group). The group ended up being myself and four older Pākehā (white New Zealanders) who, I soon learned, were regulars at these sessions. 

After introductions, they happily entertained my curiosity about their backgrounds, motivations, and language journeys. Their answers varied, but one theme united them: learning te reo felt like a way to connect with the land they call home, regardless of their ancestry. Some hoped to see te reo more widely spoken and normalized in the future. One participant did have Māori lineage but had grown up without close ties to his iwi (tribe/nation), and only began learning a few years ago. Most had started during the pandemic and had kept up their studies off and on since then. I also learned that one of the gentleman had actually studied at the University of Chicago!

The bulk of the hour was spent playing a game called Te Kēmu Kupu Māori (the Māori word game), which works a bit like Taboo or Charades: one person gives clues, others ask questions, and the group guesses the word. The entire game was conducted in te reo, with occasional English or requests for help. To my surprise, I followed along better than expected. Thanks to curiosity and exposure, I’ve already picked up some words, and listening closely let me piece together meaning. For example, I learned that a sentence beginning with “he ___?” meant “is it ___?,” that “āe” means yes and “kāo” means no, and that “ora,” familiar from kia ora, signaled something alive. When I heard “moana” (ocean), I realized they were talking about a fish. I was also reminded how much meaning comes through gesture and body language alone. 

The session was entirely member-led – no library staff were present – which made it a genuine snapshot of their shared energy and learning process. Despite being free and open to all, this group seems relatively unknown in the wider community. Meanwhile, formal classes are often booked out months in advance. My interviewee at Te Taura Whiri noted the paradox: while high demand shows success, it also creates barriers for Māori themselves who want to reclaim their language. It raises an important question – can revitalization efforts ever be “too successful” if they unintentionally limit access to the very people they aim to support? 

Ferry ride!

Waiheke Island

Between that interview and the library session, I’ve been dodging Auckland’s sporadic rain showers while exploring the city. Last Wednesday, some new friends and I took the ferry to Waiheke Island, the most populated and second-largest island in the Hauraki Gulf. We spent the day roaming its hills and vineyards, caught a spectacular sunset, and made it back to the dock just in time for the last ferry. This weekend, I visited two morning markets: the Britomart Saturday Market on the waterfront, and the Takapuna Beach Sunday Market to the north. Both had amazing food and a mix of stalls selling clothes, jewelry, and produce – often by the same vendors on consecutive days. I’ve also befriended the staff at a local café I frequent; one of them is Filipino, and we’ve chatted about Manila and my travels (the very first thing he brought up when I mentioned Manila was the traffic, which amused me). I stopped by on Saturday morning on my way to the market. 

Britomart Saturday Market

The rest of my days have been filled with grocery runs, laundry, park strolls, wandering shopping streets, and hostel life – sharing stories with fellow travelers, including one night when a group of Germans decided to make pancakes for everyone. Slowly but surely, it’s hitting me that I only have a few days left on this trip. I never did make it to the famously long Welsh town name – Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch – but New Zealand has its own rival. On the southern part of the North Island sits Taumatawhakatangihangakoauauotamateaturipukakapikimaungahoronukupokaiwhenuakitanatahu, the world’s longest place name. Locals just call it Taumata Hill. I’ve been toying with making the six-hour journey there as a way to close this project – it feels like a fitting finale. The hill is remote and tricky to reach, though, so we’ll see if the plan makes it into these final days.

If I make it to Taumata Hill, you’ll definitely hear about it. Getting there might take almost as long as saying it.