Highlights from Ecuador
My name is Alexa Bennett, and I am a PhD candidate and member of the GoHelp Lab. I recently returned from Ecuador where I collaborated with WASH Canada and Engineers in Action on a community-based water supply project. What excites me most about being a geographer is seeing the pragmatic application of the topics I research and engaging with perspectives within and beyond my own discipline. My trip to Ecuador is a prime example this, reinforcing the power of interdisciplinary approaches in understanding and addressing global water challenges.
During my visits to the mountain community of El Progresso, I gained an understanding of the key components involved in designing effective water systems. I learned how gravity-fed water supply systems are engineered, and gained hands-on experience in water quality testing and microbiological analyses. I also sharpened my skills administering surveys within a new cultural context and was involved in meetings with the community’s Water Board.
This trip allowed me to connect the theoretical perspectives I am studying in my doctoral program with the lived experiences of people managing water systems in low-resource contexts. It brought the human dimensions of water to the forefront, particularly as many of the issues I encountered were socially rooted. Having the opportunity to engage with community members, and reflect on my social science training, I was prompted to think beyond the technical aspects of water supply, raising important considerations for water projects, such as: How do communities resolve water conflicts, like when a neighbor diverts the water supply every Friday to produce panela (sugar)? Can public health be safeguarded if community members decline to use chlorine tablets because they dislike the taste? What strategies can be used to ensure equitable water monitoring when not all community members are equally engaged, such as when household water meters are removed?
This experience provided me with valuable insights into the complexity of water issues and how natural, built, and social environments intersect. As researchers we often become absorbed in facts or theories – such as the 2 billion people without access to safely managed drinking water, or how ecosocial theory explains water-related disease distribution. But partnering authentically with a local organization and engaging meaningfully with a community to understand their unique water needs has put those numerical and theoretical insights into perspective.
As an emerging educator, I am a proponent of providing my students with opportunities to learn beyond the classroom. I believe that real-world learning isn’t just a supplement to academic work; it’s integral to it. It’s how we deepen our understanding of the issues we study, build meaningful relationships with people and the planet, and witness how facts and theories manifest in practice. I will be incorporating these perspectives into the field course I am developing and co-instructing in Ghana this summer. As I continue my journey in academia, I plan to emphasize the importance of experiential, collaborative, and interdisciplinary learning as a foundation for understanding and addressing environmental issues.
