Florence, Italy Study Abroad and Exploration Into Globalization (Class of 2028)

 

This past summer, I had the incredible opportunity to study abroad in Florence, Italy, a city where art, architecture, and rhythm consistently capture the attention and imagination of the world. However, surpassing its beauty, Florence became a living classroom where myself and my Spelman sisters were able to explore the complexities of globalization, identity, and belonging.  To study globalization in a place like Florence is to witness its impacts firsthand.  The city is a striking illustration of how tourism has reshaped social and economic life, altering not only how people live but also how they define themselves in a world that is increasingly interconnected. Observing how tourism has altered the city's language and cultural flow was the aspect that most captivated me. In many spaces, English has overtaken Italian as the regional language, a reflection of Florence’s evolving identity as an international hub. Menus, shop signs, and casual conversations revealed how globalization influences even the smallest details of daily life.  Tourism now fuels the city's economy, which both upholds and challenges local customs. Witnessing this balance deepened my understanding of how globalization simultaneously preserves and transforms culture.

 However, our education in Florence went far beyond the confines of the classroom. Our instructors frequently taught us outside, through the city's bustling center, narrow alleyways, and bridges overlooking the beautiful bodies of water. We talked about history while standing in front of cathedrals that have been around for centuries, looked at art while being surrounded by sculptures that changed Western creativity, and talked about globalization while sitting in the middle of markets that were full of tourists and locals. We sometimes went outside the city center to quieter neighborhoods to see how Florentine life goes on every day without tourists looking in. We were able to see, feel, and interact with the art, culture, and people who make Florence such an extraordinary city thanks to these interactive experiences. In addition to learning about Florence, we were able to live it. It was also enthralling to uncover the often-overlooked Black history within Florence including the artists, scholars, and travelers of African descent whose influence quietly, but strongly shaped its story. These stories, which are rarely mentioned in mainstream accounts, helped me learn more about cultural exchange and made me realize that Black history is everywhere, even in places that seem like they are very different from our own. It was powerful to connect these lessons to broader discussions of representation and historical erasure.

However, navigating Florence's complexities was necessary for education. The city’s racial dynamics at times revealed a sense of ignorance that was both painful and illuminating.  However, in those instances, my Spelman sisters provided me with strength and comfort. Together, we processed what it meant to move through a world that doesn’t always see us fully.  Resilience and global sisterhood were taught to us through our shared reflections over the many cafes we explored, the many gelato and affogato runs, and late night walks throughout the city. Ultimately, my time in Florence was a study in connection between past and present, between learning and living, and between identity and place. It made me realize that education is most effective when it goes beyond the classroom and invites students to experience and question the world for themselves.

By,

Averi Rodriguez