In March, a group of nearly 20 individuals, primarily students from Minnesota West and Normandale Community Colleges in the United States, embarked on a journey to Cuba as part of an intercultural communication class. Over the course of a week, the students explored significant areas such as Havana, coffee plantations, and Afro-Cuban communities to gain insights into the history, culture, and daily life in one of the most isolated nations in the Western Hemisphere, as reported by the local outlet The Globe.
The trip, described by organizers as both an educational and enjoyable expedition, featured a variety of activities. These included beach clean-ups, distributing donations to schoolchildren, neighborhood visits, and cigar-making workshops. Although the cultural immersion offered learning and connection opportunities, it was also constrained by the island's political context and state-mediated oversight.
One of the most frequently mentioned remarks came from Abdi Hussein, a student at Normandale College, who encapsulated the visual and sensory impact of the visit with a simple phrase. "It was literally like stepping back into the 1950s or 60s," he said. As a business student familiar with other impoverished countries, Hussein found Cuba particularly striking due to the inadequacy of services such as electricity and access to clean water.
For his fellow student Kevin Aguilar, who is of Mexican descent, the most valuable aspect was the direct interaction with Cubans. "Meeting the locals and witnessing their everyday life was an intriguing way to understand their culture," Aguilar noted. He especially appreciated the ease of communication in Spanish and the emotional connections made with people.
The trip focused on Afro-Cuban culture, and many students expressed admiration for the hospitality, dignity, and community spirit of the residents, particularly in impoverished neighborhoods. "Afro-Cubans are kind, graceful, and very appreciative," several participants concurred.
While these accounts highlight a deeply emotional experience, such visits are distinctly controlled and often omit exposure to the political realities, restrictions on freedom of expression, repression of dissent, or limited access to fundamental rights. Although academic exchange initiatives can promote intercultural understanding, they risk perpetuating an idealized image of Cuba, carefully filtered by the regime's institutions. In many instances, students lack access to critical voices or the full complexity of daily life under state control.
As noted by Linda Pesch, the director of enrollment at Minnesota West and a former participant in the program, "It was a trip to Cuba that ordinary tourists wouldn't get to see."
Understanding the Student Experience in Cuba
What was the primary focus of the students' trip to Cuba?
The primary focus was on intercultural communication, learning about Cuban history, culture, and daily life, with a particular emphasis on Afro-Cuban communities.
How did the students describe their experience in Cuba?
Students described the experience as stepping back in time, with notable contrasts due to inadequate services, while they appreciated the direct interaction with locals and the cultural immersion.
What limitations did the students face during their visit?
The visit was limited by state mediation and control, restricting exposure to political realities and critical perspectives on life under the Cuban regime.