By Yulianna Acuña
Yulianna Acuña is a CAS Junior studying International Relations and Spanish, with a minor in Latin American and Caribbean Studies. She studied abroad at NYU Buenos Aires during the Spring 2024 semester, taking the 2-credit Gallatin course titled “Buenos Aires: Great World Texts,” led by Professor Julia Tomasini.
As an NYU CAS student, Professor Tomasini’s course, “Buenos Aires: Great World Texts,” opened up a new realm of interest for me in public service and teaching during my semester abroad. This Gallatin course involves studying a contemporary classic and mentoring advanced high school students in local public schools, guiding them through their own creative projects. The collaboration allowed me, along with other NYU students, to connect with Latin American juniors and seniors, exchange perspectives, and explore new cultural frameworks, all while stepping into the role of a co-instructor.
Working alongside Gallatin students was a unique opportunity to experience the school’s emphasis on “out-of-the-box thinking” and creative expression. The course title itself—“Buenos Aires: Great World Texts”—raises questions about what makes a text “great.” I initially thought of classics like The Great Gatsby, Pride and Prejudice, To Kill a Mockingbird, and Don Quixote—books that transcend cultures and continue to inspire readers worldwide. In our section, we studied Virginia Woolf’s An Unwritten Novel, a story in which a woman imagines a stranger’s life story based on limited observations. The narrative explores the complexities of perception as the woman’s imagined tale unravels, prompting her to question her assumptions. This made me reflect on how interpretation shapes not only literature but also teaching and the assumptions we bring into our classrooms.
I was assigned a group of 16 junior-year students at Buenos Aires’ Escuela Normal Superior en Lenguas Vivas (Lenguitas), and from day one, I encountered unexpected challenges—starting with a school-wide sit-in that left me teaching an empty classroom. Over the following weeks, I grew to admire my students’ dedication to social and political issues, both within their school and across Argentina. Despite English being their second language, they engaged thoughtfully with Woolf’s An Unwritten Novel, analyzing its complex language and themes. Close reading exercises helped them navigate Woolf’s intricate metaphors, and
one-on-one interactions allowed students to gain confidence and deepen their understanding. It was inspiring to see them incorporate these insights into their final creative projects, often enriching them with visual elements and dramatizations, bringing Woolf’s language to life in their own imaginative ways.
Reflecting on this experience, I found it deeply fulfilling, particularly as someone who values creative approaches in public service and advocacy. My Argentine students demonstrated a shared passion for learning and self-expression, transcending our cultural differences. While I’m not
pursuing a teaching career, I appreciated the opportunity to connect with students and witness their growth, which reignited my passion for creative writing. Mostly importantly, Professor Tomasini encouraged us to think of ourselves as storytellers, not just writers. I’m eager to bring
the insights from this Gallatin course into my own storytelling, my future career, and the experiences I share from my time in Buenos Aires.