After the first week's emphasis on theory of consensus and group facilitation, and after introductions to social identity and communication practice we have come to the time to go out and see some of Mexico and see what people in their cultural context of a small rural town can do with organized effort and leadership.

We were taken to the town of Totolapan, about one hour drive directly east of Huehuecoyotl. The town is mostly populated by campesino families who make a low income living by subsistence farming, small businesses, and essential services. Totolapan means "bird on the water" in Nahuatl, according to a group of women leaders we met with on the first night. We managed to see a lot of birds, mostly chickens and turkeys, around town, but there was little evidence of any water.

The purpose of the visit was to see in context how poor families in third work countries resolve their livelihood and to talk to leaders who are making a difference in their communities through social entrepreneurship. We also wanted to interact with our host families, practice our Spanish, and get a close look at life in rural Mexico.

On the day of our arrival the host family introduced us to the other hosts, where we would be staying and eating. There were three houses in total, all very poor but welcoming, comfortable and humble. After brief introductions Isabel, our lead host, took walking around town to visit some projects that her organization "Union de Pueblos de Morelos" has helped support with micro loans that are forgiven after three successful cycles. The organization is run by a voluntary group of mostly women who manage federal funds dedicated to rural development of the poorest families. The loans are used to set up small businesses that provide essential services to the population and help the economy of receiving families. We saw a small stable with four cows purchased with the funds, a chicken farm with about 40 laying hens and some roosters, and a creamery built and stocked with another set of the funds. We talked at length with the families involved in these projects and touched on issues of fair trade, labor rights, immigration, gender roles, and family life.

In the night we met with the group of women who run the UPM organization and had a lively discussion about immigration and social responsibility as the driving force for their work.

The following day we visited a secondary school in the outskirts of town. Living Routes students were invited to enter the classrooms and interact with students, which led to an exciting and rich interchange of languages, youth interests, and aspirations. Probably the most striking element was the reality check on what it means to be in school in this social setting, where most young people are expected to marry and start a family at age 13 or 14. After the classroom visit we joined a soccer game on the playground. Their players were very good, but we also managed to score at least one goal, which made them cheer us like stars. Afterward they all wanted to have their picture taken with our students.

That afternoon we took a ride up the mountain to an ecological restoration project that integrates the reintroduction of the native white tail deer, now in danger of extinction with a nature park with activities for young people that includes hiking and high chair rides over the forest canopy. We also saw a traditional healing clinic where local indigenous healers make and sale herbal remedies, offer massages and run a ceremonial sweat lodge.

On our last day in Totolapan we were taken up a hill to a ceremonial center with a panoramic view of the whole valley where the town is nestled. There our hosts explained the significance of the site to the local culture's world view and beliefs, and during our mixed authentic Mexican food pick nick we had a deep and rich conversation about racism and its effects both in the US and in Mexico.

On our way back to Huehuecoyotl we stopped in the town of Tlayacapan, a center of clay pottery and family run workshops. We were given a peek into what it takes to produce the pots and assorted items they make for sale at the local market. Each one of us made our own clay figurine and got a chance to see how they are fired and glazed. the families working in this industry expert their products all over Mexico and abroad. The experience gave us a close look at fair trade and locally controlled production of a traditional product.

This was an impacting experience for all our students. And after this they are ready to apply their decision making skills, leadership concepts and inspirational example to researching and developing a service learning project to be implemented on their last week in Mexico.