Deák Ferenc is a bilingual public high school in Szeged, a city in the southeast of Hungary famous for its universities and rich cultural life. The Hungarian exchange differs in several respects from other programs. Brooks students find themselves in a country in which few, aside from some teachers and students at the school, speak English. Since Deák Ferenc is a day school, Brooks students live with host families. Because of language differences, Deák Ferenc created special courses for the exchange students in Hungarian language and literature and music. Students from Brooks study mathematics and Hungarian history, classes also taught in English, with their Hungarian peers.
Projected Participants | 2 boys, 2 girls
Elaine Perez ’17 of Lawrence, Mass. | "I've always had the dream of traveling to Europe and I would've never imagined that the first country I visit would be Hungary — but I'm glad that it was. This trip has connected me to not only my host, Lilla, and her family, but to the other students in my class at Deák Ferenc and the other exchange students on this journey with me. I have learned about the lifestyle and the history of Hungary and have even learned to navigate myself through the public transportation system. This experience has taught me to not rely on others but to learn to become independent. I have been able to venture out of my comfort zone and try new things, try new food, see new places, and meet new people. I have become comfortable with my surroundings here and will truly miss the people I've met here and the sun city of Szeged."
Dates of Travel | Feb. 20 – March 27
The Brooks School Exchange Program, founded in 1986, promotes the global education of students from Brooks and its partner schools in Botswana, Hungary, Scotland, Spain, France and Peru. By living abroad as residents in other school communities, our students are challenged to extend themselves to another place, another culture, another people – and, most importantly, to be affected by them, to be changed by them. We are confident that experiencing this transformative process of enculturation makes our students more empathetic and engaged global citizens.