Building Bridges in Education
Building Bridges in Education
When Paul Gobera and Elizabeth Moran first enrolled in the Curriculum, Culture, and Communities (3Cs) program at Loyola’s School of Education, they had little in common on paper. Gobera is a secondary school teacher and religious brother from Uganda, and Moran is a former elementary teacher from Massachusetts with experience in higher education. But as students in the 3C’s program, they developed a lasting friendship that deeply influenced their growth as equity-minded, culturally responsive educators.
Enrolling in the 3Cs program
For Gobera, education is a calling rooted in both family tradition and personal conviction. He first learned about the 3Cs program after several members of his religious community, the Brothers of St. Charles Lwanga, had previously attended Loyola to study. Inspired by their experiences and seeking to further his own education internationally, he decided to apply. “I love teaching and am passionate about curriculum and instruction. It was a blessing for me that I was granted a chance to come and study,” he said.
Like Gobera, Moran also has an extensive background in education. With more than a decade’s worth of experience in public school teaching and a passion for social and emotional learning, she was drawn to Loyola’s 3Cs program by its Jesuit mission and the program’s emphasis on social justice pedagogy. “My undergraduate experience at Fairfield University, which is also a Jesuit institution, was foundational. It led me to become a member of the Jesuit Volunteer Corps and ultimately a teacher,” she said. “The Jesuit values of faith, service, and caring for others are deeply rooted within me. It felt natural to come to Loyola.”
Studying together at Loyola
When Gobera and Moran entered the 3Cs program in 2021, they became friends almost immediately. Gobera had just started the MEd program, while Moran was beginning her journey as an EdD student. “I reached out to connect with Paul and welcome him to the US since I knew it was his first time here,” said Moran. “Our friendship only grew as we supported each other in our course work.”
Throughout the program, they bonded over their shared passion for education and leaned on one another as they navigated graduate school and life in Chicago. To Gobera, the friendship and sense of community he found at Loyola was invaluable. “It was a pleasure coming to Loyola and meeting so many people, especially my great friend Liz,” he says. “Coming from Africa, we of course have different cultures, but people were so welcoming and good to me.”
The program challenged them to critically examine the intersections of culture, identity, curriculum, and educational policy to confront inequities and foster more inclusive learning environments. For Gobera, this meant rethinking traditional assessment practices and exploring new ways to support students. For Moran, it meant deepening her understanding of power structures within education and recognizing the need for inclusive policies and culturally responsive practices.
Reuniting in Uganda
After completing the program, Gobera returned to Uganda while Moran continued on as a 3Cs doctoral candidate, but the two remained in close contact. When he invited Moran to come visit and volunteer in his community, she knew it was an offer she couldn’t pass up. “I really wanted to see my friend, and, as a teacher, I felt empowered to go with a purpose, get involved, and learn how the education system in Uganda works,” she said.
While in Uganda, Moran volunteered at two local primary schools, where she engaged with students and teachers and deepened her understanding of teaching practices there. “Every day Paul would bring me to school and be my guide. He created a space for me to feel welcome and see the world through the eyes of the Ugandan children and adults,” she said.
For Moran, these experiences were heavily informed by the lessons she learned as a student in the 3Cs program. “The program fostered greater self-awareness of my own cultural identity and expanded my understanding of how identities intersect and shape our lives,” she explains. “This impacted my stay in Uganda because I felt more prepared to authentically embrace customs and perspectives that were very different from mine.”
This sentiment was shared by Gobera. “It’s really interesting to me as a teacher to learn more about the intercultural aspect of pedagogy, looking at how to center an individual and respect their culture in the classroom,” he says. “Learning is not static; it’s an ongoing lifelong process. Every day I meditate on what I’ve learned and how it can be applied in the classroom.”
“Learning is not static; it’s an ongoing lifelong process. Every day I meditate on what I’ve learned and how it can be applied in the classroom.” Paul Gobera
Paying it forward
Since returning to Uganda, Gobera continues to teach and now leads workshops for fellow educators on curriculum design, student engagement, and equitable learning practices. These efforts are all grounded in what he learned from his experiences at Loyola. “It’s a coincidence because today in Uganda we are shifting towards a learner-centered curriculum that assesses learners on more than just their grades, which is what was emphasized in the 3Cs program.”
Meanwhile, Moran is working on her dissertation proposal and prepares to do research in the field, digging even deeper into the themes she explored as a 3Cs student. Inspired by her visit to Uganda, she also organized a fundraiser named To Uganda with Love. Moran raised over $2,000 from the support of loved ones to help a boys’ orphanage build a children’s library equipped with books, stuffed animals, and reading headlamps. Looking ahead, she plans to launch To Uganda with Love’s second fundraiser in September 2025 to further support education initiatives for children in Uganda.
Learn more about Loyola’s Curriculum, Culture, and Communities (3Cs) MEd and EdD programs and contact Loyola’s Graduate & Professional Admissions team with questions.
When Paul Gobera and Elizabeth Moran first enrolled in the Curriculum, Culture, and Communities (3Cs) program at Loyola’s School of Education, they had little in common on paper. Gobera is a secondary school teacher and religious brother from Uganda, and Moran is a former elementary teacher from Massachusetts with experience in higher education. But as students in the 3C’s program, they developed a lasting friendship that deeply influenced their growth as equity-minded, culturally responsive educators.
Enrolling in the 3Cs program
For Gobera, education is a calling rooted in both family tradition and personal conviction. He first learned about the 3Cs program after several members of his religious community, the Brothers of St. Charles Lwanga, had previously attended Loyola to study. Inspired by their experiences and seeking to further his own education internationally, he decided to apply. “I love teaching and am passionate about curriculum and instruction. It was a blessing for me that I was granted a chance to come and study,” he said.
Like Gobera, Moran also has an extensive background in education. With more than a decade’s worth of experience in public school teaching and a passion for social and emotional learning, she was drawn to Loyola’s 3Cs program by its Jesuit mission and the program’s emphasis on social justice pedagogy. “My undergraduate experience at Fairfield University, which is also a Jesuit institution, was foundational. It led me to become a member of the Jesuit Volunteer Corps and ultimately a teacher,” she said. “The Jesuit values of faith, service, and caring for others are deeply rooted within me. It felt natural to come to Loyola.”
Studying together at Loyola
When Gobera and Moran entered the 3Cs program in 2021, they became friends almost immediately. Gobera had just started the MEd program, while Moran was beginning her journey as an EdD student. “I reached out to connect with Paul and welcome him to the US since I knew it was his first time here,” said Moran. “Our friendship only grew as we supported each other in our course work.”
Throughout the program, they bonded over their shared passion for education and leaned on one another as they navigated graduate school and life in Chicago. To Gobera, the friendship and sense of community he found at Loyola was invaluable. “It was a pleasure coming to Loyola and meeting so many people, especially my great friend Liz,” he says. “Coming from Africa, we of course have different cultures, but people were so welcoming and good to me.”
The program challenged them to critically examine the intersections of culture, identity, curriculum, and educational policy to confront inequities and foster more inclusive learning environments. For Gobera, this meant rethinking traditional assessment practices and exploring new ways to support students. For Moran, it meant deepening her understanding of power structures within education and recognizing the need for inclusive policies and culturally responsive practices.
Reuniting in Uganda
After completing the program, Gobera returned to Uganda while Moran continued on as a 3Cs doctoral candidate, but the two remained in close contact. When he invited Moran to come visit and volunteer in his community, she knew it was an offer she couldn’t pass up. “I really wanted to see my friend, and, as a teacher, I felt empowered to go with a purpose, get involved, and learn how the education system in Uganda works,” she said.
While in Uganda, Moran volunteered at two local primary schools, where she engaged with students and teachers and deepened her understanding of teaching practices there. “Every day Paul would bring me to school and be my guide. He created a space for me to feel welcome and see the world through the eyes of the Ugandan children and adults,” she said.
For Moran, these experiences were heavily informed by the lessons she learned as a student in the 3Cs program. “The program fostered greater self-awareness of my own cultural identity and expanded my understanding of how identities intersect and shape our lives,” she explains. “This impacted my stay in Uganda because I felt more prepared to authentically embrace customs and perspectives that were very different from mine.”
This sentiment was shared by Gobera. “It’s really interesting to me as a teacher to learn more about the intercultural aspect of pedagogy, looking at how to center an individual and respect their culture in the classroom,” he says. “Learning is not static; it’s an ongoing lifelong process. Every day I meditate on what I’ve learned and how it can be applied in the classroom.”
Paying it forward
Since returning to Uganda, Gobera continues to teach and now leads workshops for fellow educators on curriculum design, student engagement, and equitable learning practices. These efforts are all grounded in what he learned from his experiences at Loyola. “It’s a coincidence because today in Uganda we are shifting towards a learner-centered curriculum that assesses learners on more than just their grades, which is what was emphasized in the 3Cs program.”
Meanwhile, Moran is working on her dissertation proposal and prepares to do research in the field, digging even deeper into the themes she explored as a 3Cs student. Inspired by her visit to Uganda, she also organized a fundraiser named To Uganda with Love. Moran raised over $2,000 from the support of loved ones to help a boys’ orphanage build a children’s library equipped with books, stuffed animals, and reading headlamps. Looking ahead, she plans to launch To Uganda with Love’s second fundraiser in September 2025 to further support education initiatives for children in Uganda.
Learn more about Loyola’s Curriculum, Culture, and Communities (3Cs) MEd and EdD programs and contact Loyola’s Graduate & Professional Admissions team with questions.