GPP’s Class of 2025 Driven by Compassion, Connection, and Humanity

As this year’s Global Poverty and Practice (GPP) graduates stepped onto the stage to receive their diplomas, they carried with them a hard-earned insight: the injustices they spent years studying weren’t distant or theoretical — they were urgent and unfolding all around them. Their time in the program has prepared them to enter the world beyond Berkeley with a strong sense of purpose, ready to confront poverty in a time of growing global uncertainty.

As this year’s Global Poverty and Practice (GPP) graduates stepped onto the stage to receive their diplomas, they carried with them a hard-earned insight: the injustices they spent years studying weren’t distant or theoretical — they were urgent and unfolding all around them. Their time in the program has prepared them to enter the world beyond Berkeley with a strong sense of purpose, ready to confront poverty in a time of growing global uncertainty.

Earlier this month, friends and family filled Sutardja Dai Hall’s Banatao Auditorium to celebrate the commencement of the GPP minor’s Class of 2025, the 18th cohort of students to tackle poverty by studying the global systems and power structures that sustain inequality. 

Director of the Global Studies Program and Chair of the GPP minor Elora Shehabuddin spoke to the significance of this historical moment, with graduates completing their coursework, she said, amid escalating climate disasters, emerging armed conflicts, and the first livestreamed genocide, carried out by the Israeli state against the Palestinian people.

“In every case, you learned to read and think beyond the headlines of mainstream media, to consider the histories of these conflicts and the power dynamics that shaped them, and to center the history of the human beings affected,” Shehabuddin said. “These graduates inspire all of us as champions for social justice, and they represent the best of UC Berkeley.”  

This year’s graduating class includes over 30 students representing more than 20 majors. As part of the minor, students completed a personalized practice experience that involved interning or volunteering with a government agency, nonprofit organization, or community group working on poverty issues.

A defining element of the program, the practice experience is designed to help students bridge theoretical frameworks with real-world poverty action, and it held particular meaning for student commencement speaker and legal studies major Johnna Spikes.

Johnna Spikes (Photo by Amy Sullivan)
Johnna Spikes (Photo by Amy Sullivan)

With a family history rooted in public service, Spikes spent much of her early life engaged in similar work. She pursued a career in law, working as a paralegal and office manager at the law firm of Haddad and Sherwin. At Berkeley, she deepened her commitment to justice through internships with Legal Services for Prisoners with Children and the Ella Baker Center for Human Rights.

She joined GPP to continue her work in public service, but what she learned reshaped how she approaches that work. 

“I entered this minor with an idealistic desire to serve, as I believed that by helping those who are suffering, I’d be fulfilling some noble mission,” Spikes said. “I’ve come to realize that service without connection can become charity. True compassion doesn’t come from a place of distance, it comes from standing shoulder to shoulder, seeing the humanity in each other, and walking forward together.”

She volunteered with Old Skool Cafe, a San Francisco restaurant run by formerly incarcerated, foster care, and at-risk youth. More than just a place to eat, the cafe operates as a violence prevention program, offering job training and meaningful employment.

At Old Skool, she saw firsthand how young people often pushed to the margins weren’t treated as problems to be fixed, but as leaders — shaping the menu, helping run the restaurant, and building the kind of community they wanted to see.

“That’s what love looks like when it is rooted in justice,” Spikes said. “In this work, compassion isn’t a gesture of service, it’s a radical act of kinship grounded in the belief that there is no us and them, only us. The fight against poverty and injustice isn’t just something we choose to do, it’s something we’re here for.”

Similarly, the minor challenged student speaker and civil engineering major Anahita Banerjee to dig deeper in her search for solutions to global inequality. She has extensive experience in global water access, and her fieldwork spans rural India, Peru, and California, where she’s partnered with local communities to develop clean, dependable water infrastructure.

Anahita Banerjee (Photo by Amy Sullivan)
Anahita Banerjee (Photo by Amy Sullivan)

As a GPP minor, she said her daily assignments challenged her to confront global issues by asking tough questions like, “Why is there a housing crisis in the Bay Area? Why does the U.S. have the highest incarceration rate in the world?” 

She added that simple answers—blaming things like lack of wealth, infrastructure, or education—wouldn’t cut it. Instead, the program pushed students to keep digging until they uncovered the deeper systems behind these problems: a prison system profiting from forced labor, or policies that force formerly colonized countries to prioritize debt payments over vital infrastructure.

“Yet, I would still call these B+ answers at best, because our homework is incomplete if it remains passive,” Banerjee said. “The most important question that this minor instills in us is, ‘What are we going to do about it?’”

Driven by that same sense of responsibility, she plans to work as a reporter for a nonprofit covering water issues, and then pursue a master’s degree at the University of Oxford in Water Science, Policy, and Management. 

Facing her classmates, she expressed confidence that they will all continue to ask these critical questions and strive to “earn that A+.”

“Some of us may continue working with nonprofits, while others will work as doctors, teachers, or social workers,” Banerjee said. “However, all of us will go on to be outstanding members of society and not allow ourselves to turn away from the injustices around us.”

The ceremony concluded with a speech from GPP alumnus Jamal Khan. He graduated as part of the second cohort of GPP students in 2009, and went on to attend Harvard Law School. Since then, he has held positions in both the federal government and politics, including the Obama White House and Kamala Harris’s Senate campaign. He currently serves as an attorney for The Homeless Action Center

Jamal Khan (Photo by Amy Sullivan)
Jamal Khan (Photo by Amy Sullivan)

Drawing from his experiences in legal advocacy and direct support for unhoused individuals, incarcerated people, and those facing mental health challenges, he emphasized that dehumanization—whether in the language of war or in the bureaucracies of everyday life—is often the precursor to violence and neglect.

Khan left graduates with a powerful closing message:

“No matter the vantage point from your organization or your role, if you find yourself feeling uncertain or confused, the most important thing you can do with regard to those you’re trying to help, is to remember humanity,” Khan said. “Conågratulations, I wish you all the best. Go out there and do big things, go-getters.”

UC Berkeley Development Engineering Students Team Up with ABE Club to Strengthen Education in Kasigau, Kenya

Ekta Raghuwanshi and Maria Denna, her MDevEng classmate, worked at A Better Education Club as part of an internship pilot program that DevEng and ABE Club look to expand in the coming years. The organization, based in Kenya’s southwestern region of Kasigau, supports youth education and women’s empowerment by focusing on health, food security, hygiene, and farming practices.

Ekta Raghuwanshi had a particular way of approaching challenges — professional, academic, and beyond: dive in, define and quantify the problem, produce a solution that fixes it. It’s an approach she learned from her background in software engineering — structured, analytical, and solution-driven.

Her summer internship at an education and poverty-alleviation organization in Kenya revealed the limits of that approach.

Raghuwanshi and Maria Denna, her Master of Development Engineering (DevEng) classmate, worked at A Better Education Club (ABE Club) as part of an internship pilot program that DevEng and ABE Club look to expand in the coming years. While Raghuwanshi’s technical problem-solving mindset was valuable, she quickly realized that local intricacies — social, cultural, and contextual — couldn’t always be captured through a purely technical lens. Adapting to these complexities required a shift in thinking, one that blended structured problem solving with a deeper, more nuanced understanding of local realities.

ABE Club, based in the southwestern region of Kasigau, supports youth education and women’s empowerment by focusing on health, food security, hygiene, and farming practices in this region of some 20,000 residents. Alex and Megan Isaacs founded the NGO in 2004 when they were high school students. ABE Club grew with the support of the siblings’ father, Steve Isaacs, a UC Berkeley alumnus.

Raghuwanshi was eager to learn from ABE Club’s 20 years of experience in Kasigau, exploring  first-hand how the organization had made an impact and how the development lessons from her coursework played out in real-world contexts.

Denna, a Digital Transformation of Development fellow, had experience organizing a school club that sent volunteers abroad and had joined a leadership program during undergrad that focused on social impact. She went on to put her technical experience to work as a product manager in tech, but found she couldn’t apply her passion for social impact. The MDevEng program — a multi-disciplinary, context-driven field pioneered at Berkeley that produces solutions to problems in under-resourced communities with their participation — allowed her to combine that passion and technical expertise. And that, in turn, led her to ABE Club.

“In my personal experience, I’m torn between two worlds,” Denna said, “my technical, engineering-oriented classes and the more sociological ones exploring why otherwise sound technological interventions fail in under-resourced places. The ABE Club internship brought these two worlds together: How can we ensure that our technical skills, or the technical intervention we want to bring, actually fit the local context?”

Raghuwanshi in class (Photo by the school).

Teaching and learning

Over this past summer, Raghuwanshi and Denna stayed in Banda House, a cottage in one of Kasigau’s villages often used for children’s retreats. The interns were to understand the local community of Kasigau in order to advise on potential innovations.

One of their primary tasks was to perform a needs assessment of the community to see where there could be opportunities to work on innovations to improve community resources and infrastructure. Raghuwanshi wanted to see what previous projects and programs had occurred in their particular village — primarily infrastructure, like water tanks — and how the organizations behind them measured and thought about those contributions. The interns wanted to understand “the village as a system and the inner machinery of it,” Raghuwanshi said.

Balancing the need for thorough understanding with the urgency to make an impact posed a tough dilemma for Raghuwanshi. “Finding the right intersection of both was really important,” she said, as her internship required her to contribute meaningfully to ABE’s mission of empowering the community through education and technical solutions — within a limited timeframe. She came to experience firsthand what she had learned in her own classroom at Berkeley: This challenge is not unique. Many well-intentioned international organizations have faced the same dilemma, with some acting too quickly and unintentionally causing harm to the communities they aimed to help.

After performing their community assessment, Denna and Raghuwanshi moved into more project-based work and training. Denna, for instance, taught the basics of computer programming, life skills, career planning, reproductive hygiene, and boundaries. In her healthcare lessons, for instance, she explored managing pharmaceuticals for the local clinic, how to inventory them, and how to digitize those inventories through the available technologies.

At the end of the day, Raghuwanshi said, the goal was to “really understand the context and not push your assumptions on people” — not to parachute in and solve problems, “but learn from them what they want” help with and to be a partner in that, suggesting solutions that are accessible and to see what Kasigau residents want to adopt.

“Ekta and Maria did an amazing job,” said Joram Kapala, ABE Club’s operations assistant and staff writer. “They interacted with community women groups and community members dealing with a kitchen-garden program. It was so eye opening to see the creativity and resource utilization” within the groups.

“Interns looking for challenges and willing to suggest and test possible solutions with ABE,” he added, are an important way for the club to hit its near-term goals of improved food security, a 100-percent high school education-completion rate, equitable implementation of WASH programs, and full availability of essential medications at health clinics.

Denna teaches a computer programming class (Photo by Raghuwanshi).

Rethinking development

Raghuwanshi came away with a new perspective of what development looks like.

The internship allowed her to not only process the lessons she learned in DevEng classes like “Critical Systems of Development” but to become more reflective and introspective, thinking critically about her own role in a foreign community. Starting from a blank slate, without any assumptions and biases, and filling it in with the community and its specific circumstances and perspectives is the first step, she says.

In the one and a half months she spent in Kenya, she had initially pressured herself to come out of the internship with some sort of tangible deliverable.

“Maybe sometimes it doesn’t have to look like a technical deliverable,” Raghuwanshi said. “Maybe the ‘deliverable’ can look more like ideas that have changed and how we all have changed as people.” Such changes, like empowerment, aren’t necessarily measurable or quantifiable but can nevertheless lay the groundwork for future solutions self-implemented by the community or that the next generation of interns can co-implement with them.

The internship not only deepened the interns’ understanding of development work but also encouraged them to reflect on how organizations like ABE Club and its partners navigate long-term support for communities like Kasigau. Denna noted that some interventions can unintentionally create dependency on donors. The goal, she added, is to help foster greater independence and self-sufficiency, such as by expanding entrepreneurship opportunities in places like Kasigau, and examining the intersection of social, economic, and political forces in service of systemic changes that go beyond mere technical solutions.

Back in Berkeley, the DevEng master’s students carried these questions into their final semester, bringing them into discussions in their Development Engineering Ethical Reflection course, where they continued to grapple with the complexities of ethical and effective development work.

“It certainly shifted something in me,” Raghuwanshi said of the internship. “It made me ask all of those questions — and keep searching for better answers.”

Host and Fellow Responsibilities

Host Organizations

  • Identify staff supervisor to manage I&E Climate Action Fellow
  • Submit fellowship description and tasks
  • Engage in the matching process
  • Mentor and advise students
  • Communicate with Berkeley program director and give feedback on the program.

Berkeley Program Director​

  • Communicate with host organizations, students, and other university departments to ensure smooth program operations

Student Fellows

  • Complete application and cohort activities
  • Communicate with staff and host organizations
  • Successfully complete assignments from host organization during summer practicum
  • Summarize and report summer experience activities post-fellowship