![Reproduction of “Vida y sueños de la cañada Perla” [“Life and Dreams of the Perla River Valley”], Mexican side of the U.S. wall at the U.S.-Mexico Border, Nogales, Mexico. Originally painted in Taniperla, Chiapas by Sergio Valdéz Ruvalcaba and destroyed by paramilitary](https://mary-watkins.net/wp-content/uploads/2013/12/Life-and-Dreams-of-the-Perla-River-Valley.jpg)
Reproduction of “Vida y sueños de la cañada Perla” [“Life and Dreams of the Perla River Valley”], Mexican side of the U.S. wall at the U.S.-Mexico Border, Nogales, Mexico. Originally painted in Taniperla, Chiapas by Sergio Valdéz Ruvalcaba and destroyed by paramilitary
When I was 14 my parents sent me to a Quaker high school, Friends Academy, on Long Island, NY. This exposure to Quaker values of nonviolence and social justice has had a lasting impact on my life, and is undoubtedly why liberation psychology first captured my interest and commitment.
Watkins, M. (1989). Worldly desires: From “the teacher within”‘ to the “world as teacher,” Proceedings of the Friends Association for Higher Education, Swarthmore College.
Watkins, M. (2003). Afghan Refugee Girls’ School: Prophetic dreaming and moral pilgrimage, Among Friends, Santa Barbara Friends Meeting Newsletter (July).
Watkins, M. (2004). Liberating soul sparks: Psyche, classroom, and community. In A. Dalke & B. Dixson (Eds), Minding the light: A collection of Quaker pedagogies edition (pp. 23-42). New York, NY: Peter Lang.
