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Coast 2 Coast

Casa
Peru
Lobitos
Coast 2 Coast

Trabajamos con comunidades pesqueras de pequeña escala, herramientas audiovisuales e investigación.

08/05/2026

Also in collaboration with The Nature Conservancy, we had the opportunity to work with SERNANP, Peru’s national protected areas service, in the Tumbes National Mangrove Sanctuary (Santuario Nacional Manglares de Tumbes) 🇵🇪—a 2,972-hectare protected area near the Ecuadorian border.
Here, we explored how the SSF Guidelines Curriculum could adapt to a mangrove ecosystem.
Building from what we were learning alongside youth in Máncora, we also developed new lesson plans focused on the specific challenges facing mangroves—while staying grounded in the themes of the guidelines:
Climate change Biodiversity Tenure Resource management
These activities were then piloted with Ánggeli in Tumbes during 🌊
Through this experience, we saw just how versatile the curriculum can be.
A reflection of how deeply the Small-Scale Fisheries Guidelines are attuned to the realities of rural communities—because the challenges they face are all interconnected.
We’re so grateful for the opportunity to explore this together, and to help make global policy frameworks meaningful, tangible, and alive in the communities they are meant to support 💙

08/05/2026

In collaboration with The Nature Conservancy, we also worked in a neighboring fishing village, El Ñuro 🇵🇪, continuing to explore how the SSF Guidelines Curriculum can be brought into public education.
Here, secondary school students engaged with the curriculum alongside their teacher, Katarina Rafaela, who guided the process with care and creativity.
As in Lobitos, this experience deepened our admiration for rural educators who navigate complex realities every day, yet continue to create meaningful, place-based learning experiences for their students.
Through their leadership, the curriculum took on its own shape in El Ñuro.
We are so grateful to work alongside educators like Katarina, who bring these ideas to life in ways that are grounded, thoughtful, and deeply connected to their communities 🌊

08/05/2026

In collaboration with The Nature Conservancy, we focused on implementing the SSF Guidelines Curriculum in Peru 🇵🇪, deepening our understanding of how to integrate this work into the public education system.
Through this process, we gained an even deeper respect for teachers working in rural settings who innovate every day and bring immense care into their work with students.
In our home community of Lobitos, we worked closely with Gisela and her incredible group of students.
Together, we explored an important question: What does a teacher really need to implement a curriculum—without adding to the many demands they already carry?
This led us to think beyond lesson plans.
We built a local team of young leaders, including Ánggeli, Iván, and Henry, who supported Gisela in bringing these activities to life in her classroom.
And through WAVES Lobitos, Henry also implemented this work as an after-school program, bridging both formal and non-formal education spaces.
This experience reminded us that meaningful learning happens through relationships between teachers, youth, communities, and the systems around that support them 🌊

04/05/2026

With the SSF Guidelines Curriculum now published, we returned to learning spaces with revised, ready-to-use lesson plans. Together with the same educators who helped shape this work, we piloted the curriculum with a new group of students, with support from our partners at the Lighthouse Foundation.
In Nigeria 🇳🇬, we were lucky to work with the Nature Cares Resource Center and an inspiring young educator, Sola, who led both a summer and after-school program for local youth in a community just outside Lagos.
Here, students came together to learn about their marine environment while living in a semi-rural area deeply connected to one of Africa’s largest cities, shaped by rapid urban expansion, environmental pressures, sand mining, and pollution.
Through their curiosity, questions, and participation, we learned so much.
This experience reminded us that each place brings its own realities and that the curriculum continues to grow through the perspectives of the young people who engage with it.
We’re so grateful to Sola and the Nature Cares Resource Center for creating spaces where this kind of learning can thrive.

04/05/2026

With the SSF Guidelines Curriculum now published, we returned to the classroom with revised, ready-to-use lesson plans. Together with the same educators who helped shape this work, we piloted the curriculum with a new group of students, with support from our partners at the Lighthouse Foundation.
In Madagascar 🇲🇬, we are fortunate to work with our partners at Blue Ventures, whose team collaborated with two community groups—the Indigenous Vezo community and a youth group in a fishing village working to protect its mangroves.
What was so incredible in this context was seeing how the activities took on entirely new forms.
In a space rooted more in outdoor learning, older youth engagement, and community organizing, the curriculum’s activities were adapted by movement, dialogue, and collective action.
We are deeply grateful to work alongside Blue Ventures and these inspiring communities, who continue to show how this curriculum can live and evolve in ways we could never have imagined 🌊

04/05/2026

With the SSF Guidelines Curriculum now published, we returned to the classroom with revised, ready-to-use lesson plans. Together with the same educators who helped shape this work, we piloted the curriculum with a new group of students, with support from our partners at the Lighthouse Foundation.
In India 🇮🇳, we are fortunate to work with our dear friends, teachers Aravind and Treeza, who guided students in Vizhinjam, Kerala, as they explored their fishing communities through the SSF Guidelines.
Through place-based inquiry, maps, art, and games, students used their curiosity, creativity, and care to explore their worlds—capturing the dynamics, challenges, and beauty of their everyday lives.
We are so proud of these students and their incredible work throughout 2024–2025 💙
This is what it looks like when a curriculum lives, evolves, and continues to grow through the people who bring it to life. 🌊 We are so lucky to work with such incredible educators!

30/04/2026

With activities co-created alongside educators around the world, we began piloting them in Peru 🇵🇪 through and during the International Year of Artisanal Fisheries and Aquaculture ( ), when Peru served as the United Nations’ global chair for the year.
Working with local teachers and our team of artists, scientists, adventure athletes, and educators, we explored shared themes across fishing communities through murals, photography, stop-motion animations, and games. Thanks to and .peru, we even worked with inland fishing communities living along absolutely enchanting rivers.
These activities became ways for young people to see, express, and reimagine their relationships with their communities, their waters, and their futures!

30/04/2026

What happened next? We brought this idea to the United Nations Food and Agriculture Organization: What if this policy instrument could become a place-responsive curriculum for small-scale fishing communities?
With their support, we set out to co-create a unique learning tool designed to meet the needs of rural youth in fishing villages facing unprecedented social and environmental change. From the beginning, we knew—who better to transform these guidelines into meaningful learning experiences than educators within fishing communities themselves?
So we began working coast to coast, connecting with rural educators across Nigeria, India, Madagascar, and Peru, including our home base in Lobitos.
Together, we designed lesson plans that included games, activities, and ways of learning rooted in each place.
We learned from their expertise how to create education that is low-resource, yet deeply meaningful.
How to explore complex themes—from climate change to biodiversity, from policy to communication—through everyday experiences.
Then, each educator brought these activities into their classrooms.
Testing, adapting, and bringing them to life with their students 💙

30/04/2026

You’ve probably seen our stories—working with educators and students in schools, playing games, exploring their fishing communities, and learning together about social-ecological systems. Maybe you’ve heard us mention the “SSF Guidelines Curriculum” or CDPPE…
But how did we start making up games about fisheries and policies?
This work traces back to a () Fulbright () National Geographic–funded research project in Vietnam 🇻🇳
We were invited to contribute to a white paper exploring how local communities could implement the Small-Scale Fisheries Guidelines — the first global policy dedicated to supporting small-scale fishing communities — and how we might understand if they were truly working for the people they’re meant to support.
At the time, Emi was working in Vietnam using participatory photography methods like Photovoice with local fishing communities.
From there, we followed the approach we know best:
Learning with young people and educators in fishing communities.
Together, we began asking: What happens when global guidelines are explored through the curiosity, creativity, and care of a fishing village’s youngest residents?
The students’ work was included in the policy paper.
And the teachers asked how we can bring these themes into the classroom. From tenure rights to gender equity, it was clear that place-responsive education was

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Lobitos

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