Katia Sol Madjidi - Academic cv_jan15

1. KATIA SOL MADJIDI, PH.D.
616 Plateau Drive • Kensington, CA • 94708 • (510) 390-4646 • katia7sol@gmail.com
SUMMARY
 Specialist in transformative learning, leadership development, Indigenous worldviews and global studies
 Extensive global and cross-cultural experience, spanning 50+ countries and 30+ Indigenous Nations
 15+ years of teaching experience, including seven university courses, invited course lectures, workshops,
intercultural and intergenerational dialogue circles, and leadership development programs
 Excellent academic record, with numerous publications, conference presentations and awards
 Areas of expertise include:
 Leadership Development
 Indigenous/Aboriginal Knowledge
 Transformative Learning
 Adult Education
 The Dynamics of Global Change
 International and Community Development
 Freirian Pedagogy
 Participatory, Community-based and
Collaborative Qualitative Research
 Comparative Education
 Ecopsychology
 Intergenerational & Intercultural Dialogue
 Social Movements
 Gratitude Practice
EDUCATION
UNIVERSITY OF TORONTO- ONTARIO INSTITUTE FOR STUDIESIN EDUCATION Sept 2006-June 2014
DEPARTMENT OF LEADERSHIP, HIGHER AND ADULT EDUCATION
Doctor of Philosophy, Adult Education and Community Development
Additional certification in two collaborative (interdisciplinary) PhD degree programs:
 The Dynamics of Global Change (Munk School of Global Affairs-University of Toronto)
 Comparative, International and Development Education (CIDEC-OISE)
Dissertation (successfully defended November 5, 2013): The Ecology of Transformation: A
Relational Study of the Ecology of Leadership Program at the Regenerative Design Institute
Committee: Dr. Jean-Paul Restoule (Supervisor), Dr. Edmund O’Sullivan, Dr. Deborah Barndt
STANFORD UNIVERSITY Sept 1996 - June 2000
Master of Arts, Education
Thesis: Breaking down Boundaries: The Use of Dialogue Groups and Participatory Education for the
Healing of the Human Divide (Supervisor: Dr. Martin Carnoy)
Specialization: Interpersonal, Cross-Cultural and Interracial Dialogue & Communications
Bachelor of Arts, Honors –Latin American Studies
Honors Thesis: Revolucão Humana: Stories of Struggle and Human Transformation within the
Movimento Sem Terra (Brazil) (Advisor: Dr. Kathleen Morrison)
Specialization: Social Movements, Freirian Pedagogy, and Education in Latin America
Minor–Spanish and Portuguese
SCHOOL FOR INTERNATIONAL TRAINING
Culture & Development Program, Brazil Sept - Dec 1998
Coursework: Overseas experiential learning program (study abroad), focusing on Brazilian
culture, Portuguese language, research methodology, and issues of social justice
SAN FRANCISCO STATE UNIVERSITY
Wildlands Studies Program, Nepal June - Aug 1997
Coursework: Summer semester abroad, combining classes in the field with a two-month trek in
the Himalayas. Focus on Integrated Conservation and Development.

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AWARDS AND DISTINCTIONS
John Leyerle-Canadian Institute for Advanced Research Price for Interdisciplinary Research 2014
Nominated for the best interdisciplinary research doctoral thesis by my department and OISE
William Taylor Fellowship, Social Sciences & Humanities Research Council of Canada 2008-2011
Awarded to the most outstanding social sciences doctoral student in Canada;
$5000/year for two years.
Doctoral Research Award, Social Sciences & Humanities Research Council of Canada 2008-2011
Highly competitive two-year doctoral research grant; $20,000/year for two years
Ranjit Kumar Graduate Fellowship, Foundation for International Training ($3,000) 2010-2011
Awarded to one student at the University of Toronto each year on the basis of academic excellence
Doctoral Completion Award, University of Toronto ($8,400) 2012-2013
Doctoral Completion Award, University of Toronto ($3,000 top-up to OGS) 2011-2012
Ontario Graduate Scholarship ($15,000) 2011-2012
Academic Excellence Award, University of Toronto ($3,000) 2011-2012
SGS Travel Grant, University of Toronto School of Graduate Studies ($1,750) 2010-2011
Awarded highest amount of all applicants
Academic Excellence Award, University of Toronto ($3,000) 2010-2011
Academic Excellence Award, University of Toronto ($3,000) 2009-2010
Doctoral Guaranteed Funding Award, Ontario institute for Studies in Education 2006-2011
Full scholarship plus guaranteed funding top-up (~$22,000/year for four years)
Dean’s Award, Harvard Graduate School of Education 2006
$42,000+ value, with admission to PhD program – declined to attend OISE/UT
Graduate Fellow; Peabody Dean’s Fellowship, Scholarly Fellow; Vanderbilt University 2006
$200,000+ in grants and fellowships with admission to PhD program– declined to attend OISE/UT
Overseas Research Grant, Stanford University Center for Latin American Studies ($2,500) 1999-2000
PUBLICATIONS
Refereed Publications
K. Madjidi, “The Ecology of Transformation,” book chapter in Expanding the Boundaries of Transformative
Learning, ed. E. O’Sullivan et. al., Palgrave, January 2015.
K. Madjidi, “Educating for Unity& Global Transformation,” manuscript currently under peer review,
Journal of Transformative Education, SAGE.
K. Madjidi, “Solos and Spirit Spots: Aboriginal-based Spaces for Silence in Education,” in Silences, pp. 73-74.
Council of 3M National Teaching Fellows and the Society for Teaching and Learning in Higher
Education, Gatineau, QB, June 2008.
K. Mundy, K. Bickmore, R. Hayhoe, M. Madden and K. Madjidi (Eds.), Comparative and International
Education: Issues for Teachers. CSPI and Teachers College Press: Toronto, ON and New York, NY,
2008.

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K. Madjidi and J.P. Restoule, "Comparative Indigenous Ways of Knowing and Learning," Chapter Four in
Comparative and International Education: Issues for Teachers, ed. Karen Mundy et al., CSPI and
Teachers College Press: Toronto, ON and New York, NY, 2008.
D. Schugurensky and K. Madjidi, “Reinventing Freire: Citizenship Education in Schools and Social
Movements in Brazil,” Chapter Nine in The Sage Handbook of Education for Citizenship and
Democracy, ed. James Arthur, Ian Davies and Carole Hahn, SAGE, London, 2008.
Non-Refereed Publications
K. Madjidi, "Bahá’í Institute of Higher Education Established to Provide Educational Opportunities for
Oppressed Religious Minority in Iran." History of Education: Selected Moments of the 20th Century.
Edited by Daniel Schugurensky. Online:
www.oise.utoronto.ca/research/edu20/moments/1987bihe.html, 2006.
Several reports evaluating the progress and results of projects funded through government agencies such as
CIDA, FAC, and HRSD. Ghost River Rediscovery, Calgary, AB, 2002-05.
K. Madjidi, Breaking down Boundaries: The Use of Dialogue Groups and Participatory Education for the
Healing of the Human Divide, Stanford University School of Education. 77 pp., Stanford, CA. 2000.
K. Madjidi, Revolucão Humana: Stories of Struggle and Human Transformation within the Movimento
Sem Terra, Undergraduate Honors Thesis, Stanford University. 110 pp., Stanford, CA, 2000.
K. Madjidi, Transforming Tradition: The Significance of the Re-creation of Traditional Dances in Bahia,
Brazil, School for International Training, Ceará, Brazil, 1998.
K. Madjidi, Analysis of the History, Methodology, and Success of the Jamundi Primary School,
Foundation for the Application & Teaching of the Sciences. Colombia, 1998.
SELECTED PRESENTATIONS
TEDx Talk
K. Sol Madjidi, “The Transformative Power of Gratitude,” TEDx Mission, City 2.0, Madrone Studios, San
Francisco, October 13, 2012, < http://tinyurl.com/TEDxKatiaSol>.
Invited Conference Plenary
K. Madjidi, “Indigenous Ways of Knowing and Learning,” Keynote, Diversity and Equity in Education
Conference, Eotvos Lorand University, Budapest, Hungary, February 2012.
Refereed Conference Presentations
K. Sol Madjidi, “Relational Theory – A New Research Paradigm for our Times,” Annual Meeting of the
Comparative and International Education Society, Toronto, ON, Canada (Upcoming- March 2014.)
K. Madjidi, “Transnational Religious Actors: Shaping Global Educational Norms,” Annual Meeting of the
Comparative and International Education Society, New York, NY, March 17-21, 2008.
K. Madjidi, “Comparative and International Education for Teachers,” Annual Meeting of the Comparative
and International Education Society, panel chair and presenter, New York, NY, March 17-21, 2008.
K. Madjidi, “Educating for Unity& Global Transformation,” World Council of Comparative Education
Societies, Sarajevo, Bosnia-Herzegovina, September 3-7, 2007.
K. Madjidi, “Participatory Development for Community Transformation,” 31st Annual Conference of the
Association for Baha'i Studies-North America, Toronto, ON, August 16-19, 2007.
K. Madjidi, “Indigenous Epistemology for Global Education and Transformation,” 4th Annual Conference
on Indigenous Education: Asia/Pacific, Vancouver, BC, July 19-22, 2007.

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K. Madjidi, “Comparative Indigenous Ways of Knowing and Learning,” Annual Meeting of the
Comparative and International Education Society, Baltimore, MD, USA, February 25-March 1, 2007.
Other Presentations
K. Sol, “The Ecology of Transformation: A Relational Study of the Ecology of Leadership Program at the
Regenerative Design Institute,” CIDEC Seminar, OISE-University of Toronto, October 31, 2013.
K. Sol, “Youth, Elders, and Ancestors: Revisioning Communities in the 21st Century,” Institute of Noetic
Sciences 15th International Conference, July 17-21, 2013.
K. Sol, “Remembering the Original Instructions: Youth and Elders Reweaving the Sacred Web,” Institute of
Noetic Sciences 15th International Conference, July 17-21, 2013.
K. Sol Madjidi, “Tools for Inner Resilience,” Northern California Regional Transition Conference, October
12, 2013.
K. Sol Madjidi, “The Ecology of Leadership,” Northern California Regional Transition Conference, October
6, 2012.
K. Madjidi, “The Bioneers – A Revolution from the Heart of Nature, ” Transformative Learning Centre
Monthly Circle, OISE/UT, Toronto, ON, November 2010,.
K. Madjidi, “Aboriginal and Cross-Cultural Peacebuilding through Circle Processes,” Safe Schools
Conference, OISE/UT, Toronto, ON, September 29, 2007.
K. Madjidi, “Pioneer Leadership,” Leadership Calgary, Preparation and presentation of nine hour
curriculum, May 2006.
K. Madjidi, “Indigenous Youth Leadership,” Alberta Council for Global Cooperation, Annual Meeting,
2004.
K. Madjidi, “Unity in Diversity,” Closing Plenary, Global, Environmental and Outdoor Education Council
(GEOEC) Annual Conference, Canmore, Alberta, 2003.
K. Madjidi, “Indigenous Youth Leadership,” Plenary, FGL Open Global Business Society’s Global Youth
Forum Calgary, Alberta, 2003.
K. Madjidi, “Youth Leadership,” Plenary, Youth Development Through Recreation Services, National
Symposium, Calgary, Alberta, 2003.
K. Madjidi, “Connecting Indigenous Youth,” Ghost River Rediscovery Public Engagement Tours, Alberta
and British Columbia, Canada, 2003 and 2004.
ACADEMIC TEACHING EXPERIENCE
MONTEREY INSTITUTE OF INTERNATIONAL STUDIES, A GRADUATE SCHOOLOF MIDDLEBURYCOLLEGE
Adjunct Faculty, International Education Management Sept 2014- present
 Designed and am the sole instructor for three graduate-level courses:
o Comparative and International Education
o Working with International Indigenous Communities
o Transformative Education
DEPARTMENT OF GLOBAL STUDIES, WILFRID LAURIER UNIVERSITY
Contract Academic Staff, Theories of International Development Sept- Dec 2009
 Led weekly tutorials on the theories of international development for 90 students.
 Designed lesson plans; met with students.

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 Responsible for all marking and grade assignments.
DEPARTMENT OF ABORIGINAL STUDIES, UNIVERSITY OF TORONTO
Teaching Assistant, Introduction to Aboriginal Studies Sept 2007 - Dec 2009
 Led weekly tutorials on Aboriginal and Indigenous studies for 120 students.
 Designed lesson plans incorporating cultural content and Aboriginal ways of knowing and
learning, such as ceremony and Indigenous-based pedagogy, into the classroom
 Met with students; responsible for all marking and grade assignments.
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO
Graduate Assistant, Comparative and International Education Course Sept 2006 - April 2008
 Assistant for Comparative & International Development Education course
 Helped to prepare and welcome weekly guest lecturers, facilitated class discussions, and
supported students between classes. Also responsible for the preparation and distribution of
course materials, organization of technical materials in support of the class curriculum (videos,
online learning resources, etc.), management of the course’s online forum and website, and the
preparation, compilation and editing of the course textbook.
GUEST LECTURES
Ontario Institute for Studies in Education
 “Comparative Indigenous Ways of Knowing,” Comparative and International Education: Issues for
Teachers Course, November 2007, November 2008, September 2009, October 2010
 “Participatory Development,” Introduction to Community Development Course, 2008.
University of Calgary
 “Indigenous Issues in Latin America: Ghost River Rediscovery’s Indigenous Leadership Program in
Bolivia, Guyana & Dominica,” Latin American Studies 203.01 Course, 2005.
 “Education and Development: Stories of Struggle and Human Transformation in the Brazilian
Landless Rural Workers’ Movement,” Latin American Studies 203.01 Course, 2004.
OTHER RELEVANT TEACHING EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Co-Director, Ecology of Leadership Program October 2012- Present
 Co-direct a six month adult education program for 40 individuals from various backgrounds,
focusing on the development of their personal and community leadership abilities
 Emphasis on “leadership from the inside out,” or cultivating transformation through developing
practices of self-awareness, nature connection, and building conscious learning communities.
SOL TRANSFORMATIONS
Founder, Lead Facilitator 2013, 2014
 Designed, organized and led a weekend training focused on cultivating a gratitude practice
 Developed curriculum and facilitated weekend long course for 16 participants
RESEARCH EXPERIENCE
REGENERATIVE DESIGN INSTITUTE
Dissertation Research Nov 2010- Nov 2013
 Three-year, in-depth participatory action research project to assess how transformative learning
is cultivated within the Ecology of Leadership program at the Regenerative Design Institute

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 Mixed-methods quantitative and qualitative research study, incorporating community-based
participatory action research, in-depth interviews, surveys, arts-based methods, and sharing
circles. Study has reached over 200 participants in various forms of engagement.
 Co-developed an innovative 360 degree survey for program participants to assess their own
inner and outer leadership development as well as for them to receive global feedback on how
they are perceived in these capacities by people in their various circles and communities.
 Defended November 5, 2013
KEYI STRATEGIES
Assistant Editor, Commonwealth Series on Social Entrepreneurship Dec 2010-Sept 2011
 Assisted Dr. Ruth Shapiro in editing the Commonwealth Club series on Social Entrepreneurship,
published by Stanford University Press. The book includes chapters by luminaries in the field
such as Muhammad Yunus, Bill Drayton, Premal Shah, Sally Osberg, and Jacqueline Novogratz.
 Content-edited, proofread and provided editorial feedback on all chapters as well as on the
introduction, round robins and conclusion.
ONTARIO INSTITUTE FOR STUDIES IN EDUCATION, UNIVERSITY OF TORONTO
Research Assistant, Comparative and International Education May 2007-June 2008
 Assisted with various aspects of the functioning of the Comparative, International and
Development Education Centre, including supporting the formation of a CIDE student
association and core organizing structure as well as production of newsletters and reports
Co-Editor, Comparative and International Education: Issues for Teachers May 2007- June 2008
 Coordinated communications and planning between editors, authors, and publisher
 Managed the editing and submission of all chapters and of the final manuscript
 Completed a full editorial and proofreading revision of the textbook
 Contributed a chapter on Comparative Indigenous Ways of Knowing and Learning
STANFORD UNIVERSITY
Master’s Thesis Research Sept 1999–June 2000
 Studied the role of cross-cultural and interracial dialogue groups in transforming human
relationships. Participatory action research project, including the facilitation of a series of
dialogue groups over a two-year period and the design of an intercultural dialogue curriculum.
Honors Thesis Research June 1999-June 2000
 Analyzed the implementation of Freirian pedagogy within the Brazilian Landless Rural
Worker’s Movement (MST). Traveled to rural sites where MST had seized and occupied
land, conducting research on grassroots, participatory education within the movement.
FOUNDATION FOR THE TEACHING & APPLICATION OF THE SCIENCES (FUNDAEC- COLOMBIA)
Educational Research Analyst June–August 1998
 Conducted an evaluation of a newly developed primary school system for potential application
throughout Latin America. Traveled to Costa Rica and Ecuador to visit parallel educational
sites. Conducted interviews and on-site research and composed a final 50-page analysis.
SAN FRANCISCO STATE UNIVERSITY WILDLANDS STUDIES PROGRAM (NEPAL)
Student Researcher June–August 1997
 Researched the integration of conservation and development within the Nepalese WWF park
system, analyzing the potential for inclusion of local peoples into park management in the
newly opened Shey Phoksundo region.
OTHER RELEVANT PROFESSIONAL EXPERIENCE

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EMERGENT PERFORMANCE CONSULTING, LTD.
Design Partner July 2011- Present
 Design partner for an innovative consulting company focusing on transformative and
experiential educational experiences and leadership development from an emergent paradigm.
 Member of team of consultants that provides innovative educational solutions to individuals
and organizations based on a model of deep living and precise engagement.
REGENERATIVE DESIGN INSTITUTE
Co-Director, Ecology of Leadership Program October 2012- Present
 Co-direct a six month adult education program for 40 individuals from various backgrounds,
focusing on the development of their personal and community leadership abilities
 Emphasis on “leadership from the inside out,” or cultivating transformation through developing
practices of self-awareness, nature connection, and building conscious learning communities.
Coordinator, Intergenerational Dialogue Circle April-November 2011
 Coordinated an intergenerational and intercultural Peacemakers’ Council of youth leaders and
Elder mentors currently working with underserved youth in East Bay, San Francisco and Marin
County communities, together with Penny Livingston-Stark and Belvie Rooks.
 Responsible for all logistics and planning, outreach to stakeholders, creating a collective
vision for the event with existing participants, planning for ongoing community impact
and involvement, communications to all participants, etc.
GHOST RIVER REDISCOVERY, CALGARY, ALBERTA
Program Coordinator, International Indigenous Youth Leadership Oct 2002–Aug 2006
 Directed an international Indigenous youth leadership program for an Aboriginal-based non-
profit organization that specializes in experiential, cultural education programs.
 Responsible for all aspects of program coordination and management, including project design
and delivery, fund-raising, budget management, hiring,recruitment, staff training, program
expansion, promotions and marketing, and public relations.
 Successfully fundraised over $3 million CAD to support the programs
 Provided diverse programs, ranging from two to eight months’ duration, for up to 500
Aboriginal youth annually, resulting in the youths’ emergence as community leaders.
 Recruited, hired, and managed 30+ staff across international locations, in challenging and
remote sites
 Conducted regular site visits, program evaluations, and extensive reporting to funding agencies
INTERNATIONAL TEACHING CENTRE, HAIFA, ISRAEL
Program Officer, Quality Controller Sept. 2000–May 2002
 Worked overseas at a multicultural international organization with 800 employees, overseeing
correspondence related to grassroots education and training.
 Responsible for upholding a high degree of excellence in correspondence with over 180
countries and territories. Position required excellent writing and analytical skills and
comprehensive geographical and cultural knowledge.
 Analyzed budgets and monitored ongoing financial needs for individual overseas volunteers as
well as large-scale educational training projects around the world.
 Awarded special projects in addition to regular responsibilities, i.e. compilation of periodic
newsletter, creation of country analyses and reports, and document editing.
ACADEMIC SERVICE AND ASSOCIATIONS
Dynamics of Global Change Collaborative PhD Program Steering Committee Member
 Selected as student representative for the steering committee of the Dynamics of Global Change
PhD program at the Munk School of Global Affairs

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Department of Adult Education and Counseling Psychology Faculty Search Committee Member
 Selected as student representative for a faculty search committee for a new faculty position in the
department of Adult Education and Community Development
Comparative, International and Development Education Student Association Co-Founder
 Helped to initiateand co-found the CIDE Student Association – now a flourishing student
association with an annually elected core organizing team and over 100 members
Indigenous Education Network (IEN) Member
Transformative Learning Centre (TLC) Member
One Earth Community Conferences 2007, 2010, 2012 (OISE-UT) Volunteer – Music
Comparative and International Education Society (CIES) Member
ADDITIONAL EDUCATIONAL CERTIFICATIONS AND TRAINING
Emotional Healing and Community Renewal for Youth and Elders, Helping Professionals from
Aboriginal and Non-aboriginal Communities, Canadian Institute for Transpersonal and
Integrative Sciences - Oct 2008-May 2009
 Year long training led by Dr. Beth Hedva (transpersonal psychologist), Grandmother Sara Smith
(Mohawk Elder) and Kim Haxton (Potawatomi teacher and ceremonialist)
 Students trained in facilitation and counseling for both individual and community-based healing,
particularly in Aboriginal communities but also in non-Aboriginal contexts.
Four Seasons Permaculture Design Certification, Regenerative Design Institute Oct 2012-present
 Permaculture design certification course
Ecology of Leadership Program – Regenerative Design Institute Feb- June 2011
 Five month leadership development program focused on inner and outer leadership in one’s
personal life, community and service path/work (part of participatory research project for my PhD)
Cultivating Women’s Leadership Training - Bioneers, Ocate, NM July 2010
 One week training with Nina Simons and Toby Herzlich on developing women’s leadership
capabilities
Awakening the Dreamers Symposium, Pachamama Alliance, Toronto, ON June 2010
 Attended symposium
The Emerging Wisdom Culture - State of the World Forum and Wisdom University March 2010
 One week course of the Wisdom University and State of the World Forum, with an integral focus
and intensive teaching by Paul Ray, Jim Garrison, Lester Brown, Randy Hayes, Marcela Olivera, and
others.
Awakening the Divine Feminine - Divine Feminine, Awakened Masculine Institute Oct 2009
 Weekend course on healing and awakening the sacred feminine
Women’s Ceremonial Training, Sacred Fire, Six Nations ON Feb-Sept 2009
 Participated in monthly women’s ceremonies and training led by Diane Longboat (Leading Earth
Woman) (Mohawk-Haudenosaunee) at the Sacred Fire on Six Nations Territory
Leadership Calgary- Volunteer Calgary, Calgary, AB Sept 2005-June 2006
 Year-long in-depth leadership training. Curriculum focused on the Human Venture and the Pioneer
Leadership Journey, including aspects of personal responsibility, social and cultural co-
responsibility, the creative realization process, and the cultivation of tools of wisdom and judgment.
Rediscovery International Training, Rediscovery International (Pearson College, BC) June 2003
 Two week intensive training in facilitating cultural outdoor education programs, based on
Indigenous wisdom and focused on developing participants’ connections with themselves, one
another, and the land.
Ruhi Institute Facilitator Training Sept 2001-Feb 2003

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 Seven course training to become a facilitator for the Bahá’í-inspired Ruhi Institute training program,
focused on developing spiritual capabilities for transforming our global civilization
VOLUNTEER & COMMUNITY ACTIVITIES
CommuniTuesdays – Member Dec 2011- present
Keeva A Cappella – Community Choir June 2011-present
Voices of Unity - Community Choir Nov 2009-June 2011
“Harmony Circle” Children’s Virtues Classes-Founder and Educator March 2009-June 2010
Echo Women’s Community Choir September 2007-May 2008
Leadership Calgary – Program Guide July 2005- June 2006
Women in Spirituality – Board Member Jan 2004-June 2006
Alberta Youth Movement Coordination Team- Chairperson Aug 2002-Feb 2005
Youth Activities Committee – Youth Developer (Haifa, Israel) May 2001–May 2002
Stanford Race Dialogue Program – Initiator and Facilitator Jan 1999–June 2000
Talisman A Cappella – Fundraising Director, Member Sept 1999–June 2000
Youth Year of Service program, Bolivia – Volunteer Sept 1995–May 1996
CROSS-CULTURAL AND INTERNATIONAL EXPERIENCE
Dual citizen of the United States and Canada, with mixed European and Native American (Cherokee)
ancestry.
Firsthand experience living in, travelling to, and working with communities in the following countries:
 Argentina, Aruba, Bolivia, Bonaire, Bosnia-Herzegovina, Brazil, Canada, Colombia, Costa Rica, Croatia,
Dominica, Dominican Republic, Ecuador, Germany, Guyana, Finland, France, Hungary, Indonesia, Israel,
Italy, Mexico, Poland, Portugal, Nepal, the Netherlands, New Zealand, Saint Lucia, South Africa, Spain,
Switzerland, Thailand, Uruguay, the United Kingdom, the United States, and Venezuela.
And with the following Indigenous Nations:
 Quechua,Aymara, Guarani, Mapuche, Makushi, Arawak,Kalinago, Maori, Anishinaabe, Mohawk,
Plains Cree,Swampy Cree,Nakoda, Haida, Haisla, Wet’suwet’en,Kwakwaka’wakw,Nlaka’pamux,
Okanagan, St’at’imc, Ktunaxa, Cowichan, Tsmishian, Gitksan, Dene,Kainai, Siksika, Tsuu T’ina,
Métis, Cherokee,Chippewa, and Saami
I have facilitated numerous cross-cultural and interracial dialogue circles, bringing together of people from
diverse ethnic and racial backgrounds to increase understanding and work together toward common
causes.
LANGUAGES
 Fluent in Spanish, Portuguese
 Basic French (was previously fluent)
 Completed introductory level courses in Arabic, Hebrew and Farsi
NB: *PLEASE NOTE THAT DUE TO A CHANGE IN PERSONAL CIRCMSTANCES I HAVE ALSO
CHANGED MY NAME IN RECENT YEARS. FOR WEB AND PUBLICATIONS SEARCHES, I CAN ALSO BE
FOUND UNDER THE NAMES:
 Katia Sol (Name I Currently Use)

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 Katherine Madjidi (Legal Name)
 Kathy Madjidi
 Kathy Wiatt (Maiden Name)