No matter which country you are in around the world, we want to work with you.

Our work spans professional development for educators, team-building culture for professional communities, keynotes for leadership programs, and more.  Engagements are tailored to your community

Lessons tailored to you

Carl regularly speaks with folks across the world, encapsulating lessons learned from Rwanda and sharing stories and frameworks to apply these insights to everyday decisions. He often engages student communities (from primary school up through graduate programs) but is also able to tailor the engagement for a variety of other audiences: professional development for educators, team-building for professional communities, keynotes for leadership programs, and more. 

Interested in inviting Carl to engage your community?

We would love to explore what that looks like in your context! 


World Outside My Shoes is able to deliver keynote-style addresses to larger audiences as well as more in-depth conversations in classrooms.

We are able to speak multiple times per day, and also offer professional development workshops for educators and organizational leaders.


We enjoy connecting with other schools, businesses, non-profits, museums, and faith groups while in the area.

A phone conversation in advance will help us design the ideal program and budget for your school or organization’s time with Carl. We are more than happy to work within your budget constraints.


A favorite addition to any World Outside My Shoes visit is the screening of the documentary I'm not leaving, followed by an in-person or virtual Q&A session with Carl Wilkens.

Using interviews, archival footage, and animations, the 40-minute film I’m Not Leaving serves as an excellent resource to help your audience prepare for a visit from Carl Wilkens or as a supplement to lessons about the 1994 genocide in Rwanda.


Workshops are story-based learning experiences brimming with dynamic conversations!

Participants will explore the decision points, choices, and key relationships involved in navigating times of tremendous risk both during the genocide as well as the physical and psychological demands of the years that followed.


The Community Service Activities Director at a school recently shared:

“I was delighted to see that several of the students who came up to talk with you after your presentation were the very students who are so reluctant to participate in community service projects."
In a Q&A, a student recently asked:

“What are we supposed to do when leaders will not stand up for their people or come to the aid of others?”

...which gave as an excellent opportunity to explore the leadership models of “power over” and its assumption of limited power available vs. “power with” and its assumption of unlimited power availability.
After observing a classroom conversation in NY, the superintendent said to the local principal:

This fits so well with our goals for restorative practices. We need more!”
At Chapman University a student come up to Carl and said:

“Several years ago you came to my high school and told stories from Rwanda. I wanted you to know that that’s the main reason I’m doing peace studies here now.”


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