Carlos: Joe, from the first time we had lunch together, I’ve been struck by one thing: like me, you really believe that you can make the world a better place. Am I right?
Joe: I plead guilty to that one.
Carlos: Maybe that’s one reason we hit it off so well from the beginning. But it’s one thing to believe we can make a difference and another thing to actually make a difference.
Joe: Agreed.
“Education is a passport to the future, for tomorrow belongs to those, who prepare for it today”, as proclaimed by eminent civil rights activist, Malcolm X, bears a deeper intellectual connotation. It brings out the very holistic foundation of education as an instrument of social awareness and development, with a subtle mention of its contemporary beneficiaries, “the Youth”. Yes, it is the young people who through their rational interpretation of core educational principles, harness the progressive socio-political development of the world.
The recent phenomenon of the COVID-19 pandemic and the subsequent shift to the digital mode of learning, have accentuated the need for increased efforts towards larger educational accessibility, quality and affordability, central to the role of global development in complete coherence with the recently initiated in the “Education for All” under the broader purview of the “Millennium Development Goals”, laid out by the United Nations, thereby demanding more nuanced responsibility of the young blood in spearheading a meaningful atmosphere of social inclusion , cohesion and stability.
Stanford University in December of 2022 issued the Elimination of Harmful Language Initiative (EHLI) to eliminate potentially harmful terms used in the United States within the technology community. Most of the recommendations are trying to avoid trivializing people’s experiences and avoid devaluing others. Other recommendations, from this reader’s experience, are a stretch and assume that we are not able to distinguish the context in which a word or phrase is used.
The EHLI is a courageous and noble endeavor. I would also argue it is US-centric, Anglophilia, and elitist! And may or may not be transferrable to the larger society.
The following is a sampling of the terms/phrases in the EHLI’s thirteen pages of terms and my reaction to them.
Continue reading EHLI: Inclusive or Elitism – by Dr. Deborah Ashton
Of all the times to learn that about antisemitic literature circulating in my city, the news reached me during the intermission of “Fiddler on the Roof.” It is a great show that captures a moment in time, combining the folklore of Sholom Aleichem, the imagery of Marc Chagall, and great music by Jerry Bock and Sheldon Harnick to tell a story from the collective Jewish memory. As with true Jewish history, it includes the good and the bad parts of being Jewish. We love “Tradition,” but much of our tradition has been built under the weight of oppression. “Fiddler” does not ignore this as the Russian constable’s promise of a pogrom, a violent attack against Jewish communities, mostly in the Russian Empire. Like Chekov’s gun, the mention of a pogrom comes to fruition and disrupts the joyous wedding scene. Being that this is still musical comedy, the pogrom is sanitized: a few goose pillows are torn up, a table flipped over, and one wedding guest is beaten. There is just enough to suggest what really would have happened.
An informed viewer of the show knows it more likely looked like the description from Chayim Nachman Bialik’s poem, “The City of Slaughter,” written about the 1903 pogrom in Kishinev. Here are a few excerpts:
Continue reading Antisemitic Rhetoric on Chattanooga Campus – by Rabbi Craig Lewis
Landmark Project with Innovative Curriculum, Facilities, and Increase in Faculty Will Transform the Next Generation of Advertising and PR Professionals
The University of Tennessee, Knoxville, (UT) and Knoxville-based advertising agency Tombras have partnered to create a first-of-its-kind landmark program and investment plan to modernize and expand advertising and public relations education.
Key goals for the newly named Tombras School of Advertising and Public Relations, which will be housed in UT’s College of Communication and Information, are to double the number of Black, Indigenous, and people of color entering those industries after graduating from UT and to help make advertising and public relations industry demographics more representative of state and national populations.
Continue reading Expanding DEI in Advertising & PR Education
Carlos: Joe, it’s been more than two decades since we started working together at the Harvard Summer Institutes for Higher Education. Lots of continuities, but also lots of changes.
Joe: Yes, I first attended your sessions on diversity in higher education in the late 1990’s.
Carlos: Even through I’d been doing diversity workshops for a couple of decades, using the Harvard case study method was a brand new experience.
Joe: The Harvard Graduate School of Education’s summer programs have a distinctive leadership development structure. Very immersive, retreat-like experiences for cohorts of a hundred or so higher education administrators. I recall framing your early sessions as “diversity and community.”
A Difficult Conversation about Difficult Conversations forDeveloping Medical Educators of the 21st Century:
New Ideas and Skills
for Adaptable and Inclusive
Learning Environments Conference
February 4, 2022 (Revised, February 6, 2022)
Let’s start with today’s ground rules. None. No rules; no powerpoints.
But three hopes. That you speak honestly without obsessing about maybe saying the wrong thing, a bane to diversity discussions. That you contemplate divergent ideas. And that you reflect openly on your own perspectives by posting comments and questions in the chatbox as we go along.
So let’s turn to our theme, difficult conversations about diversity and health equity. Health equity conversations necessarily involve discomfort because they address the idea of group diversity, not just random individual differences.
Continue reading Challenges of Teaching about Diversity and Health Equity – by Carlos E. Cortés
A Co-Authored Interview
Carlos: Marjorie, as a historian, I was blown away by the richness of your class syllabus. How did you come up with the idea of using history to ground a clinical psychology course?
Marjorie: I was a history major in college, so I have always loved it. I remember when I first discovered that history is not just facts about wars and dead people, but was an interpretation of past events. Then I began to learn that most history was controlled by those with power and privilege, which meant there were those whose voices were silenced or never heard from. I knew it would be important for therapists. Once I began teaching at Azusa Pacific University, I found that students were often overwhelmed when working with older adults and clients from a different historical era. They did not know their history, which became a barrier to providing effective treatment. We decided to add a class to close this gap.
In December, 2021, millions of secondary school students in India appeared for their Class X (Grade 10) exams conducted by the Central Board of Secondary Education (CBSE).
Since its inception in the 1920s, the Board has gone through several changes and emerged as one of the largest such organisations in the world, with more than 25,000 school — based in India and other countries — affiliated to it. Each year, about 2 million students take the secondary board exams.
Continue reading The exam paper that stumped all – by Mona Bopanna
As the debate rages on the extent of equity and social justice for all, two perspectives are emerging. On the one hand, the traditional school of thought represents people who believe that things are going well and that the system operates well based on their conception of equity and social justice for all. These traditionalists assert that our system is fair and that it works as it is supposed to do. They further claim that the system’s operation aligns with the founding fathers’ statements in the 1776 Declaration of Independence. “We hold these truths to be self-evident, that all men are created equal, that their Creator endows them with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.”