NCORE Webinar Series
The Dehumanization of Indigenous Women
According to the FBI, Indigenous women are three times as more likely to experience rape or sexual assault than Black, Latina, and European-American women in North America (Perry, 2004). Historically, Indigenous women have and continue to experience both racism and sexism through the colonization of North America. We contend that Indigenous women are viewed as less than human, that is, they experience dehumanization by non-Native people. Thus far, no empirical research has investigated the objectification of Indigenous women through the dehumanization framework (Haslam, 2006). Through both quantitative and qualitative research methods, we will investigate various ways that Indigenous women experience dehumanization and the mechanisms underlying how they are dehumanized by others. This session will examine the effects of dehumanization on Indigenous women and their lived experiences both in and outside of the University of Oklahoma. After a discussion centered on these issues, the presenters will discuss the implications that dehumanization has for Indigenous women inside higher education. The presenters will then offer recommendations for best practices when incidences of racism and sexism (i.e. dehumanization) occur on campus and how to support and empower Indigenous women through relationship building. This session should particularly benefit those working with and advising Indigenous students (student affairs and academic affairs).
Presenters: Emma Allen, MA | Stephanie Cross, MA
From Woodson to Wakanda: Emancipatory Pedagogy & The Miseducation of the Negro in American Higher Education Today
In February of 1926, Carter Goodwin Woodson, born December 19, 1875 to two former slaves, established “Negro History Week” as a time to celebrate the achievements and contributions of Black people to society and to offer Blacks inspiration about their ancestry, legacy, and strength. Woodson, the 2nd African American to earn a PhD from Harvard University would go on to found the Journal of Negro History and the Association for the Study of African American Life & History; in 1933, he published “The Miseducation of the Negro,” which offered a solid critique of American education and schooling for Black kids. He argued that the system was designed to miseducate them about themselves, their history, their potential and place in society. In many ways, he argued for educational reform that righted the wrongs of miseducation, giving Black students accurate information about their predicament, their potential for freedom, and the power of their history. Fast-forward to 2018, Ryan Coogler’s Black Panther—a story about T’Challa’s heroic return to the African nation of Wakanda to assume his rightful place as king—is reminiscent in many ways of the goals of Woodson’s book. In this interactive session, Dr. Terrell Strayhorn, a leading voice on issues of race, equity, and diversity, will draw bright lines of connection between Woodson’s book and Coogler’s film to advance the need for “Emancipatory Pedagogy (EP),” a form of teaching/advising that empowers the disempowered, documents the undocumented, and liberates the learner to the place of possibility. Using a smooth blend of theory, social commentary, empirical evidence, and anecdotes, Strayhorn will offer specific strategies for doing EP in higher education. Come to learn, to be challenged, provoked, and inspired; leave ready to enact what’s learned in social justice work, to make a difference for students, and to create change as an educator! This session particularly benefits higher education professionals charged with developing, managing, or carrying out a race or social justice agenda like faculty researcher, chief diversity officers, multicultural services staff, graduate students, and K-20 outreach workers.
Presenter: Dr. Terrell Strayhorn
“There's a Drama to It": Innovative Way of Teaching about Resistance, Power, and Social Justice Through Sports
This session should particularly benefit scholars and student affairs professionals interested in learning about the role and possibilities that a critical paradigm of sports curriculum can play for teaching about social justice, power, resistance, identity, and athletic activism. The presenter will provide a grounding and contextualization about the idea of an athlete activist identity by drawing on the history of the 1968 Olympics, Tommie Smith and John Carlos, Muhammad Ali, and Wilma Rudolph as well as present day examples. Insights from the presenter's research on boxing and the ways in which boxers use the ring entrance as a platform to express themselves will be shared. The purpose of this is to emphasis the point that the pre-fight moment in boxing serves as an important political site of struggle where stories about power, resistance, identity, and complicity with the status quo can be excavated. Finally, this session will conclude with a discussion about the possible roles that student athletes can play in on-campus activism and the need to build bridges between them and politicized student organizations.
Presenter: Rudy Mondragón
When the ### hits the fan: Reactionary Programming Toolkit
Annually, higher education professionals and student leaders approach the upcoming academic year with grand plans for timely programming and community engagement. These plans are often disrupted and “trumped” by a series of unexpected and ever unfortunate occurrences. Whether we find our communities facing the planned invasion of Neo-Nazis, consistent struggles with sexual assault, mass shootings, or the ever-present uncertainty of the next presidential tweet, higher education practitioners and student leaders must remain alert and prepared to build programming that supports their communities appropriately. This workshop intermingles case studies, simulations, and group dialogue in efforts to provide participants a substantial tool kit for crafting impactful reactionary programming to suit their campuses needs in time of division, crisis, or direst.
Presenters: Monica M. Johnson, Rory Gregg James, and Brian Richardson | Indiana University, Bloomington
*For private viewing, register to watch on your own. (cost involved)
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Race, Immigration, and Fake News
The topic of immigration in the United States today is both provocative and controversial. It is often framed in an “us vs. them” way of thinking, which exacerbates tensions and distorts the realities of past history and current trends of the movement of people into the United States. A closer examination can enable us to see the ways in which race, ethnicity and color drive policy and practice without being identified or discussed. Inherent institutional and governmental racism can therefore continue to operate undercover without being exposed and eliminated. The proliferation of “alternative facts” racializes immigrants and creates a false narrative of their economic, social, educational, religious, technological and cultural contributions. This NCORE Webinar will explore these issues and their implications for higher education policy and practice.
Presenter: Kristin Marshall, J.D., Baker College
Discovering Common Ground Across Differences: An Innovative Course on Facilitating Difficult Conversations
This session describes, outlines, and models an innovative course designed to train undergraduate students to lead peer dialogues on "isms," and it may serve as an example for faculty, staff, and students to create similar student development programs for campus anti-bias work. Staff presenters will review the course syllabus and activities, discuss course development and institutional support, and share resources for building cross-departmental collaborations for students to use their facilitation skills in a variety of campus settings (e.g., residence halls, advising programs, other courses, etc.). Student presenters will demonstrate their learning and experiences moving from their roles as participants to facilitators, as well as their success and challenges in co-facilitating on campus.
Presenters: Sarah Beth Dempsey, Ed.D., Legacy Lee, Angela Rascon, Rachel Fuller, and Sihin Tsegay from Saint Mary's College of California
Keeping the Dream Alive: A College-wide Approach to Embracing DREAmers
Undocumented students bear an unusually heavy burden maintaining their enrollment in college. With the rescission of DACA, Dream students need institutional safety nets to assure their continued enrollment and overall support. This webinar will present an overview of undocumented students' issues, the DACA dilemma, and specific actions that colleges can take to institute policies and practices that support DREAM students. The presenters will share specific services, strategies, student stories, and approaches in working with Dream students and how the Dream Center was established on the Mt. SAC campus. This session should particularly benefit those institutions, faculty, staff, and administrators who are searching for alternative ways to support and guide their DACAmented students, as well as staff who provide, or would like to provide, direct services to undocumented students but may not know the appropriate approach.
Presenters: Eric Lara, Ph.D., Associate Dean, Student Success and Equity; Laura Muniz, Counselor, DREAM Program; Dario Fernandez, Director, DREAM Program
Race in Medical Education
This session examines a student-led study on the use of race and ethnicity in preclinical education at Georgetown University School of Medicine (GUSOM). Information on the background, ethical dilemmas, and recent discussions on how race is currently used in medical education along with insights and lessons learned from our study is given. This session discusses the study's findings, how the findings are situated within the broader movement among US medical schools to reexamine the use of race in medicine, and ongoing efforts at GUSOM specifically to implement change within this context. This session should particularly benefit health professionals, medical students, students interested in medicine and/or medical education, those interested in reimagining a more progressive conversation around racialized health outcomes, and those who are interested in racial justice in medicine.
Presenter: Brendan Crow, Georgetown University School of Medicine
Woke Olympics and Social Justice Arrogance
“You are speaking out of your White Privilege.” “If you were non-binary, you would understand why pronouns matter.” “This entire training is based on heteronormative assumptions.” Have you been in the room when comments like these have been made? This session is designed to create a space for real conversation about how the “Woke Olympics” are contributing to the challenge of creating learning campus environments and impacting the ability to move to more diverse, equitable and inclusive campuses. The session provides key concepts and foundational frameworks for navigating these important and prevalent dynamics impacting DEI efforts in 2019.
Presenter: Rev. Jamie Washington, Ph.D. | President, Washington Consulting Group (WCG) | President & Co-Founder, Social Justice Training Institute (SJTI)
Navigating academia in PWCs and Universities: A guide to equip first-generation students of color to thrive in higher education
Drawing upon experiential and academic knowledge, this session serves to provide strategies for first-generation students of color (SOC) to navigate predominantly white academic institutions. Experiential knowledge centers on the intersectionality of race, class, gender, and ability, aiming to share lived experiences to illuminate differing trajectories of success. Strategies include mentorship, mental health seeking behavior, identity-based student group campus spaces, safe and inclusive spaces, and bias incident reporting systems.
Presenter: Krystal Cruz, Doctoral Candidate | Teachers College, Columbia University