Accessibility for Viewers with Disabilities ● An ASL interpreter should be viewable on-screen. ● LIVE note taking by 3 note takers. ○ See links in the chatroom ● FREE unlimited replay available to anyone with a self-identified disability ● PhDdreams.com Resources tab. ● Please email mgonz48@lsu.edu if you have questions.
Why I created this panel? Melinda Gonzalez, M.A. (mgonz48@lsu.edu) PhD Student, Anthropology, Louisiana State University
Context for Panel ● Academic “Safe” Spaces for Women were not Safe for Women of Color ● Unpaid Intellectual and Emotional Labor of WoC ● Mentorship expectations higher for Faculty of Color ● Senior Scholars asking WoC, including students, for free labor creating class materials and “diversifying” ● WoC and Scholars of Color SHOULD BE paid for workload
Why Decolonizing? Decolonizing = social theory based on bringing forth indigenous and/or intuitive perspectives to knowledge creation and research Important Scholars: Linda Tuhiwai Smith, Shawn Wilson, Frantz Fanon, etc
In other words: “Emancipate yourselves from mental slavery. None but ourselves can free our minds.” ― Bob Marley
What does this approach address? ● PoC expected to speak on racism using gentle language ● Respectability Politics ● Explicit mention of colonial histories that lead to PoC marginalization and racism
Panel Goals ● Address tokenization of Scholars of Color ● Share panelists experiences ● Create Visibility ● Create avenues for better allyship ● Make explicit that marginalized scholars need to get PAID for their labor
Speaker Order ● Indu ● Pamela ● Katie ● Iris ASL provided by: Nicole Cartagna ● Tatiana ● Brigitte ● Q&A ○ Type Q in “Ask A Question” tab.
Transformative Anti-Racist Practices Addressing Institutional Racism in the Academy and Safe/Brave Spaces Indu Viswanathan September 28, 2017
Reverence Guru Brahma, Guru Vishnu Guru Devo Maheswaraha Guru Saakshaat Param Brahma Tasmai Sri Gurave Namaha
A SUGGESTED FRAME FOR DECOLONIZING AND LIBERATING OUR MINDS, CULTURES AND SYSTEMS Self-Inquiry: On My Personhood in This System Engaging with Wisdom: Commit to a Personal Discernment, Authenticity Transformative Practice & Reverence Radically Listen
“Viswanathan”
I had inherited a social contract that allowed me access to certain spaces of whiteness (i.e. academia) under very specific conditions.
One of the conditions and effects of that contract was a fragmenting of my identity.
9/11
If I did not use the access afforded to me through this social contract, if I remained the silent “model minority”, then I was actively engaging in oppression. If I was not actively being anti-oppressive, I was being oppressive.
Nothing is neutral. “Neutrality” is a tool of oppression.
Fragility and privilege appear to be crutches that perpetuate the myth that whiteness is fixed and precious and keeps oppressive systems stuck by reinforcing or reinventing colonial tropes.
No one is inherently privileged or fragile. There are opportunity hoarders who depend upon the stamina of those they oppress.
In order to do this work, build your stamina.
A SUGGESTED FRAME FOR DECOLONIZING AND LIBERATING OUR MINDS, CULTURES AND SYSTEMS Self-Inquiry: On My Personhood in This System Commit to a Personal Engaging with Wisdom: Discernment, Authenticity Transformative Practice & Reverence Radically Listen
Personal Transformative Practices ≠ “Self-Care”
A truly deep transformative practice attends to the fractures created by the social contracts we’ve made.
An honest transformative practice doesn’t reinforce the myth of fragility or allow you to bypass discomfort. Find a practice that helps you build your stamina.
Supporting DACAmented and Undocumented Students Supporting DACAmented and Pamela E. Harris peh2@williams.edu Undocumented Students Pamela E. Harris Williams College
My early years Supporting DACAmented Born in Guadalajara Jalisco, Mexico and Undocumented Students Pamela E. Harris peh2@williams.edu Family emigrated to the US. I was 8 years old.
My early years Supporting DACAmented Born in Guadalajara Jalisco, Mexico and Undocumented Students Pamela E. Harris peh2@williams.edu Family emigrated to the US again. Second time I was 12 years old.
High School Years Supporting DACAmented and High school graduation was a huge deal in Undocumented Students my family. Pamela E. Harris peh2@williams.edu Being undocumented meant we never discussed college options. High school counselors did not know how to help me find resources. One even told me to become a receptionist, since I was bilingual.
Technical College Supporting DACAmented and Undocumented Students Pamela E. Harris Milwaukee Area Technical College did not peh2@williams.edu check immigration status for incoming students not requesting financial aid. Within 2.5 years I completed an Associate in Arts and Associate in Science.
Immigration Status Change - World of Opportunities Supporting DACAmented Married US citizen and Undocumented Students Lead to change in immigration status Pamela E. Harris peh2@williams.edu Could continue my studies: BS in mathematics, Marquette University MS in mathematics, University of Wisconsin Milwaukee PhD in mathematics, University of Wisconsin Milwaukee Worked 4 years at the United States Military Academy, West Point Now: Second year Assistant Professor at Williams College
There is no “back of the line” for most Dreamers Supporting DACAmented and Undocumented I entered the country with a visa, which Students Pamela E. Harris allowed me to apply for status change peh2@williams.edu through marriage. The ability to apply for a status change depends on many factors. Including your country of origin. Main Point : US immigration system is broken.
How do we help Dreamers? Supporting DACAmented and Welcoming Environments 1 Undocumented Students Pamela E. Harris Services and Resources peh2@williams.edu 2 Communicate and Demonstrate Support 3 Provide Peer-to-Peer Support and 4 Relationship-Building Opportunities Build Staff Capacity and Knowledge of 5 Relevant Issues
Create Open and Welcoming Environments Supporting DACAmented Build a supportive and welcoming and Undocumented Students institutional environment for Pamela E. Harris undocumented students. peh2@williams.edu Positive climates and culturally competent faculty may be important in facilitating persistence and college completion. Education personnel should consider ways that they can make their support of undocumented students clear and help alleviate fears about students’ status.
Services and Resources Supporting DACAmented and Undocumented Students Create a safe place for undocumented Pamela E. Harris students to connect and receive staff and peh2@williams.edu peer support, as well as key information. Train all staff on the unique needs of undocumented students to help them provide additional support and show sensitivity to youths’ concerns.
Communicate/Demonstrate Support for Undocumented Youth Supporting DACAmented and Undocumented Institutional statements that clearly Students articulates its support of undocumented Pamela E. Harris peh2@williams.edu students. Include undocumented students in public forums. Showcase their stories. Explore ways that your institution can play an active role in expanding access for undocumented students.
Peer-to-Peer Support and Relationship-Building Supporting DACAmented Instill agency in youth by creating a safe and Undocumented Students community where undocumented students Pamela E. Harris can speak openly. peh2@williams.edu Start an undocumented student support group or club. Offer connections between student clubs and local stakeholder groups and community-based organizations to create additional support and more opportunities.
Build Staff Capacity/Knowledge Supporting DACAmented Train all key front-line staff offices to build and Undocumented understanding about DACA policies. Students Pamela E. Harris peh2@williams.edu Raise the awareness of advisors and other personnel of the unique needs of undocumented students and how to best serve them. Designate key staff as DACA “specialists” so that eligible undocumented youth have a go-to individual for accurate information and guidance.
Advise to DACA and undocumented students Supporting Fear can be paralyzing. DACAmented and Undocumented Students Take care of your mental health. Pamela E. Harris peh2@williams.edu Find mentors and build a support system. Seek legal advise from reputable organizations as needed (United We Dream) Don’t give up, keep fighting! We are #HereToStay.
References Supporting DACAmented and Undocumented Students Pamela E. Harris peh2@williams.edu The Department of Education: Resource guide for supporting DACA and undocumented youth, published in October 2015. Direct link here.
Prof. Katrina Phillips Conversations about Race, Privilege, and Well-Meaning Allies
Recommend
More recommend
