VOL. 21, NO. 3 | SUMMER 2018

CIVIC LEARNING FOR SHARED FUTURES

A Publication of the Association of American Colleges and Universities

Examining the Past, Transforming the Future VOL. 21, NO. 3 | SUMMER 2018

TABLE OF CONTENTS EMILY SCHUSTER, Editor BEN DEDMAN, Associate Editor ANN KAMMERER, Design 3 | From the Editor MICHELE STINSON, Production Manager Examining the Past, Transforming the Future KATHRYN PELTIER CAMPBELL, Editorial Advisor 4 | Higher Education and a Living, Diverse Democracy: An Overview DAWN MICHELE WHITEHEAD, Editorial Advisor WILLIAM C. PURDY, California State University–Northridge TIA BROWN McNAIR, Editorial Advisor 10 | Racial Healing Circles: Empathy and Liberal Education CARYN McTIGHE MUSIL, Senior Editorial GAIL C. CHRISTOPHER, Ntianu Garden: Center for Healing and Nature and formerly Advisor the W.K. Kellogg Foundation Advisory Board 14 | Freedom University: “Where You Walk in Undocumented and Leave Unafraid” HARVEY CHARLES, University at Albany, LAURA EMIKO SOLTIS, Freedom University State University of New York 15 | A Legacy of Education for Liberation TIMOTHY K. EATMAN, Rutgers FERNANDO ESQUIVEL-SUÁREZ, Freedom University and Spelman College University–Newark ARIANE HOY, Bonner Foundation 16 | The Strength of Our Solidarity: A Student Reflection SHANNA SMITH JAGGARS, The Ohio RAFAEL ARAGÓN, Freedom University and Eastern Connecticut State University State University HILARY KAHN, Indiana University–Bloomington Campus and Community Practice L. LEE KNEFELKAMP, Teachers College, 18 | Reckoning with Slavery at Georgetown Columbia University ADAM ROTHMAN, Georgetown University KEVIN KRUGER, NASPA–Student Affairs 20 | For Our Ancestors and Our Descendants Administrators in Higher Education MÉLISANDE SHORT-COLOMB, Georgetown University GEORGE MEHAFFY, American Association of State Colleges and Universities / 21 | Transforming the Negative Legacy of the Unethical United States Public Health American Democracy Project Service Syphilis Study CATHERINE MIDDLECAMP, University BETTY NEAL CRUTCHER, University of Richmond and Tuskegee University; JOAN R. of Wisconsin–Madison HARRELL, Auburn University and formerly Tuskegee University; and WYLIN WILSON, TANIA MITCHELL, University of Minnesota Harvard University and formerly Tuskegee University EBOO PATEL, Interfaith Youth Core 23 | A Descendant’s Personal Reflection RICHARD PRYSTOWSKY, Marion BETTY NEAL CRUTCHER, University of Richmond and Tuskegee University Technical College (Ohio) JOHN SALTMARSH, University 24 | Jesuits, Jazz, and Justice: Remembering the Past and Working for a More of Massachusetts Boston Just Future GEORGE J. SANCHEZ, University KARIN M. COTTERMAN and NOLIZWE NONDABULA—both of the University of of Southern California San Francisco DAVID SCOBEY, Bringing Theory to Practice DARYL SMITH, Claremont Graduate University Perspective 'DIMEJI R. TOGUNDE, Spelman College 27 | Global Indigenous Studies: The Navajo Technical University Experience ROWENA TOMANENG, Berkeley City College WESLEY THOMAS, Navajo Technical University, and AMY HOROWITZ, Indiana University KATHLEEN WONG(LAU), San José State 29 | A “Boatload of Knowledge”: New Ideas in a Would-Be Utopia University EMILY WATSON, Ivy Tech Community College of Indiana For More… Published by the Association of American Colleges and 31 | Resources and Opportunities Universities, 1818 R Street, NW, Washington, DC 20009; tel 202.387.3760; fax 202.265.9532. Diversity & Democracy (formerly Diversity Digest) is published quarterly and is available at www.aacu.org. Copyright 2018. All rights reserved. ISSN: 2476-0137 (print); 2476-0145 (online). The opinions expressed by individual authors in Diversity & Democracy are their own and are not necessarily those of Diversity & Democracy’s editors or of the Association of American Colleges and Universities.

Cover photo: From left to right, University of San About Diversity & Democracy Francisco associate professor Stephanie Sears, student Daaniyal Mulyadi, and associate professor David Holler Diversity & Democracy supports higher education faculty and leaders as they design and imple- join community activist Lynnette White and artist ment programs that advance civic learning and democratic engagement, global learning, Eugene White in the Buchanan Mall, a public space in and engagement with diversity to prepare students for socially responsible action in today’s San Francisco’s Western Addition that the community interdependent but unequal world. The publication features evidence, research, and exem- is revitalizing. The group sits below an art installation plary practices to assist practitioners in creating learning opportunities that realize this vision. that includes a pinhole portrait of Eugene White. (Photo courtesy of the University of San Francisco) To access Diversity & Democracy online, visit www.aacu.org/diversitydemocracy.

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FROM THE EDITOR Studying the Past to Build a Better Future

A decade after she announced the new legacies, programs, and practices to scholar and with her incredible warmth release of a groundbreaking report help their students and communities heal and kindness as a human being. As I on Brown University’s historical con- from the ongoing effects of injustices look back at our correspondence from nections to slavery, president emerita such as slavery, colonialism, unethical my first few months at AAC&U, I can Ruth Simmons returned to Brown to medical research, discrimination, and feel her positivity, enthusiasm, and address attendees at the “Slavery and displacement. They are enabling students encouragement pouring forth from the Global Public History: New Challenges” to conduct historical research, produce many exclamation points that dot her conference. art and media based on events of the emails. Lee inspired so many people “You can’t go back and redo history,” past, and immerse themselves in the with her dedication to fostering more Simmons said. “But you can be respon- history of local communities. They welcoming and effective learning sible for what you do today. . . . The are also empowering individuals and environments. This issue of Diversity & ongoing process of confronting the past communities to tell their own stories. Democracy reflects her passion for cre- . . . enables us to imagine how succes- Our contributors describe the many ating a more caring and inclusive future. sive generations may judge us” (Brown ways they are connecting people and With awareness of the past and hope University 2016). nurturing relationships—among stu- for the future, the colleges and universi- ties that tell their stories within these pages are promoting equity, integrity, With awareness of the past and hope for the future, the empathy, civic responsibility, and human dignity. Inherent in this work is a com- colleges and universities that tell their stories within mitment to honoring voices and stories these pages are promoting equity, integrity, empathy, that have been silenced in the past. As Lynn Pasquerella, president of AAC&U, civic responsibility, and human dignity. writes, “Redressing past and present injustices mandates aligning our exper- tise as teachers, scholars, researchers, This issue of Diversity & Democracy dents, faculty, and community members; and artists in order to rewrite the examines how colleges and universi- among today’s student activists and dominant narrative that consigns to the ties are studying the histories of their veteran civil rights leaders; and among lower shelves of history the contribu- institutions and local communities, con- people of diverse backgrounds as they tions of marginalized groups that have necting history to present-day issues, and help each other heal from the nation’s shaped American society and culture in working to create a better future. This long and destructive history of racism. profound, albeit often unacknowledged, issue begins with an essay that traces As this issue goes to press, we at the ways” (2016, 20). Remembering this the history of higher education and how Association of American Colleges and history is crucial as we strive for a more it has evolved to more fully execute its Universities (AAC&U) are mourning equitable future. democratic mission and serve increas- the loss of our beloved senior scholar, —Emily Schuster, Editor, ingly diverse groups of students. Later L. Lee Knefelkamp. Among her many Diversity & Democracy in the issue, contributors confront the contributions to AAC&U and to higher sometimes painful histories of their own education as a whole, Lee served REFERENCES institutions and neighboring communi- on the advisory board of Diversity BROWN UNIVERSITY. 2016. “A Decade after Brown’s Historic Report, Scholars Convene to ties and also tell the stories of the leaders, & Democracy since its inception as Discuss Slavery and Public History.” December thinkers, activists, and social reformers Diversity Digest in 1996. 2. https://news.brown.edu/articles/2016/12/cssj. of the past who worked to transform I was lucky to have the chance to PASQUERELLA, LYNN. 2016. “Rewriting the Dominant Narrative: How Liberal Education their communities and society. work closely with Lee on my first issue Can Advance Racial Healing and With an understanding of history, as editor of Diversity & Democracy. She Transformation.” Liberal Education 102 (4): colleges and universities are building was generous with her brilliance as a 16–21. https://www.aacu.org/liberal education/2016/fall/pasquerella.

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 3 [EXAMINING THE PAST, TRANSFORMING THE FUTURE] and compromised with the public regarding curricular offerings, mis- Higher Education and a Living, Diverse sions, and admissions policies. From the Democracy: An Overview start, the public financially supported Harvard, not for some dreamy ideals,  WILLIAM C. PURDY, Adjunct Professor, Educational Leadership and Policy Studies at California State but because the colony needed educated University–Northridge clergymen and leaders (Rudolph 1962). In areas of student life, curriculum, In the face of threats to our democracy, education that is practical and available, administration, and organization, colleges and universities are perhaps the so one national university (an idea cher- Harvard followed the great English American institutions with the strongest ished by George Washington and other universities in Oxford and Cambridge, commitment to our democratic values. leaders) or a chain of colleges on the and other colonial colleges followed Yet the history of higher education in Eastern seaboard (later termed the Ivy Harvard. This was problematic for their the United States predates the nation League) would never satisfy a continent- future democratic missions. England, and its democracy; colonial-era colleges spanning country. Accordingly, state while a progressive monarchy for its created not for revolutionary or even colleges and universities, and later junior time, was ready to fight a war to prevent for democratic purposes helped provide and community colleges, popped up a democracy from emerging. The colo- the leaders who would create the new across the nation. Also, the competition nial colleges were institutions of elites, country. for souls among religious congregations, with few people able to afford tuition. Colleges historically have not always both Protestant and Catholic, led to Less than one colonist in a thousand promoted democratic missions and the creation of private denominational attended college prior to the Revolution, have often replicated existing power colleges in the nineteenth century, and fewer graduated (Lucas 1994). structures. Colonial colleges, missionary dotting the Midwest especially. When Benjamin Franklin, who never attended schools, and vocational boarding schools segregation and legalized discrimina- college, spoke for many colonists when all failed to provide high-quality, cultur- tion prevented freedmen and women he described Harvard as a place “where ally relevant education to American from enrolling in Southern colleges students learn little more than to carry Indian students. Tribal colleges created after the Civil War, many historically themselves handsomely, and enter a and led by American Indians in the Black colleges and universities (HBCUs) room genteelly” (Rudolph 1962, 20). twentieth century emerged to remedy were founded, joining a few that existed Franklin instead proposed schools this failure. Colleges certainly failed before the Civil War. focusing on the needs of Pennsylvania, to promote a higher set of democratic These institutional adaptations have including a public academy that opened values in the antebellum South, but even allowed American higher education to in 1751 and merged into the University after the Civil War, racial segregation grow. Moreover, institutional responses of Pennsylvania in 1791. This college by law or in fact was mostly the rule in to democratic demands have allowed the was created not to train clergymen (the both the North and South. Following system of American higher education— Quaker leaders of Philadelphia would the beginning of the US women’s rights if we can conceive of it as a cohesive not presumably have supported such a movement, many colleges and universi- system—to survive. This article aims to mission) but to develop leaders in busi- ties authorized coeducation in the late provide an overview of how American ness and public life (Geiger 2015). 1800s, only to simultaneously restrict colleges and universities have come to The colonial colleges, only nar- it with paternalistic rules. Land-grant take their democratic missions more rowly open to White men, were closed colleges and universities struggled to seriously, so that today these institutions entirely to Black slaves and freedmen gain footing in the mid-1800s: the public are key bulwarks in the defense of our and all women. Further, while the felt these institutions were unnecessary democracy. colleges marketed their missions to when many jobs were available without educate American Indians, they only need of an advanced education. Colonial Colleges made faltering efforts. In its 1636 This essay focuses on the various Since the Massachusetts General Court charter, Harvard’s leader cited as ideal types of institutions that have emerged established Harvard College in 1636 as practices “the Education of the English over time to meet the needs of our the first institution of higher education and Indian youth of this country in living, diverse democracy. Americans in the British colonies of North America, knowledge and Goodness” (Carnegie historically have demanded higher colleges and universities have conflicted Foundation for the Advancement of

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Teaching 1989, 8). In 1654, Harvard established an official college for Native Americans, but it petered out by 1665 due to low enrollments and because its tutor was “idle and drunken” (Morison 1964, 39). Other colonial colleges either were created to educate Native Americans or had major sections in their charters on the importance of these efforts. For example, Eleazer Wheelock founded Moor’s Charity School in Connecticut in 1755 with the intention of schooling Native American students. Female stu­ dents were boarded in colonists’ homes, where they learned housekeeping and sewing, and attended school once a week As of 2016, there were 102 historically Black colleges and universities in nineteen states, with non-Black students for reading and writing lessons. Male stu­ making up 23 percent of enrollments. (Photo by Hubert Worley/Alcorn State University) dents lived at school and learned reading, writing, arithmetic, English, Greek, and appropriate to each gender’s assumed thrived and have trained many leaders of Latin. Wheelock founded Dartmouth role in tribal society (as viewed by White our democracy for generations. College in 1769, hoping to enroll stu­ cultural expectations); and that Native dents from tribes closer to Canada, but American children must be removed Private Denominational Colleges between 1769 and 1893, only fifty-eight from the “corrupting” influences of As the United States expanded its American Indian students received tribal life into schools administered geographic territory in the nineteenth instruction there. There were not many by Whites (Coleman 2008, 63). When century, always at the cost of American American Indians remaining in New American Indian tribes established their Indians, many small, private colleges Hampshire and there was little incen­ own colleges in the 1960s, they used a were created in the Midwest, often tive for them to enroll, as Dartmouth very different model from this racial- serving members of Protestant denomi- made no effort to provide a curriculum ized, culturally colonizing approach, nations. The colleges’ missions were not relevant to their needs, and the institu­ with a central mission of preserving only to educate students in academic tional mission was to Christianize these American Indian customs, languages, subjects but also to train ministers for students and assimilate them into White and identities. communities farther West, similar to society (Adams 1971). It is a daunting challenge for the the original missions of many colonial Regardless of their poor records of historian of higher education to look colleges. achievements, the colonial colleges’ back over two hundred years and gauge An interesting case can be found programs established ideas that were the shortcomings and successes of the in Ohio’s Oberlin College, founded by retained in church and federal Native colleges and universities that have been Presbyterian ministers in 1833. Oberlin American educational institutions in in operation since the colonial period. stood out from its peer institutions by the nineteenth and early twentieth None of the colonial colleges were opening admissions to Black and White, centuries. One of these ideas, that founded with the idea that they would male and female students from its incep- Native Americans should be assimilated be training students to be the spearhead tion (Morris 2014). By the end of the Civil into White culture, is the “dominant of a revolution. Yet when the Revolution War, one hundred African American and consistent theme in federal came, a rising democratic tide overtook men and women had studied at Oberlin, (Native American) educational policy the colleges (Rudolph 1962). It has been and thirty-two had graduated (Lawson throughout U.S. history” (Champagne a remarkable challenge for colleges and Merrill 1983). Very few other colleges 1994, 992). Notions subordinate to designed to educate a colonial elite admitted African American students, this theme were that the tribes must to adapt to the needs of a democratic and nearly all HBCUs were created be converted to Christianity; that the society. Yet the colleges formed in the after the Civil War. A third of Oberlin’s education at Indian schools should be colonial period have for the most part African American students during this

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 5 pre-war period came from Cincinnati. met in a session popularly known as to the needs of a vital voting bloc: Many had graduated from Gilmore “The Thieving Thirteenth Session” for farmers. Indeed, the Morrill Act stated High School, a private school for African its clear corruption. Its priorities were, that land-grant schools should provide Americans that was created in 1844 in order, locating a state capital, picking agricultural education. Yet, for many because Ohio law disallowed the use of a site for the state insane asylum, and years, these schools did not possess suf- public funds for the education of African choosing a location to host the state ficient means for agricultural programs. Americans (Lawson and Merrill 1983; university and teachers college (Martin The Hatch Act of 1887 subsidized the Morris 2014). With its founders closely 1960). To the legislature, “a university establishment of agricultural extension tied to the abolitionist movement in and a teachers college were of secondary stations, helping cement the popularity of Cincinnati, Oberlin forged a close bond interest because no community really the land-grant colleges. At the University with Gilmore (Morris 2014). wanted them.” The favorite quip was of Nebraska, for example, funds from In the small denominational colleges “Who ever heard of a professor buying the Hatch Act encouraged agricultural of the Midwest, democratic ideals and a drink?” This was why (supposedly) research such as developing a new variety religious aims usually fit comfortably saloonkeepers did not want a university of spring wheat, new weather forecasting together. Even beyond Oberlin, the in Tucson (Martin 1960, 21–22). Of techniques, and more efficient irrigation leadership of denominational colleges course, the Arizona state system of plans (Manley 1969). Within decades, provided much of the intellectual higher education would later become an experimental stations such as those in force and moral heft of the abolitionist engine of social progress committed to Davis and Riverside were converted movement. democracy and social justice. to full campuses of the University of These colleges have a powerful When land-grant schools were California. The original agricultural mis- historical legacy. Many are still in opera- established, the people sometimes sions of these campuses have since been tion, and many encouraged the growth argued for a practical course of study absorbed into the curricula of a research of small colleges farther west (Rudolph that would bring immediate local ben- university. 1962). These institutions ensured the efits, and the faculty resisted in some survival of the small liberal arts college cases. The Reverend William Maxwell Historically Black Colleges and and its extension beyond the north- Blackburn, one of the first presidents Universities eastern United States. Through their of the University of North Dakota, While many HBCUs were created in the liberal arts curricula, they have espoused argued in 1885 against the traditional years following the Civil War, federal democratic values since their creation. liberal arts curriculum in favor of a funding did not flow equitably to these vocational course preferred by the local new institutions. The Second Morrill Public Land-Grant Colleges and people—and the faculty forced him from Act of 1890 forbade racial discrimination Universities office. The editor of the North Dakota in the distribution of funds (Neyland Before the Civil War, there was little Herald leapt to the president’s defense, and Fahm 1990), and the South of the demand for public higher education. asking, “Is the university to be built as Jim Crow Era responded by creating Senator Justin Morrill failed in 1857 to an American institution or shall it be institutions of higher education intended pass his bill providing federal support run as a cramming, dry-as-dust, stilted, solely for African American students, for higher education, coming up against 50-years-behind-the-times, dead-and- often with a mainly agricultural mis- Southern and Western opposition. gone style? It is a fight of plain, practical, sion. These institutions were separate It was not until the Southern states common sense education adapted to but clearly not equal; funding was seceded that Senator Morrill could get the wants of a new population against always terribly low for HBCUs relative to his Land Grant Act passed in 1862. This the setting of a standard, a stilted cur- the colleges and universities reserved for was the birth of what later came to be riculum so high that before you could White students. Nevertheless, HBCUs, called “democracy’s colleges”—public enter the walls of the institution you public or private, shared the “unique land-grant colleges and universities that would have to be trained at Oxford. Our mission of providing their students with benefited from the sale of federal lands university must walk before it can run” a culturally, socially, economically, and by the states (Ross 1942). (Geiger 1958, 43). politically relevant education” (Brown Often, states and territories accepted The Federal Department of and Freeman 2004, 8). HBCUs emerged Morrill Act funds long before their Agriculture was founded in 1862, the with a small but committed group of citizens were interested in a state college. same year the Morrill Act was passed, graduates who carried forward these In 1885, the Arizona State Legislature and both measures were dedicated vital missions.

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Many HBCUs are still operating taught school after graduation, half of these institutions shows their flexibility today with great success. As of 2016, the graduates taught for five years or less and strong leadership, and they will there were 102 HBCUs spread across (Butchart 2002). doubtless continue to thrive. nineteen states, with non-Black stu- Women’s colleges have since become dents now composing 23 percent of tremendously influential, producing Normal Schools enrollments. Yet HBCUs are still vital leaders in education, law, government, Normal schools, which became known to educational outcomes for African science, business, and many other later as teachers colleges, were designed American students. For example, recent fields. Five of the original “Seven to further efforts toward mass basic data show that 30 percent of African Sisters” women’s colleges—Barnard education. First implemented in American students who earned science College in New York; Bryn Mawr Massachusetts in the 1830s, normal and engineering doctoral degrees also College in Pennsylvania; and Smith schools were eventually created in every held a baccalaureate degree from an College, Mount Holyoke College, and state, training thousands of school- HBCU (NCSES 2017). Wellesley College in Massachusetts— teachers, mainly women. In 1870, the It is a deep irony that in an era of still operate as women’s colleges, University of Missouri allowed women austerity, these institutions that adapted while Radcliffe College merged with students to apply to its new Normal to surviving on paltry public sup- Harvard, and Vassar College in New Department due to the need for school- port are now held up as cost-effective York became coeducational in 1969. teachers in public schools, yet for at least choices for all students, not just African These institutions inspired the creation the first year, female students were kept Americans. More importantly, HBCUs of other women’s colleges, such as Mills apart on campus from male students “have been at the center of the Black College in California. In 1990, Mills and were even walked to their classes by struggle for equality and dignity,” and became the only women’s college to teachers. therefore—perhaps more than any other reverse a decision to become coeduca- By 1894, one hundred thousand US institutional type discussed here— tional, following a student strike that students—86 percent of them women— epitomize the central role colleges and was supported by Mills faculty, staff, were attending normal schools (Parente universities have played in the cultiva- and alumnae, as well as by students at 1998). Normal schools encouraged the tion and defense of democratic values women’s colleges around the nation gradual integration of women students (Allen et al. 2007, 263). (Tidball et al. 1999). into public higher education. When While major universities adopted these institutions merged into state Women’s Colleges coeducation starting in the late 1800s, teachers colleges, which later became Women’s colleges became a significant women’s colleges retained, and still state universities, women continued new institutional type in the nineteenth retain today, a reputation for providing to attend them, but not necessarily in century, and it is useful to consider a superior liberal arts education. Today, teacher training programs. an early successful model, Mount there are forty-six women’s colleges in Holyoke College. Mary Lyon, who in the United States (Women’s College Junior and Community Colleges 1837 founded Mount Holyoke Seminary, Coalition 2014). These institutions are In the late 1800s and early 1900s, the did not intend her school’s graduates to producing many graduates in STEM demand for higher education was compete on equal terms with men but fields, considered by many as crucial to increasing as masses of students gradu- rather to be intellectually stimulating the future: at Smith, for example, 40 per- ated from public high schools. In 1900, partners for their husbands. Mount cent of students major in a STEM field there were only 650,000 US high school Holyoke women were to stay near the (Smith College 2016). Women’s colleges graduates, yet by 1930 there were more hearth, a soup ladle in one hand, a book also remain relevant for their defense than five million (US Census Bureau of Sophocles in the other. Teachers were of democratic values and commitment 2003). The junior (later community) paid a pittance, and students did chores to inclusiveness. Women’s colleges are college model emerged to relieve the and cooked their own meals. Religion leading the way as constructions of pressure on four-year schools. was a focus of student life, with Lyon gender change, with Mount Holyoke, for Junior and community colleges have herself presenting a daily scripture example, admitting transgender appli- been referred to—accurately—as democ- lecture. Upon graduating, students were cants beginning in 2014 (Misner 2014). racy’s colleges. More than any other expected to help convert nonbelievers Even though just 1 to 2 percent of full- institution of American higher education, to evangelical Christianity. While 83 time women students attend women’s they evolved in response to the needs of percent of Mount Holyoke graduates colleges (Jaschik 2017), the history of the people. The federal government made

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 7 clear in President Harry S. Truman’s became the first federally sponsored classes were part of the curriculum at Commission on Higher Education report Native American junior college Northwest Indian College on Puget of 1947 that placing a community col- (Champagne 1994). Sound (Boyer 1997). When asked what lege within commuting distance of every In 1968, only 181 American Indians distinguished Navajo Community American should be a top priority. This received four-year degrees. In response, College from other colleges, president had clear political importance. Thanks American Indians wrested promises of Ned Hatathli said, “Well, we don’t teach to the Servicemen’s Readjustment Act new policy directions from the federal that Columbus discovered America” of 1944, popularly known as the GI Bill, government. President Lyndon B. (Stein 1992, 105). 40 percent of junior college students Johnson declared in 1968 that the federal Tribal colleges have made significant in 1946 were veterans. Enrollments at government must adhere to “a policy contributions to US higher education, junior colleges more than doubled to expressed in programs of self-help, but perhaps their most vital contribu- five hundred thousand between 1944 self-development, self-determination” tion is helping make American Indian and 1947 (Meier 2018). (Prucha 2000, 249). students, faculty, educational programs, Community colleges have continued The Navajos took the lead in and institutions visible, helping to defeat to gain popularity, especially among demanding reform of the federal govern- the invisibility to which American students of color. In 1976, just under 20 ment’s Indian policies. This tribe was Indians have historically been subjected, percent of community college students the best able to put political pressure especially in elite colleges and universi- were students of color. In 2016, that on Washington: the Navajos maintain ties (Brayboy 2004). Tribal colleges allow proportion had increased to 49 percent the largest reservation in the United American Indian students and their nationwide, 59 percent in Texas, and 65 States; Navajos were communications communities to benefit from relevant percent in California. Furthermore, 37 and code specialists during World War higher education without having to percent of community college students II; and tribal elections had produced travel far from home or go through the are first-generation college students and chairmen committed to taking control often alienating experiences of attending 46 percent are adult learners, compared of education (Stein 1992). After Navajo a predominantly White institution with 23 percent and 24 percent, respec- Community College (now Diné College) (PWI), with the historical legacy of tively, of students at four-year, private was founded in Arizona in 1968, new forced assimilation practices. nonprofit and public institutions. institutions—created and controlled by The greatest challenges for com- Native Americans and located on reser- Hispanic-Serving Institutions munity colleges are providing equitable vations—followed its example. Ten years Democratic institutions must adapt outcomes and keeping college accessible of growth and success concluded with to serve the people, or they fail their and affordable. African American, the passage of the Tribally Controlled democratic missions. Hispanic-serving Latinx, and American Indian students Community College Act in 1978 (Stein institutions (HSIs) are authorized by are less likely than White students to 1992). Since Diné College’s founding, the federal government and defined as complete terminal degrees or certificates twenty-seven other tribally controlled “accredited, degree-granting, public or or to transfer successfully to a four-year colleges have commenced operations private nonprofit institutions of higher college or university (Malcom-Piqueux (Boyer 1997). education with 25 percent or more 2018). Yet today, community colleges That the community college is the total undergraduate Hispanic full-time deliver on the democratic mission of model Native Americans used in forging equivalent (FTE) student enroll- higher education by serving communities their own institutions of higher educa- ment” (Santiago, Taylor, and Calderón that previously lacked access to college. tion deserves attention. The community Galdeano 2016, 5). Most HSIs were his- colleges’ institutional missions of “open torically PWIs but their student bodies Tribal Colleges admission, job training, and community changed over time to reflect shifting Tribal colleges started in the late 1960s development” best suited the goals of the demographics (Valdez 2015). Indeed, as two-year institutions adapted from Navajos and other tribes (Boyer 1997, 25). only two universities in the continental the community college model, focusing Local programs reflected local needs: United States were created expressly to on vocational and agricultural educa- Salish Kootenai College in Montana serve Hispanic students: Boricua College tion. In 1963, the Haskell Institute of began its curriculum with forestry (1968) in New York and the National Kansas (now Haskell Indian Nations classes; Dull Knife College on the Hispanic University (1981) in California University) began to offer college pre- Northern Cheyenne Reservation offered (Santiago, Taylor, and Calderón paratory classes, and in 1970, Haskell mining training; and aquaculture Galdeano 2016). As of the 2016–17

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academic year, there were 492 HSIs COLEMAN, MICHAEL C. 2008. American Indian MORRIS, J. BRENT. 2014. Oberlin, Hotbed of scattered across twenty-one states and Children at School, 1850–1930. Jackson, MS: Abolitionism: College, Community, and the Fight University Press of Mississippi. for Freedom and Equality in Antebellum Puerto Rico; 215 were public two-year GARCIA, GINA A., and MORGAN TAYLOR. 2017. “A America. Chapel Hill, NC: University of North colleges. Today, 63 percent of Hispanic Closer Look at Hispanic-Serving Institutions.” Carolina Press. students attend HSIs (HACU 2018). Higher Education Today (blog), American NATIONAL CENTER FOR SCIENCE AND Council on Education, September 18. https:// ENGINEERING STATISTICS. 2017. Women, In 2025, 32 percent of all US college www.higheredtoday.org/2017/09/18/closer-look- Minorities, and Persons with Disabilities in students will be Latinx (Hussar and hispanic-serving-institutions/. Science and Engineering: 2017. Arlington, VA: National Science Foundation. http://www.nsf. Bailey 2017). HSIs are acting as leaders GEIGER, LOUIS G. 1958. University of the Northern Plains: A History of the University of North gov/statistics/wmpd/. for all colleges and universities in Dakota, 1883–1958. Grand Forks, ND: The NEYLAND, LEEDELL W., and ESTHER GLOVER focusing on these vital students and their University of North Dakota Press. FAHM. 1990. Historically Black Land-Grant Institutions and the Development of Agriculture varied needs (Garcia and Taylor 2017). GEIGER, ROGER L. 2015. The History of American Higher Education: Learning and Culture from and Home Economics, 1890–1990. Tallahassee, the Founding to World War II. Princeton, NJ: FL: Florida A&M University Foundation. Conclusion Princeton University Press. PARENTE, VICTOR. 1998. “Normal Schools.” In A Historical Dictionary of Women’s Education in American colleges and universities HISPANIC ASSOCIATION OF COLLEGES AND UNIVERSITIES. 2018. 2018 Fact Sheet: Hispanic the United States, edited by Linda Eisenmann, have not always been in step with the Higher Education and HSIs. https://www.hacu. 305–09. Westport, CT: Greenwood Press. democratic needs of the larger society. net/images/hacu/OPAI/2018_HSI_FactSheet. PRESIDENT’S COMMISSION ON HIGHER pdf. EDUCATION. 1947. Higher Education for However, these institutions have been HUSSAR, WILLIAM J., and TABITHA M. BAILEY. American Democracy. New York: Harper and expected to meet Americans’ growing 2017. Projections of Education Statistics to 2025 Brothers Publishers. demand for higher education and have (NCES 2017-019). Washington, DC: National PRUCHA, FRANCIS PAUL. 2000. Documents of Center for Education Statistics, US Department United States Indian Policy, 3rd ed. Lincoln, NE: responded with a variety of institutional of Education. https://nces.ed.gov/pubs2017/ University of Nebraska Press. types to support their democratic mis­ 2017019.pdf. ROSS, EARLE D. 1942. Democracy’s College: The sions and ideals. We may expect this JASCHIK, SCOTT. 2017. “Can Women’s Colleges Land-Grant Movement in the Formative Stage. Attract Women? Can Ex-Women’s Colleges Ames, IA: Iowa State College Press. evolution to continue so long as we Attract Men?” Inside Higher Education, June 19. RUDOLPH, FREDERICK. 1962. The American maintain a living, diverse democracy. < https://www.insidehighered.com/admissions/ College and University: A History. New York: article/2017/06/19/another-womens-college- A. Kopf. shifts-coeducation-institutions-consider. SANTIAGO, DEBORAH A., MORGAN TAYLOR, REFERENCES and LAWSON, ELLEN N., and MARLENE MERRILL. EMILY CALDERÓN GALDEANO. 2016. From ADAMS, EVELYN C. 1971. American Indian 1983. “The Antebellum ‘Talented Thousandth’: Capacity to Success: HSIs, Title V, and Latino Education: Government Schools and Economic Black College Students at Oberlin before the Students. Washington, DC: Excelencia in Progress. New York: Arno Press. Civil War.” Journal of Negro Education 52 (2): Education. 142–55. ALLEN, WALTER R., JOSEPH O. JEWELL, SMITH COLLEGE. 2016. “‘Inclusive Excellence’: KIMBERLY A. GRIFFIN, and DE’SHA S. WOLF. LUCAS, CHRISTOPHER J. 1994. American Higher Smith Shares Success in STEM Learning via 2007. “Historically Black Colleges and Education: A History. New York: St. Martin’s New Website.” July 18. https://www.smith.edu/ Universities: Honoring the Past, Engaging the Griffin. news/smith-shares-success-in-stem-learning/. Present, Touching the Future.” The Journal of MALCOM-PIQUEUX, LINDSEY E. 2018. “Student STEIN, WAYNE J. 1992. Tribally Controlled Colleges: Negro Education 76 (3): 263–80. Diversity in Community Colleges.” In Making Good Medicine. New York: Peter Lang BOYER, PAUL. 1997. Native American Colleges: Understanding Community Colleges, 2nd ed., Publishing. edited by John S. Levin and Susan T. Kater, Progress and Prospects. Princeton, NJ: Carnegie TIDBALL, M. ELIZABETH, DARYL G. SMITH, 21–44. New York: Routledge. Foundation for the Advancement of Teaching. CHARLES S. TIDBALL, and LISA E. WOLF- BRAYBOY, BRYAN MCKINLEY JONES. 2004. MANLEY, ROBERT N. 1969. Centennial History of WENDEL. 1999. Taking Women Seriously: “Hiding in the Ivy: American Indian Students the University of Nebraska. Volume I: Frontier Lessons and Legacies for Educating the Majority. and Visibility in Elite Educational Settings.” University (1869–1919). Lincoln, NE: University Phoenix, AZ: The American Council on Harvard Educational Review 74 (2): 125–52. of Nebraska Press. Education/Oryx. BROWN, M. CHRISTOPHER, II, and KASSIE MARTIN, DOUGLAS D. 1960. The Lamp in the US CENSUS BUREAU. 2003. Statistical Abstract of FREEMAN, eds. 2004. Black Colleges: New Desert: The Story of the University of Arizona. the United States 2003. Washington, DC: US Perspectives on Policy and Practice. Westport, Tucson, AZ: The University of Arizona Press. Census Bureau. CT: Praeger. MEIER, KEN. 2018. “The Community College VALDEZ, PATRICK L. 2015. “An Overview of BUTCHART, RONALD E. 2002. “Mission Matters: Mission in Historical Perspective.” In Hispanic-Serving Institutions’ Legislation: Mount Holyoke, Oberlin, and the Schooling of Understanding Community Colleges, 2nd ed., Legislation Policy Formation Between 1979 and Southern Blacks, 1861–1917.” History of edited by John S. Levin and Susan T. Kater, 1992.” In Hispanic Serving Institutions in Education Quarterly 42 (1): 1–17. 1–19. New York: Routledge. American Higher Education: Their Origin, and CARNEGIE FOUNDATION FOR THE MISNER, JARED. 2014. “Women’s Colleges Drop Present and Future Challenges, edited by Jesse ADVANCEMENT OF TEACHING. 1989. Tribal Barriers to Transgender Students.” The Perez Mendez, Fred A. Bonner II, Josephine Colleges: Shaping the Future of Native America. Chronicle of Higher Education, September 9. Méndez-Negrete, and Robert T. Palmer, 5–29. Princeton, NJ: The Foundation. https://www.chronicle.com/article/Women-s- Sterling, VA: Stylus. Colleges-Drop/148705. CHAMPAGNE, DUANE, ed. 1994. The Native North WOMEN’S COLLEGE COALITION. 2014. The American Almanac: A Reference Work on Native MORISON, SAMUEL ELIOT. 1964. Three Centuries Truth about Women’s Colleges. http://www. North Americans in the United States and of Harvard, 1636–1936. Cambridge, MA: womenscolleges.org/discover/reports/truth- Canada. Detroit, MI: Gale Research. Belknap. about-womens-colleges.

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 9 [EXAMINING THE PAST, TRANSFORMING THE FUTURE] bullying, racial hatred, violence, and scapegoating of immigrant and minority Racial Healing Circles: Empathy and Liberal groups, coupled with increasing num- Education bers of white supremacy groups that target college campuses for recruitment  GAIL C. CHRISTOPHER, Founder of Ntianu Garden: Center for Healing and Nature and Former Senior and protests, make the work of TRHT Advisor and Vice President at the W.K. Kellogg Foundation Campus Centers prescient and urgent (Levin and Reitzel 2018). As AAC&U president Lynn Launched by the W.K. Kellogg “Because of the hurt and shame and Pasquerella writes, “A liberal educa- Foundation and supported by several the viral nature of unhealed oppres- tion invites a diversity of perspectives foundations, the Truth, Racial Healing sion, people don’t talk about it and may and provides students with the skills & Transformation (TRHT) effort is an even perpetuate it,” says Liz Medicine necessary to examine their own assump- adaptation of the globally recognized Crow, president and chief executive tions and those of others; to propose, Truth and Reconciliation Commission officer of the First Alaskans Institute, construct, and evaluate arguments; to (TRC) concept. However, the TRHT which engages in racial healing work. anticipate and respond to objections; effort has been designed to better Storytelling, she explains, “allows us to and to articulate with precision, coher- address the multidimensional and go deeper with our hearts and minds, ence, and clarity a defense of their views, protracted history of racial division which creates space to transform and to orally and in writing, to those who need and hierarchy that is a hallmark of the be transformed” (AAC&U 2016, 34). convincing” (2016, 18). United States. Because of this history, Jettisoning the belief in a human I believe the capacity for empathy TRHT focuses more on healing and hierarchy is a process of “unlearning” as and for perspective taking are requisite transformation than on reconciliation, much as learning. Racial healing work- skills for achieving the goals of a liberal which implies a return to good relations shops and experiences can be helpful education. Faculty and student partici- after a conflict. in this unlearning process. They have pation in effective racial healing circles TRHT aims to jettison the false been successfully used with thousands can support liberal education outcomes belief in a hierarchy of human value of people over several decades. Most in the following ways: and replace that archaic notion with approaches to racial healing affirm the a reverence and appreciation for the common humanity of all people and n Racial healing circles provide equal and interconnected nature of the encourage participants to recognize opportunities to engage with per- human family. The five components the absurdity of believing in a racial ceived others in ways that enable of the TRHT framework are Narrative hierarchy. self-reflection and nonthreatening Change, Racial Healing and Relationship acknowledgment of one’s own previ- Building, Separation, Law, and Economy. Racial Healing and Liberal Education ously unquestioned assumptions A full explanation of each component As a valued TRHT organizational and biases. of the framework can be found in the partner, the Association of American n Faculty and student participants gain Truth, Racial Healing & Transformation Colleges and Universities (AAC&U) is direct experience sharing authentic Implementation Guidebook (W.K. Kellogg leading the creation of TRHT Campus personal narratives among diverse Foundation 2016). Centers in colleges and universities peers, which enhances their percep- The TRHT effort places racial healing across the United States, with support tions of human interconnectedness as a centerpiece of its framework. I have from Newman’s Own Foundation and while increasing their capacity for designed an approach entitled Rx Racial the W.K. Kellogg Foundation. AAC&U empathy and understanding. Healing, which brings together a diverse selected the first ten TRHT Campus n Participants become more willing to group of people in the safe, respectful Centers in 2017. (See the box on page explore the historic and contempo- environment of a racial healing circle. 12.) The centers have developed and are rary consequences of adhering to the Racial healing practitioners encourage implementing action plans to facilitate fallacy of a racial hierarchy. (but do not force) participants to share racial healing on their campuses and in n Finally, participants gain a height- stories in pairs, using tailored prompts their communities. (Visit https://www. ened sense of responsibility for taking and questions that elicit stories of aacu.org/trht to learn more.) Recent actions to reduce needless human empowerment and agency. increases in public racist rhetoric, child

10 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES

suffering and promote fairness and n Circles meet basic equity for the greater good. human needs for connection through What Effective Racial Healing Circles eye contact, prox- Are and Are Not imity to others, and While there are many approaches to the the experience of racial healing process, it is important belonging. to clarify what racial healing circles are n Circles support focus not. They are not anti-racism train- and attention away ings or workshops on dismantling from distractions. structural racism. They also are not the old twentieth-century race relations In addition, the work, designed to promote “tolerance” racial healing circle of the other. Perhaps most importantly, process emphasizes Participants in a recent Preparation Process, held at Duke University, racial healing circles are not “conver- empathy. Empathy cofacilitate a practice racial healing circle. (Photo by Vida Rivera) sations about race.” To say that the and tolerance are very work is about race is to reinforce the different outcomes. belief system based on the false idea of Rather than simply tolerating another backgrounds were engaged to support multiple human races. Through racial person’s existence, empathy involves the these convenings. healing circles, we intend to embrace art of perspective taking and requires In addition, I recently worked the true reality of the human family, awareness and understanding of the with AAC&U, the American Library and the myth of racism is a barrier to experience of another. Sharing authentic Association, and racial healing practitio- that intention. Rx Racial Healing helps stories in a deftly facilitated circle of ners to conduct a two-day Preparation participants move beyond that myth and engagement helps increase empathy Process to begin to cultivate a new immerse themselves in the commonali- for individuals and collectively among cohort of racial healing practitioners. ties of our shared human journey, while all circle participants. The Rx Racial Representatives from the ten TRHT acknowledging the very real conse- Healing approach makes story an Campus Centers, five additional cam- quences of exposure to racism and hon- action. The focus, attention, and deep puses, and five libraries participated oring diverse cultures and experiences. listening generate powerful changes in in the process, which was held at Duke Circle processes, including racial perception that help break down biases. University. Participants reviewed the healing circle processes, are rooted in Neither TRHT work nor a liberal educa- core elements of racial healing circles the spiritual and community-sustaining tion can be limited to cognitive work and had the opportunity to design models of many Indigenous cultures. alone. Both must also engage the heart. and cofacilitate a practice circle. The During the twentieth and twenty-first Making story a verb, an action, is a way Preparation Process was aimed at centuries, Europeans and Americans of engaging the heart. building capacity for TRHT partners to appropriated and popularized the idea I have been incorporating the circle sustain their own localized efforts. of using circles to gather groups together process into social program design for healing and growth (Baldwin 1998). since the 1980s, including in the edu- Imagining Transformation Self-help circles, addiction recovery cator support and training program The broad goals of a liberal education— circles, restorative justice circles, conflict Appreciative Learning and the national to increase students’ analytical and resolution circles, peacemaking circles, multicultural education program critical thinking skills—are necessary and disease support group circles are Americans All (Brown McCracken, to understanding truth. TRHT’s trans- just a few examples. Christopher, and Sreb 1991; Christopher formational goal involves racial healing People have used circles for healing 1991). Beginning in 2008, I adapted and requires the imagination. We must engagement over sustained periods of this healing circle model and approach envision a future United States that no time because of a few inherent qualities: for the W.K. Kellogg Foundation’s longer believes in the fallacy of a racial America Healing annual convenings hierarchy, a nation that truly celebrates n Circles temporarily suspend real and and for the TRHT national convening our equal and connected humanity. As perceived hierarchies. Everyone is in 2016. Approximately seventy-five John Paul Lederach of Humanity United equal in the circle. racial healing practitioners from diverse says, this work requires us to “nourish

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 11 Truth, Racial Healing & the change and find ways to practice attentive, focused effort, we can indi- Transformation (TRHT) the desired state or “just future.” vidually and collectively reduce bias Campus Centers Effective racial healing circles empha- and avoid automatically acting upon size diversity among participants, our stereotypical perceptions. n Austin Community College (TX) modeling the desired state of coming n Brown University (RI) together as one community. A wise mentor of mine used to say, n The Citadel, The Military College of 2. Human beings are wired for connec- “Child, if they knew better, they’d do South Carolina (SC) tion. I believe the deepest and most better.” But life has taught me not to n Duke University (NC) enduring wounds come when people equate simply knowing with doing. n Hamline University (MN) thwart this biological and psycholog- Unlearning is more complex. Ultimately, n Millsaps College (MS) n Rutgers University–Newark (NJ) ical imperative by “othering” through our feelings motivate us and our fears n Spelman College (GA) discrimination, exclusion, minimiza- can inhibit us. I would alter her wise n University of Hawai’i at Mānoa (HI) tion, and oppression. The resulting saying to, “Child, if they both knew and n University of Maryland Baltimore stress—and sometimes trauma— felt better—if they believed better— County (MD) increases vulnerability to disease. they’d do better.” Chronic stress can impede the cre- and foster the creative imagination that ative and cognitive capabilities that Looking Back, Moving Forward permits [us] to bring into the world people need for resilience (McEwen The United States’ foundational something that does not now exist” and Gianaros 2011). Spending time economic, governmental, religious, (Ferrera, Lederach, and Tippett 2018). in racial healing circles can interrupt educational, health, social, civic, and In response to increasing gun vio- negative exposures (temporarily, at philanthropic institutions practiced lence and police violence, student and least) and model a space of welcome acceptance of a hierarchy and taxonomy youth protesters are using “die-ins.” So and belonging. This experience helps of our diverse human family. The system many Black, Latino, Native American, to generate countervailing physi- of assigned value and assumed character Asian American, immigrant, LGBTQ, ological responses through feelings of traits was based on superficial physical and White young people are dying relaxation and healing. features (such as skin color and facial needlessly that protesters are lying 3. To be human is to “story”—to create features) and on continents of origin. down in the streets to simulate death and express an authentic personal American University scholar Ibram X. in solidarity. It is a variation on the narrative that our brains are wired Kendi (2016) has compiled the most thor- “sit-ins” at segregated lunch counters to embed, understand, and share. ough history of these ideas in Stamped and elsewhere. There is one striking Effective racial healing circle design from the Beginning, which won the 2016 symbolic difference, however. Sit-ins invites story sharing between two National Book Award for Nonfiction. portrayed the “desired state” of the right people in a safe and affirming There have been episodic movements to be treated equally. The die-ins do not. manner. and significant progress toward equity Instead, they dramatically illustrate the 4. Thanks to advances in neurosci- in the United States since the end of crisis and, in some ways, align with the ence and imaging and scanning the Civil War, but that progress has truth-telling aspect of social change. technologies, scientists have gathered been subject to dramatic reversals when I applaud the courage and creativity data that indicate how experience, political leadership has changed. When of these protesters. Social change attention, and focus can generate we examine the reversal of gains made always requires multiple interventions. measurable increases and changes during Reconstruction and the Civil However, as a holistic health care pro- in neural cell connections (Schwartz Rights era and the shifts in racialized vider turned social change agent, I feel and Begley 2002). Scientific research immigration policies over the decades, compelled to share four relevant lessons now supports what masters in music, we come face to face with the reality of a that I have learned over the decades dance, art, athletics, and literature persistent insistence, by some, on the idea about change-making, which I have have espoused for centuries: practice of a racial hierarchy. incorporated into the Rx Racial Healing makes perfect. Or, certainly, practice In a 2013 New York Times book review methodology: increases human capacity for specific of Craig Steven Wilder’s Ebony and Ivy: behaviors. Translating this idea to Race, Slavery, and the Troubled History of 1. There is power in first imagining the racial healing work, we see that when America’s Universities, reviewer Jennifer desired change. We must see and be we learn counterstereotypes in an Schuessler praises Wilder for taking a

12 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES broad look at the role of slavery in the have to think of your enemies as your americansall.org/page/teachers-guides-and- tools. development of US universities. She brothers and sisters” (2018). This belief CHRISTOPHER, GAIL C. 1991. The Peopling of quotes James Wright, former president of helped him during the Cuban mis- America: A Teacher’s Manual for the Americans Dartmouth College: “Slavery was deeply sile crisis and in working with diverse All Program. Bethesda, MD: Americans All. https://americansall.org/sites/default/files/ embedded in all our institutions, which communities. resources/pdf/lesson-plans/871-Teachers%20 found ways to explain and to rationalize I believe that the ability to take the Manual.pdf. slavery even after the formation of the perspective of the other and to empathize FERRERA, AMERICA, JOHN PAUL LEDERACH, and KRISTA TIPPETT. 2018. “How Change Happens, American republic” (2013). The deeply is the cornerstone of a stable democracy. in Generational Time.” On Being. https:// held belief in a hierarchy of human Empathy is as foundational to democra- onbeing.org/programs/america-ferrera-john- paul-lederach-how-change-happens-in- value fueled those explanations and cies as free and fair elections. While the generational-time-jun2018/. rationalizations. United States has some systems in place HORNE, GERALD. 2014. The Counter-Revolution of It should come as no surprise that to foster free and fair elections, we have 1776: Slave Resistance and the Origins of the United States of America. New York: New York this country’s system of higher education no systems to foster the individual and University Press. was intimately immersed in the ethos of collective capacity for empathy. Effective KENDI, IBRAM X. 2016. Stamped from the the times of its formation. Enslavement racial healing circle experiences are Beginning: The Definitive History of Racist Ideas of and discrimination against people of designed to help participants increase in America. New York: Nation Books. KENNEDY, KERRY. 2018. The Today Show interview, color was the norm in the eighteenth their capacity for empathy. June 4. https://www.today.com/video/rfk-s- and nineteenth centuries. The United I applaud the colleges and universities daughter-kerry-kennedy-talks-about-her-new- States was conceived not in liberty but that have begun to examine their past book-ripples-of-hope-1247676483635?v=railb. KENNEDY, ROBERT F. 1968. “Robert F. Kennedy in slavery and dominated by the belief relationships to slavery and to the deci- Speeches: Statement on Assassination of Martin in a hierarchy of human value. In his mation and colonization of Indigenous Luther King Jr., Indianapolis, Indiana, April 4, 1968.” John F. Kennedy Presidential Library and award-winning 2014 book, The Counter- people and the confiscation of their Museum. https://www.jfklibrary.org/Research/ Revolution of 1776, author Gerald lands. The process of looking back and Research-Aids/Ready-Reference/RFK- Horne argues convincingly that the moving forward requires that all people Speeches/Statement-on-the-Assassination-of- Martin-Luther-King.aspx. Revolutionary War was fought primarily hone their abilities to both understand LEVIN, BRIAN, and JOHN DAVID REITZEL. 2018. to preserve slavery as abolitionist senti- and begin to see themselves in the Report to the Nation: Hate Crimes Rise in US ments grew in Britain. experiences of the perceived other. Racial Cities and Counties in Time of Division and Foreign Interference. San Bernardino, CA: The false biological and philosophical healing circles, when effectively imple- Center for the Study of Hate and Extremism, construct of a taxonomy of humanity mented, can enable this capacity. California State University. http://www. ochumanrelations.org/wp-content/ has long since been debunked by anthro- As Robert F. Kennedy said, “What uploads/2018/05/ 2018-Hate-Report-CSU-San- pology, genomic science, and social we need in the United States is not hatred Bernardino.pdf. science. Yet its legacy and destructive . . . but love and wisdom and compassion McEWEN, BRUCE S., and PETER J. GIANAROS. 2011. “Stress- and Allostasis-Induced Brain consequences remain, as do the remnants toward one another, and a feeling of jus- Plasticity.” Annual Review of Medicine 62: of the belief itself. It is expressed pri- tice toward those who still suffer within 431–45. marily through unconsciously motivated our country” (1968). < PASQUERELLA, LYNN. 2016. “Rewriting the Dominant Narrative: How Liberal Education behaviors, but sometimes through overt, Gail C. Christopher is an award-winning Can Advance Racial Healing and conscious, and even hateful actions. social change agent. This article is adapted Transformation.” Liberal Education 102 (4): 16–21. https://www.aacu.org/liberal What is surprising and unacceptable from her upcoming book, Rx Racial Healing: education/2016/fall/pasquerella. is our ongoing state of denial and sub- A Handbook: Your Questions Answered. SCHUESSLER, JENNIFER. 2013. “Dirty Antebellum sequent failure to thoroughly grapple Secrets in Ivory Towers: ‘Ebony and Ivy,’ About How Slavery Helped Universities Grow.” New REFERENCES intellectually and morally with the facts, York Times Book Review, October 18. https:// consequences, implications, and feelings ASSOCIATION OF AMERICAN COLLEGES AND www.nytimes.com/2013/10/19/books/ebony- UNIVERSITIES. 2016. “Designing the and-ivy-about-how-slavery-helped-universities- generated by this shameful aspect of Transformation.” Liberal Education 102 (4): grow.html. American identity. 28–45. https://www.aacu.org/liberal SCHWARTZ, JEFFREY M., and SHARON BEGLEY. June 6, 2018, marked the fiftieth anni- education/2016/fall. 2002. The Mind and the Brain: Neuroplasticity BALDWIN, CHRISTINA. 1998. Calling the Circle: and the Power of Mental Force. New York: versary of the assassination of Robert F. The First and Future Culture. New York: Harper Collins Books. Kennedy. In a television interview about Bantam Books. W.K. KELLOGG FOUNDATION. 2016. Truth, Racial her 2018 book, Robert F. Kennedy: Ripples BROWN MCCRACKEN, JANET, GAIL C. Healing & Transformation Implementation CHRISTOPHER, and STEVEN SREB. 1991. Guidebook. Battle Creek, MI: W.K. Kellogg of Hope, Kerry Kennedy describes her Teacher’s Guides to Learning Activities. Foundation. http://www.racialequityresource father’s message for the country: “You Bethesda, MD: Americans All. https:// guide.org/guides-workshops/trht- implementation-guidebook.

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 13 [EXAMINING THE PAST, TRANSFORMING THE FUTURE] people of color, or formerly Freedom University: “Where You Walk in undocumented Undocumented and Leave Unafraid” immigrants. Students often  LAURA EMIKO SOLTIS, Executive Director and Professor of Human Rights at Freedom University note in their written reflec- tions that this Freedom University was founded in What makes Freedom University has a significant Laura Emiko Soltis (Photo © 2011 as a modern-day freedom school different from other institutions of impact on their Laura Emiko Soltis 2018) for undocumented students, after the higher education? ability to imagine Georgia Board of Regents enacted Freedom University is unique in that themselves succeeding in a certain Policy 4.1.6. and Policy 4.3.4, preventing every one of our students is undocu- career or life path. undocumented students from attending mented. We are the one true sanctuary Our content is driven by the students, Georgia’s top public universities and campus in the world. Our students who have a dialogue every semester receiving in-state tuition (University arrived in the United States as young about what subjects they want to learn. System of Georgia 2018). Based in children from Mexico, El Salvador, Students shape the university, unlike an undisclosed location in Atlanta, Costa Rica, Venezuela, Uruguay, South traditional universities that require stu- Freedom University provides free Korea, Romania, Jamaica, Ghana, Mali, dents to shape themselves into the mold college-level classes, college application and Haiti. We are also different in our of the institution in order to succeed. and scholarship assistance, and move- purpose, structure, and content. Our courses and faculty mentorship pro- ment leadership training. The purpose of education at grams prepare students to continue their We posed questions to Freedom Freedom University is to empower college education after they graduate University’s executive director Laura students to overcome fear and reclaim from Freedom University. We also Emiko Soltis (below) and professor their dignity and rights as human conduct movement campaigns to change Fernando Esquivel-Suárez (on page 15). beings. We employ liberatory pedagogy, admissions policies at private universi- A reflection from former student Rafael which aims to deepen our students’ ties across the country to increase access Aragón can be found on page 16. consciousness and empower them for undocumented students. As a result, Soltis joined Freedom University as to be leaders in their own freedom one in three of our students at Freedom a volunteer faculty member in 2013 and struggle (Freire 1970). One of my stu- University this past year left with a full has served as executive director since dents, Jonathan, said it best when he scholarship to college. 2014. Soltis introduced a human rights described Freedom University as “the Our curriculum includes the framework and a horizontal leadership place where you walk in undocumented social sciences and humanities, fine structure and expanded the curriculum and leave unafraid.” arts, biological and life sciences, and to include courses chosen by students. Our structure is unorthodox. We SAT and college preparation. Each As a social movement strategist, Soltis have no tuition, grades, degrees, semester, we also offer College Level works to build bridges between undocu­ mascots, or tenure. Students come Examination Program (CLEP) courses mented and documented student because they want to learn. Teachers that allow students to earn credits that groups, advocate for fair admissions and come because they want to teach. All can transfer to a future university. In sanctuary policies in higher education, Freedom University professors are the social sciences and humanities, we and culti­vate relationships between volunteers. When you take away the explore the diversity and complexity of undocumented students and veterans clutter of educational institutions, you the human experience and the struc- of the Black Freedom Movement. Soltis are left with something revolutionary: tures that shape our social world, with teaches classes at Freedom University education. In this space of shared a critical lens of power to strengthen in international human rights, social learning and growth, the boundaries our students’ political consciousness. movement theory, and immigration of teacher and student are blurred, and In our arts courses, students have history. everyone is free to teach and learn. chosen to study creative writing, music, This concept is central to liberatory dance, and drawing and painting. The pedagogy. Most of our professors are arts provide a space where students can first-generation college graduates, express their full selves—not just as

14 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES caretakers in their families, low-wage Freedom University was inspired by in 1964. These schools were founded on workers, or people forced to live in the Freedom Schools of the Black the ideas that true democracy requires the shadows. Blending a burnt sienna Freedom Movement. How do that the participation of all members of hue, finding a note in a suspended history and legacy inform Freedom society and that education can be a tool chord in choir, or nailing a salsa dance University’s work? for liberation and the development of move allows them to forget—for a few The name Freedom University honors grassroots leaders. hours—the trauma of this political the legacy of the Freedom Schools This legacy is not simply symbolic. moment and focus on the joy of being championed by the civil rights workers As a graduate student studying the Black present in a beloved community. in Mississippi during Freedom Summer Freedom Movement and interracial labor

by leaders and institutions that formed What have you learned most from A Legacy of the Civil Rights Movement. As a docu- your students? mented immigrant from Colombia who Working Education for has lived in Atlanta for more than a with students Liberation decade, teaching at Freedom University at Freedom inserts me into the history of the University  FERNANDO ESQUIVEL-SUÁREZ, Professor of struggle for human rights historically has given me Spanish Literature at Freedom University and Senior Instructor in the Department of World led by activists from this city. a glimpse of Languages and Literature at Spelman College how education What are some of your most memo- might look in Fernando Esquivel-Suárez Fernando Esquivel-Suárez joined rable teaching moments at Freedom the margins of (Photo © Laura Emiko Freedom University as a volunteer University? capitalism. There Soltis 2018) instructor in 2017. His main research Beyond training students in the are no financial interests focus on African American/ academic uses of Spanish, our course transactions. This transforms the Latinx relations, overlapping oppression, Introducción a las Literaturas en Español school into a place where people will- and solidarity. (Introduction to Spanish Literature) ingly meet to learn from each other, became a space for both native speakers produce and interrogate knowledge, Why did you decide to teach at and heritage speakers (those who grew and develop academic skills. To me, Freedom University? up in homes where Spanish was spoken) Spanish-speaking students and faculty To me, serving at Freedom University to reflect on the role of the language at Freedom University have become an represents learning from historically in our lives. I find this exercise crucial invaluable intellectual community in my Black colleges and universities and during this latest resurgence of nativism, first language. Freedom Schools and carrying on their as we experience shaming for speaking legacy of education for liberation. As Spanish in public. What are your hopes for your many scholars point out, racist and I particularly treasure two moments students for the future? xenophobic narratives legitimize segre- from this course. The first occurred as The goal of segregationist policies in gationist policies and violence against students read their own poetry, exhib- education—like the policies passed by migrants and people of color. Freedom iting great artistic control and the ability the Georgia Board of Regents—is to University allows students and faculty to powerfully convey their experiences constrain oppressed populations’ access to contextualize our personal stories in as they fluctuated between Spanish and to social mobility through professional- history and resist the criminalization of other languages. In the second instance, ization and force them to be a reservoir our bodies and identities. one student described how, for her, of cheap labor. I hope for a future in I believe in the strength of multiracial Spanish was contained in family and which our students can determine their political solidarity. Freedom University religious spheres, and how our class own destinies without the burden of is a great example of diverse oppressed helped her tap into another dimension laws designed to curtail their freedom. communities working together. We of the language and reflect on the multi- They are already actively building are not only inspired but also guided plicity of her identity. that future. <

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 15 movements in the South, I befriended Edelman, Rita Schwerner Bender, and that collective action can bring change. Charles Black, Lonnie King, and Roslyn the late Julian Bond. These relation- There is no better way to teach this than Pope, who were youth leaders of the ships no doubt changed the students to put students in direct dialogue with Atlanta Student Movement, an affiliate forever, and as a teacher, I was inspired the veterans who led the Black Freedom of the Student Nonviolent Coordinating to weave this legacy into the content of Movement as young people. And when Committee (SNCC) in the 1960s. When my courses and into the soul of Freedom you teach the history of race, immigra- I started teaching at Freedom University, University. tion, incarceration, and labor in the I invited them to speak with and mentor As a professor of human rights and United States to undocumented students, students in my human rights classes. It social movements, I aim not only to teach they catch on quickly that it is not a was Charles who suggested I attend the social movement theory and concepts coincidence that the same public universi- Freedom Summer 50th Anniversary like cognitive liberation (McAdam 1982) ties in Georgia that ban undocumented Conference in Jackson, Mississippi, in but also to bring about that liberation students today banned Black students in summer 2014 with my students. During in students’ minds by teaching them 1960. They realize that if Georgia’s public that conference, ten Freedom University to recognize inequality as injustice, to universities could be desegregated by students learned directly from move- assert their human rights regardless of student insurgency in the 1960s, they can ment giants like Marian Wright their citizenship status, and to believe be desegregated again.

The Strength of of building a strong community is the who look like us most significant. The success of every- or share a similar Our Solidarity: thing we seek to accomplish at Freedom experience, and A Student Reflection University depends on the strength of when alumni our solidarity with one another. We visit our classes  RAFAEL ARAGÓN, Freedom University Student changed the admissions policy at Emory to advise and Committee Member, Former Freedom University Student, and Eastern Connecticut State University because we built a coalition with Emory encourage us. Student students through the Freedom at Emory In my journey, Rafael Aragón. (Photo © initiative. In 2015, as a result of our I have found Laura Emiko Soltis 2018) Rafael Aragón was born in Mexico and advocacy, Emory announced it would encouragement arrived in the United States at the age of accept academically qualified DACA in meeting six. Since joining Freedom University in students without discrimination and Freedom University’s mental health January 2017, Aragón has been an active provide them need-based financial aid. coordinator, Carissa Balderas, someone student leader, participating in direct Because of our work with the Emory who understands me and is even from actions and speaking on panels across the Sanctuary Coalition, Emory decided in the same part of Mexico where my country. He received a full scholarship 2017 to expand its admissions policy to father was born. Watching Carissa work to Eastern Connecticut State University accept undocumented students without as a therapist to improve the mental and plans to study cognitive behavioral DACA. We also lifted two public uni- well-being of immigrant youth—a career psychology beginning in fall 2018. versities off the list of schools that ban path I hope to follow—has solidified my “Movements are multidimensional: undocumented students in Georgia resolve to keep striving toward my goals. they [comprise] a lot of different people, under Policy 4.1.6 because we stood After years of trying to tackle the world doing many different things, over a long together in an act of civil disobedience alone, with its walls, borders, and obsta- period of time, all working toward one at a Georgia Board of Regents meeting. cles, I now understand that working common goal.” When I first heard these As individual students, we learn, grow, collectively is the most effective way words from veteran civil rights leader and achieve because we have a sup- to transform the world for the better. and Freedom University board member portive community to turn to when Because of my experience at Freedom Charles Black, I realized the power we things get too difficult for us on our University, I know that whenever I hold when we fight together. own. The hopelessness we might have encounter injustice, I have the tools to Of the many lessons I’ve learned at felt before finding Freedom University mobilize people around me to fight for Freedom University, the importance dissipates when we learn from teachers our human rights. <

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What is the greatest challenge facing self-destruction. After all, they are col- immigrant woman of color. I felt an your students today? lective experiments in love and justice in obligation to share my knowledge in a The greatest challenge facing our stu- a cruel and unjust world. I remind stu- way that would most effectively chal- dents is fear. This fear has often been dents about a story of a viejito (an elder) lenge injustices against immigrants and building in their daily lives for as long in South Texas who ended a community disrupt the status quo in Georgia. as they can remember. Fear of keeping meeting filled with angry disagreements Freedom University is a space where secrets and being different from their by saying, “Of course we are going to I can practice liberatory pedagogy, friends. Fear of police. Fear of deporta- step on each other’s toes. We are trying where individuals generate collective tion. Fear of not getting into college. to walk arm in arm.” genius by serving as both teachers and For many, fear is the defining force students. Putting this into practice is dif- of growing up undocumented. Many Why did you decide to teach at ficult. Sometimes faculty divert back to students describe Freedom University as Freedom University? lecture-style instruction and away from crucial to their growth because it is the I started teaching at Freedom University a dialogue-based model. Other times only space outside of their homes where when I was just twenty-nine years students think they have nothing to learn they can say they are undocumented and old. Fresh out of my fieldwork with from their teachers. Students have asked where they can explore the history and farmworkers in South Florida, I think I me, “As a citizen, what could you possibly politics of “illegal immigration.” decided to teach at Freedom University teach me about being undocumented?” With the Trump administration’s because I genuinely wanted to keep I have explained, “I am not going to repeal of Deferred Action for Childhood learning, and I recognized that I teach you about being undocumented. Arrivals (DACA) on September 5, 2017, a learned the most when I was working You are experts in that field, and you wave of fear hit our students. Some stu- alongside grassroots intellectuals and will always be my teachers in that dents responded by being more fearless the oppressed. I also wanted to bring experience. But I am going to teach you in their activism. Others retreated into my whole self into the classroom. To how powerful people use borders, legal isolation. Others promoted separatist my surprise, my strange set of skills as a systems, cultural norms, and divide- politics based on race and immigration scholar, artist, and activist came in handy and-conquer strategies to maintain their status and lashed out against allies, at Freedom University: I was qualified to power, and how these strategies change teachers, and even each other. As in teach college-level classes. I had studied over time. I am also going to teach you many grassroots social justice organiza- and participated in immigrant rights how powerless people have organized tions, the virulence and uncertainty and farmworker rights movements. I across borders, challenged unjust laws, of the political climate seeped into was a self-taught photographer, painter, transformed cultural norms, and formed our organization, and we had to fight and singer who had learned to use art, diverse coalitions of solidarity to reclaim to keep our community together. But music, and humor in direct actions. Most their power. And one day you will teach in doing so, we rediscovered that our importantly, as my considerable arrest these things to others, just as I myself strength truly lies in our differences, our record proved, I was not afraid of getting have been taught.” inclusivity, and our practice of loving in “good trouble” (Lewis 2018). These are the reasons I joined one another as a revolutionary act. I am a first-generation college student Freedom University. Five years later, I’m We are constantly working to address on my father’s side and a first-generation still making good trouble. < the challenge of fear in our community. American on my mother’s. My parents Our Mental Health Program—which weren’t exactly thrilled that my first REFERENCES matches interested students with trained job out of graduate school involved FREIRE, PAULO. 1970. Pedagogy of the Oppressed. New York: Continuum International Publishing mental health counselors for one hour working for free at an underground Group. of free counseling each week—and freedom school. But over time, they LEWIS, JOHN. 2018. “Why Getting into Trouble is our commitment to dialogue with one realized that working alongside low- Necessary to Make Change.” Time, January 4. http://time.com/5087349/why-getting-into- another are the best antidotes to fear. income, immigrant youth fighting for trouble-is-necessary-to-make-change. As both a social movement scholar their right to education was my way of McADAM, DOUG. 1982. Political Process and the and practitioner, I strongly believe it is honoring the sacrifices my parents had Development of Black Insurgency, 1930–1970. harmful to paint rosy pictures of social made for me. Growing up, I watched my Chicago: University of Chicago Press. UNIVERSITY SYSTEM OF GEORGIA. 2018. “Section justice organizations in social movement father struggle as a road construction 4.0: Student Affairs.” In Board of Regents Policy history because, in reality, they are often worker with a first-grade reading level. Manual: Official Policies of the University System of Georgia. https://www.usg.edu/policymanual/ messy, heartbreaking, and prone to I watched my mother face racism as an section4/.

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 17 [CAMPUS AND COMMUNITY PRACTICE] fields. The earliest records of Jesuit slave- holding in Maryland date to the 1710s, Reckoning with Slavery at Georgetown but the Maryland Jesuits had been part of a transatlantic slave economy since  ADAM ROTHMAN, Professor in the Department of History at Georgetown University the 1500s. They justified their involve- ment on the grounds that slavery was an instrument for the Christianization of I teach history at Georgetown University, Memory, and Reconciliation to reflect so-called heathen people. a school where history matters. It’s on how the university should “acknowl- By the 1830s, nearly three hundred the oldest Catholic university in the edge and recognize Georgetown’s enslaved people worked on Jesuit- United States, and we celebrate that historical relationship with the owned plantations in Maryland, whose legacy through rituals such as reading institution of slavery” (DeGioia 2015). profits were supposed to subsidize the the college’s charter at every graduation I was a member of the group, which education of white boys. In reality, their (Georgetown University 1815). But history included faculty, staff, and students. most profitable activity was probably is more complicated than the funhouse The impetus was the reopening of the the selling of people whose labor they mirror version of it we encounter in the renovated Mulledy Hall, named after no longer needed (Maryland Province carnivals of historical memory. Despite Rev. Thomas F. Mulledy, SJ, a president Archives 1808). After a debate spanning its origins as a beacon of religious toler- of Georgetown who orchestrated the sale two decades, the Jesuits got out of the ance and republican liberty, Georgetown of men, women, and children owned by business of running plantations with was built on the backs of enslaved the Maryland Jesuits. President DeGioia slave labor. But instead of emancipating people. Along with many other schools, grasped that the moment was ripe for the people they owned, they sold them Georgetown is beginning to reckon with the Georgetown community to have a to two planters in Louisiana for $115,000. that history, a microcosm of the paradox conversation about our history. The college itself was a site of slave of America (Georgetown University, n.d.). This history had not been a secret. labor from the time it opened in 1789 On April 18, 2017, the descendants Jesuit historians had written about it until emancipation in the nation’s capital of 272 enslaved people—whom Jesuit for a hundred years. Robert Emmett in 1862. One of the first enslaved people leaders sold from Maryland to Louisiana Curran’s The Bicentennial History of at Georgetown was a woman named in 1838, using part of the proceeds Georgetown University, published in Sukey (Georgetown University Archive to rescue Georgetown College from 1993, describes the college’s connec- 1792), and the last was Aaron Edmonson debt (Maryland Province Archives tions to slavery in detail. American (Georgetown University Archive 1859). 1838)—gathered on stage and in the Studies faculty and students launched a The $12 Edmonson earned each month audience of Georgetown’s Gaston Hall. pioneering digital history project in the went to his owner, Ann Green, who These descendants of the Georgetown 1990s to publish archival material related received $109.50 from the federal gov- University 272 (GU272) shared the stage to Georgetown’s history of slavery. From ernment when Edmonson was freed. with Georgetown president John J. 2014 to 2016, undergraduate history Nobody repaid former slaves for the rob- DeGioia and Father Tim Kesicki, Society major Matthew Quallen (2016) wrote a bery of the fruits of their labor. of Jesus (SJ), president of the Jesuit series of articles for the student news- In 1814, twelve out of 102 people on Conference of Canada and the United paper, sparking renewed interest in this campus were enslaved (Georgetown States, who delivered historic apologies history among students. Nevertheless, University Library 1814). They were for their organizations’ histories of one surprising discovery of the Working owned by the Jesuits or rented from slavery. “We pray with you today because Group was how few people knew about students’ families or local owners. They we have greatly sinned, and because we this history. That Georgetown and the worked as carpenters, valets, black- are profoundly sorry,” Father Kesicki Jesuits owned and sold slaves came smiths, maids, and cooks. said (Georgetown University 2017). It as a shock to most people. Educating Faculty and students at Georgetown was a milestone in a long, unfinished ourselves and others about our history accepted the slave economy and even journey of truth and reconciliation. became a priority. endorsed it. The college Philodemic What is our history? Georgetown was Society held debates about slavery, Recognizing Our History founded by a Catholic elite in Maryland usually supporting the proslavery side. In September 2015, President DeGioia whose wealth was based on slavery, Father James Ryder, SJ, a two-time formed a Working Group on Slavery, which provided cheap labor for tobacco president of the school, condemned

18 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES abolitionism, declaring “God is a God Georgetown’s history of order” (Georgetown Slavery Archive of slavery and sug- 1835). A strong majority of students and gested steps forward. alumni who fought in the Civil War did These included so on the Confederate side. After the an apology, new war, the school adopted blue and gray as names for the two its colors to signify sectional reconcilia- buildings, support tion. Blue and gray are still our colors. for further research and teaching about Reckoning and Reconciliation our history, “legacy” During the 2015–16 academic year, the status in admissions Working Group strived to deepen the for the descendants Georgetown community’s knowledge of of the GU272, this history. We put out a pamphlet with and—perhaps most On April 18, 2017, Georgetown University president John J. DeGioia delivered basic facts. We organized “conversation importantly— remarks to Georgetown community members and descendants of the 272 enslaved people whom Jesuit leaders sold from Maryland to Louisiana in 1838. circles” to allow the university com- collaboration with (Photo courtesy of Georgetown University) munity to express diverse perspectives. descendants in the A “teach-in” examined other efforts to task of reconciliation. come to terms with past racial injustice The events of April 2017 showed with scholars and descendants, and at home and abroad. A series of public progress. Along with the apologies came trace the footprints of the GU272 from events culminated in a weeklong sym- the dedication of Isaac Hawkins and Maryland to Louisiana and from past to posium on slavery and its consequences, Anne Marie Becraft Halls, formerly present. As a final project, students add featuring distinguished scholars Mulledy and McSherry Halls. Hawkins to public knowledge by creating podcasts including historian Craig Steven Wilder. was a patriarch of the GU272, and (American Studies Program 2018). I These events provided guidance to the Becraft was a free woman of color who also collaborate with colleagues in film Working Group and brought the univer- established one of the first schools studies, art history, and theater, who are sity community into our process. for black girls in Washington, DC. grappling with Georgetown’s history of The conversation that President Two GU272 descendants, Mélisande slavery in creative ways. These projects DeGioia launched took off in unexpected Short-Colomb and Shepherd Thomas, include a student-produced video (Film directions. Inspired by Black Lives matriculated at Georgetown in fall 2017, and Media Studies Program 2017), a Matter, Georgetown students protested and more are expected. At sixty-three, student proposal for a memorial to the in November 2015, forcing a change in Short-Colomb is the oldest first-year GU272 (Art History Program 2016), and the names of two buildings that had been student in Georgetown’s history, and a commissioned play entitled The 272 named after Jesuit priests who orches- one of the most indomitable. (See her (Laboratory for Global Performance and trated the sale, Mulledy and Rev. William narrative on page 20.) The Georgetown Politics, n.d.). McSherry, SJ. The Georgetown Memory Slavery Archive (n.d.), which provides Georgetown is one of many schools Project, an independent nonprofit digital access to archival materials, con- investigating their histories of slavery founded by alumnus Richard Cellini, tinues to grow through student research. and connecting the past to the present. began to track down descendants of the Many GU272 descendants have visited The Universities Studying Slavery GU272. A New York Times story drew Georgetown’s Booth Family Center for consortium, started by the University of national attention to Georgetown’s reck- Special Collections to see the sacramental Virginia (2018), includes more than forty oning with history and raised the issue of registers and bills of sale and catch a member institutions. reparations (Swarns 2016). glimpse of their ancestors. But Georgetown’s history does not The Working Group submitted our As a historian of slavery at matter just for those who work, teach, report to President DeGioia in May 2016 Georgetown, I direct the research on and learn at our school. As I was writing (Georgetown University 2016). After a the Georgetown Slavery Archive, and this essay, I received a phone call from historic trip to Louisiana and meetings I teach American Studies 272: Facing a man who had just discovered his con- with descendants, President DeGioia Georgetown’s History, open to junior nection to the GU272 and was eager to presented the report to the public American Studies majors. We read about learn more about his family’s history. The in fall 2016. The report summarized the history and memory of slavery, speak excitement in his voice spoke volumes. <

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 19 REFERENCES GEORGETOWN UNIVERSITY. n.d. “Slavery, LABORATORY FOR GLOBAL PERFORMANCE AND POLITICS. AMERICAN STUDIES PROGRAM. 2018. American Memory, and Reconciliation.” http://slavery. n.d. The 272. Georgetown Studies 272 podcasts. Georgetown University. georgetown.edu/. University. https://globallab.georgetown.edu/ https://soundcloud.com/search?q=Rothman ——— . 1815. “Charter of the University.” https:// projects/the-272/. %20AMST%20272. governance.georgetown.edu/charter. MARYLAND PROVINCE ARCHIVES. 1808. “‘Dispose ART HISTORY PROGRAM. 2016. “ARTH 354 ——— . 2016. Report of the Working Group on of Them’: Proceedings of the Corporation of Georgetown Memorial Proposal.” Georgetown Slavery, Memory, and Reconciliation to the Roman Catholic Clergymen, May 12, Slavery Archive. http://slaveryarchive. President of Georgetown University. Washington, 1808.” Georgetown Slavery Archive. http:// georgetown.edu/items/show/211. DC: Georgetown University. http://slavery. slaveryarchive.georgetown.edu/items/show/181. ——— . CURRAN, ROBERT EMMETT. 1993. The Bicentennial georgetown.edu/wp-content/uploads/2016/08/ 1838. “Articles of Agreement between History of Georgetown University. Washington, GU-WGSMR-Report-Web.pdf. Thomas F. Mulledy, of Georgetown, District of DC: Georgetown University Press. ——— . 2017. “Georgetown Apologizes for 1838 Sale Columbia, of One Part, and Jesse Beatty and of 272 Slaves, Dedicates Buildings.” April 18. Henry Johnson, of the State of Louisiana, of the DeGIOIA, JOHN J. 2015. “Announcing the Other Part. 19th June 1838.” Georgetown Slavery Working Group on Slavery, Memory, and https://www.georgetown.edu/news/liturgy- remembrance-contrition-hope-slavery. Archive. http://slaveryarchive.georgetown.edu/ Reconciliation.” September 24. https:// items/show/1. president.georgetown.edu/messages/slavery- GEORGETOWN UNIVERSITY ARCHIVE. 1792. “The QUALLEN, MATTHEW. memory-reconciliation-working-group. College Hires Sukey, 1792–1797.” Georgetown 2016. Archived articles. Slavery Archive. http://slaveryarchive. The Hoya. http://www.thehoya.com/author/ FILM AND MEDIA STUDIES PROGRAM. 2017. The matthew-quallen/. Good Work. Georgetown University. https:// georgetown.edu/items/show/70. SWARNS, RACHEL L. vimeo.com/channels/611435/215512837. ——— . 1859. “The College Hires Enslaved Worker 2016. “272 Slaves Were Sold Aaron Edmonson, 1859–1862.” Georgetown to Save Georgetown. What Does It Owe Their GEORGETOWN SLAVERY ARCHIVE. n.d. http:// Descendants?” New York Times, April 16. slaveryarchive.georgetown.edu/. Slavery Archive. http://slaveryarchive. georgetown.edu/items/show/108. https://www.nytimes.com/2016/04/17/us/ ——— . 1835. “Proslavery Oration by Rev. James georgetown-university-search-for-slave- GEORGETOWN UNIVERSITY LIBRARY. Ryder, SJ, August 30, 1835.” Georgetown Slavery 1814. “Total descendants.html. Number of Persons, 1814.” Georgetown Slavery Archive. http://slaveryarchive.georgetown.edu/ UNIVERSITY OF VIRGINIA. 2018. “Universities items/show/88. Archive. http://slaveryarchive.georgetown.edu/ items/show/24. Studying Slavery.” http://slavery.virginia.edu/ universities-studying-slavery/.

For Our Ancestors up in New Orleans. We would come so much to the and Our Descendants to be known as the “descendants” of records kept from the Georgetown University 272, or the the sale of those  MÉLISANDE SHORT-COLOMB, Georgetown GU272—enslaved people who were sold families. It is University Student by the Society of Jesus in 1838 to support an oppor­tunity the bankrupt Georgetown College. to do the hard In August 2016, I got a personal mes- One year later, I arrived at work of truth and sage on Facebook from a genealogist Georgetown’s Front Gates to begin my reconciliation working with the nonprofit Georgetown first semester as a first-year student. It our nation has Mélisande Short-Colomb. (Photo by Gus Bennett/New Memory Project, who inquired about has been a year of growth and learning, consis­tently refused Orleans People Project) my relationship with the Mahoneys of incredible opportunities, challenges, to do. Baton Rouge, Louisiana. Having grown new friendships, and aca­demic highs I am here at Georgetown to be a up with grandmothers steeped in the and lows. The inclination early in life living representative for my family and ways of teaching a granddaughter the is to blend in with your peer group. Yet our ancestors as an act of good faith, in “begats,” as my mother called them, I here I am, a fully actualized senior adult, the spirit of the Ignatian-Jesuit philos- was easily able to trace our family back facing the same emotional, physical, and ophy of cura personalis, for the care of four generations to Mary Ellen Queen academic challenges as students genera- the whole nation and healing of national and Abraham Mahoney from Maryland. tions younger than myself. I am learning wounds. There is no better time than That Facebook message would bring so much from them! now and there are no better people than me into a new way of learning and We have so much historical informa- ourselves to create a better future so that living, into uncovering layers of my tion available to us that could make our descendants will be proud to say our family history and discovering new us stronger by opening avenues to names and remember us lovingly as we family members, some whom had been dialogues about how and why freedom acknowledge and revere those who came friends for years as we attended the matters. I believe that we all, as mem- before us. < same schools and churches growing bers of an open and free society, owe

20 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES

[CAMPUS AND COMMUNITY PRACTICE] free health care and the $25 given to them each time they were subjected to Transforming the Negative Legacy the study. But the men were not offered informed consent when they techni- of the Unethical United States Public cally agreed to be guinea pigs in an Health Service Syphilis Study experiment that was never intended to medically treat them. Additionally, none  BETTY NEAL CRUTCHER, Presidential Spouse and Cross-Cultural Mentor at the University of of the men’s family members received Richmond, Visiting Scholar at Tuskegee University National Center for Bioethics in Research and Health Care (NCBRH) access to the promised free health care (Harrell 2014).  JOAN R. HARRELL, Lecturer and Diversity Coordinator at the Auburn University School of In 1972, an Associated Press reporter, Communication and Journalism, former Visiting Scholar and Associate Director of Community Engagement at NCBRH with information from a USPHS employee, blew the whistle (Heller 2017).  WYLIN WILSON, Visiting Lecturer at Harvard University Divinity School Women’s Studies in Religion Macon County and the world were Program, former Associate Director of Education at NCBRH shocked to learn about this tragedy. The federal government ended the study later that year, and the survivors From 1932 to 1972, medical researchers majority African American populations received a settlement of more than $9 from the United States Public Health of several rural farming communities million in 1974. Service (USPHS) in Washington, DC, in Macon County. Three years after the developed and conducted an unethical Great Depression started, the medical Building a New Legacy clinical study in Tuskegee and other investigators recruited more than six This infamous study continues to plague locations in Macon County, Alabama. hundred Black men—descendants the descendants of the 623 men, as well Officially named the Tuskegee Study of slaves in the Deep South—at their as other members of the Black American of Untreated Syphilis in the Negro1 churches, places of employment, and community. In an interview with Joan R. Male, the study sought to discover homes, and offered them the oppor- Harrell on behalf of Tuskegee University, how syphilis—the sexually trans- tunity to receive free health care for a granddaughter of one of the men who mitted disease that had spread in an themselves and their families, as well had syphilis revealed that her grandfa- epidemic affecting Black people and as free meals and burial insurance. ther suffered from blindness as a result White people throughout the United Research revealed that the original of not being treated. A great-grandson of States during the late 1920s and early study included six hundred men: 399 another man in the study shared that his 1930s—ravaged the human body. who had syphilis and 201 who did not, family talks about how his great-grand- The researchers never told the men representing the control group in the mother died before his great-grandfather who were subjected to the study that study (CDC 2017). By the time the study because she contracted syphilis from her they had syphilis, never offered them ended, a total of 623 men had been untreated husband. penicillin after it became the standard subjected to this public health medical According to a report from Johns treatment in 1947, and never gave them mistreatment. Hopkins Medicine, “More than three the option to leave the study. The researchers told the men they decades after the shutdown of the The USPHS researchers implemented had “bad blood.” During that time in notorious Tuskegee study, a team of the immoral public health study at history, African American citizens in Johns Hopkins physi­cians has found the Tuskegee Institute (now Tuskegee Macon County used the term bad blood that Tuskegee’s legacy of Blacks’ mistrust University), a historically Black institu- for many physical ailments, including of physicians and deep-seated fear of tion founded sixteen years after the Civil syphilis. All men in the study were given harm from medical research persists and War by Rev. Lewis Adams and Booker T. spinal taps, ostensibly to treat their is largely to blame for keeping much- Washington, two descendants of Black condition. A majority of the men and needed African Americans from taking slaves. The researchers lived among the their families welcomed the thought of part in clinical trials” (2008).

1. Historically in the United States, people of Black African origin have been ethnically described as “negro,” which means “black” in Spanish. Spanish and Portuguese slave traders used this description during the Atlantic slave trade. “Negro” was later capitalized to denote non-White people. Throughout the Jim Crow era, the term “colored” denoted Black people of African descent in the United States. During and after the Civil Rights Movement, “Black” and “African American” became ethnic descriptors.

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 21 training. (See Betty Neal Crutcher’s reflection on page 23.)

Advancing Ethics and Equity NCBRH focuses on increasing knowl- edge and awareness of moral issues underlying biomedical research and the treatment of underserved popula- tions within the health-care system. It also addresses issues of health inequity, among other goals. Through a coop- erative agreement with the Centers for Disease Control and Prevention (CDC), NCBRH provides ongoing education, training, and research regarding bio- Members and supporters of the Voices for Our Fathers Legacy Foundation, including descendants of the 623 men subjected to the unethical USPHS Syphilis Study, gather in front of the Tuskegee University Legacy Museum. The ethics and public health ethics. building now includes the National Center for Bioethics in Research and Health Care and was once part of the In addition, NCBRH seeks to increase hospital where the study took place. (Photo by Thomas Martin) the number of people from underrep- resented minority backgrounds trained In response to this injustice and the with the Voices for Our Fathers Legacy and working in bioethics. Through the need to begin holistically restoring a Foundation (VOFLF), which was founded Bioethics Honors–Bioethics Associates stigmatized community, physician and in 2014 and comprises descendants and Program and Bioethics Minor at medical historian Vanessa Northington relatives of the men in the USPHSSS. Tuskegee University, students are trained Gamble chaired the Tuskegee Syphilis Partly inspired by Tuskegee to identify, articulate, and analyze Study Legacy Committee in 1996. The University’s commitment to its bioethics ethical issues in biomedical research committee declared that the unconscio- center, VOFLF seeks to assist in the and to hone bioethical decision-making nable medical study should be referred healing process among the descendants skills. Bioethics courses and university- to as the United States Public Health and their families, tell the men’s stories, and community-wide seminars and Service Syphilis Study at Tuskegee and keep alive the memory of this hor- conferences address contemporary and (USPHSSS), underscoring the fact that rific, decades-long study so that citizens historical bioethical violations, as well the federal government constructed the may be alerted to the insidious nature of as ethical issues within the biomedical study. This empowering move catalyzed medical mistreatment. One joint project sciences and public health. Students efforts to examine the history of exclu- between NCBRH and VOFLF was the have a chance to further develop their sion in medicine and education and the dedication on March 31, 2014, of a hollow ethical analysis skills through summer lived experiences of the survivors and open-ground space at NCBRH to create internships at the CDC and fellowship their families, including the issues of a Memorial and Inspiration Garden to opportunities with NCBRH, working racism, sexism, and ethics. honor and respect the lives of the 623 with the majority African American President William Jefferson Clinton men in the study. population within the Alabama Black made a public apology for the unethical Joyce Tyson Christian, secretary of Belt (including in Macon County) to study on May 16, 1997, and announced the VOFLF board of directors, told us, address health disparities. a $200,000 grant to Tuskegee University “As a daughter of one of the men, I have These programs are open to all to begin plans for a National Center for the opportunity to raise my voice about students within the university in all Bioethics in Research and Health Care the USPHSSS and the unethical effects majors. Several of the courses, confer- (NCBRH), based on the recommenda- it had on humanity. I hope we can ences, and seminars are also open to tions of the Legacy Committee members show the ripple effect created by this faculty and community members. For and the university. In 1999, NCBRH unjust act, which affected my genera- instance, in addition to a Special Topics opened at Tuskegee University as the tion and will affect future generations.” in Bioethics course (an online and only bioethics center in the United States NCBRH continues to work in step with face-to-face course that anyone in the mandated by a US president. Today, the vision of the descendants through United States can take), NCBRH offers a NCBRH faculty and staff collaborate its efforts in education, research, and rigorous Public Health Ethics Intensive

22 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES

Course for health-care professionals, of John Goode. Carr stated, “Because REFERENCES medical residents, graduate students, I am a descendant of John Goode, my CENTERS FOR DISEASE CONTROL AND PREVENTION. 2017. “The Tuskegee Timeline.” faculty, and community advocates across career in public health and basic science https://www.cdc.gov/tuskegee/timeline.htm. the nation. Health-care professionals research is committed and dedicated to HARRELL, JOAN R. 2014. “Why We Are Here: We receive continuing education credit, fulfilling their dreams deferred. . . . It Are Here Because Communal Bad Blood Perpetuates a Legacy of Mistrust.” Journal of and the course builds competency in is my ethical and moral responsibility Healthcare, Science, and the Humanities 4 (1): the theory and practice of public health in my career [to] involve the ethical 23–31. http://tuskegeebioethics.org/wp-content/ ethics, health-care ethics, bioethics, and practices that are critical for humanity” uploads/2016/11/JHSH-Vol-4-No-1-Spreads.pdf. HELLER, JEAN. 2017. “AP Was There: Black Men research ethics. An important feature of (NCBRH 2018). Untreated in Tuskegee Syphilis Study.” the course is its focus on the intersection Through education, training, and Associated Press, May 10, 2017 (republished of the various domains of ethics with scholarship, NCBRH is transforming from July 25, 1972). https://www.apnews.com/ e9dd07eaa4e74052878a68132cd3803a/AP-WAS- race, ethnicity, sex, gender, and class. the negative legacy of the USPHSSS by THERE:-Black-men-untreated-in-Tuskegee- Some Tuskegee students in the equipping students, faculty, scientists, Syphilis-Study. Bioethics Honors Program are descen- and health-care professionals with JOHNS HOPKINS MEDICINE. 2008. “Trust Between Doctors and Patients Is Culprit in Efforts to dants of those subjected to the ethical sophistication that can enhance Cross Racial Divide in Medical Research.” USPHSSS. For example, Kimberly their daily work toward the health and https://www.hopkinsmedicine.org/ heart_vascular_institute/media/press_releases/ Carr—a PhD candidate within the well-being of underserved communities. trust.html. Integrative Biosciences Program at In step with the vision of the descen- NATIONAL CENTER FOR BIOETHICS IN RESEARCH Tuskegee, whose research directly dants, NCBRH is working for justice AND HEALTH CARE. 2018. “Voices for Our Fathers Legacy Foundation.” http://tuskegeebio addresses health equity and social with an aim of keeping the spirit of hope ethics.org/about/voices-for-our-fathers-legacy- justice—is the great-great-granddaughter and healing alive. < foundation/.

A Descendant’s the hurt of shame and remember with a to descen­dants Personal Reflection loving heart the 623 men who were part enrolled in of the deceitful and unethical study. two-year and  BETTY NEAL CRUTCHER, Presidential Spouse For the descendants, these men were four-year col­leges and Cross-Cultural Mentor at the University of Richmond, Visiting Scholar at Tuskegee University our fathers, uncles, grandfathers, and as well as grad- National Center for Bioethics in Research and great-grandfathers—and husbands uate and doctoral Health Care (NCBRH) to mothers, aunts, grandmothers, pro g­ rams. We are and great-grandmothers. They were rising to a new As a Tuskegee, Alabama, native who family members, neighbors, friends, level of purpose Betty Neal Crutcher. was born in the John A. Andrew and hardworking citizens of Macon to benefit the Memorial Hospital, where the United County, Alabama, and surrounding young generation States Public Health Service Syphilis communities. of descendants of these men, who were Study took place, and as a descendant On April 9, 2018, a community day so poorly treated. These descen­dants with several relatives who were part of healing in Tuskegee concluded with are students and scholars, some of of this horrific study, I have been VOFLF’s First Annual Scholarship whom aspire to serve in the bioethics appointed to serve as a visiting scholar Banquet. To date, VOFLF has awarded and health sciences fields. at Tuskegee University’s National Center ten scholarships to descendants of Our goal is to provide a portion of for Bioethics in Research and Health the men subjected to the study: six scholarship funds to these descendants, Care (NCBRH). I also serve as a board to stu­dents enrolled at Tuskegee with the dream of lifting up 623 new member of the Voices for Our Fathers University, two at Georgia State voices in the fields of bioethics and Legacy Foundation (VOFLF) and chair University, one at Indiana University, health sciences, expanding the ethics of VOFLF’s scholarship com­mittee. At and one at Winston-Salem State of care and creating a new tapestry of NCBRH and VOFLF, we want to cast out University. Scholarships are available hope, healing, and trust. <

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 23 [CAMPUS AND COMMUNITY PRACTICE] We Learn History by Walking and Listening Jesuits, Jazz, and Justice: Remembering the “What you need to know is that we came Past and Working for a More Just Future here during the war to build ships and then they destroyed our community.”  KARIN M. COTTERMAN, Director, Engage San Francisco, at the University of San Francisco —Community member who  NOLIZWE NONDABULA, Associate Director for Programs and Partnerships, Engage San Francisco, stopped USF campus community at the University of San Francisco members on a neighborhood walk

The history of the Western Addition The Western Addition neighborhood n.d.). ESF is a university-wide initiative is a microcosm of US history. (See the of San Francisco has undergone many located in the Leo T. McCarthy Center chronology at https://www.aacu.org/ changes since 1860, when it was first for Public Service and the Common diversitydemocracy/2018/summer.) As added to the city’s street grid to accom- Good. (See https://www.usfca.edu/ we educate ourselves and our faculty, modate the influx of people during the mccarthy/engage-san-francisco.) board members, staff, donors, alumni, gold rush. Today, San Francisco is in Through ESF programs and partner- and students about this history, we fore- the middle of a tech­nology boom that ships, USF students, faculty, and staff ground the ways systemic inequities and influences everything from our skyline partner with community organizations, racist city, county, and national policies to the cost of housing. In May 2018, city agencies, and alumni to address have affected the Western Addition. We the California Association of Realtors some of San Francisco’s most pressing highlight how, despite these acts of sys- reported that people need an income issues, including education, healthcare, temic violence, the community remains of $333,000 a year to purchase a house housing, and employment. In two resilient. We also recognize that the in San Francisco. As such, the cost of examples of this work, students serve as histories of the various racial and ethnic living continues to fuel the outmigration literacy tutors through partnerships with groups who reside or have resided in the of African American residents, which public schools and afterschool programs, Western Addition are interconnected. began in the mid-twentieth century due and faculty and students provide health Three years ago, with the help of to redevelopment policies. The Western and wellness screenings and hand out Rachel Brahinsky, director of the MA Addition is one of the few neighborhoods school supplies at an annual community in Urban and Public Affairs program at in San Francisco with a concentrated back-to-school fair. USF, we developed community walks African American population. As To achieve our shared vision for the for members of our campus community, the oldest university in the city, and future, we pay attention to the impact of grounded in the history of the Western one that sits adjacent to the Western history on the Western Addition; listen to Addition. These walks have evolved to Addition, the University of San Francisco how residents and partners identify com- include three interconnected goals: (USF) has long been connected to this munity needs, assets, and outcomes; and neighborhood. discuss how power, privilege, and identity 1. W e educate participants about the Formally launched in 2014, Engage affect our work systemically, institution- history of the Western Addition, San Francisco (ESF) is a place-based ally, and personally. This continuously including the ongoing impact of initiative rooted in a partnership evolving work is informed by Black femi- Executive Order 9066, which resulted between the USF and the Western nist scholars such as Patricia Hill Collins in the incarceration of Japanese Addition. We ground ESF in community (1991), bell hooks (2000), adrienne maree immigrants and Japanese Americans history and knowledge, best practices brown (2017), and Alexis Pauline Gumbs during World War II. We also discuss in campus-community partnerships, (2015), as well as by Ta-Nehisi Coates the influx of African American and intellectual thought that brings the (2015), Paulo Freire (1970), and the Black laborers who worked in shipyards well-being of the African American Lives Matter Guiding Principles (2018). and created a robust jazz scene on the community to the forefront. Our vision We also honor the lived experiences of Western Addition’s Fillmore District, is to support a thriving community for staff and community members as we leading to its nickname, the “Harlem Western Addition children, youth, and define our efforts. Below are examples of the West.” Between 1940 and 1945, families through community-engaged of how we have connected history, com- the city’s Black population grew by learning, research, and teaching consis- munity knowledge, and the impacts of 665.8 percent (Broussard 1993). This tent with USF’s Jesuit principles (USF, policy making to our work. phase of arts and community building

24 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES

was followed by redevelopment poli- cies that displaced tens of thousands of African American families between 1950 and 1990. James Baldwin put it best during his 1963 visit to San Francisco: “Urban renewal . . . means Negro removal” (2004). Today, the Western Addition’s population is 13 percent African American, compared with 6 percent of San Francisco’s residents as a whole (San Francisco Indicator Project 2014). To help people learn about these trends, we direct them to the Western Addition research guide at https://guides.usfca. Artist Eugene White contemplates his mural Juneteenth at the Ella Hill Hutch Community edu/westernaddition. Center in the Western Addition. (Photo courtesy of the University of San Francisco) 2. We illuminate partnerships between USF and the Western Addition We Recognize the Effects of Trauma for themselves and incorporate mindful- community, including those that “The community we created for ourselves ness into their community work. preceded ESF. As a Jesuit university, [in class] was a safe space for us to help As a crucial aspect of recognizing the USF has a strong commitment to each other heal.” ongoing impacts of racism and valuing service. In 1969, its largest student —Mindfulness-Based Stress cultural competency, we hire staff of club was the Student Western Reduction Workshop participant color who have relevant lived experi- Addition Project, which worked with ences and cultural understanding. We neighbors. Today, many USF alumni ESF defines “oppression” as the weight recognize that work doesn’t end once work with and lead nonprofits in the and trauma of systemic racism, preju- staff of color leave campus; it continues Western Addition, and they are now dice, and discrimination on people’s into their personal lives, relationships, our partners. In addition, following minds, bodies, and spirits. Actively and and communities. Simultaneously, the vision of community organizers passively, oppression upholds construc- white-identified staff must have cul- Lynnette White and Altheda Carrie, tions of social power such as patriarchy, tural humility and be in a process to more than one hundred USF students white supremacy, and ableism. understand the ways that systemic, and two faculty have conducted We work to understand trauma- institutional, and personal racism affect research and interviews to capture informed approaches (SAMHSA 2018) their work, the Western Addition, and the biographies of one hundred to community work and to build respect their relationships. In concert with African American “changemakers” for community-informed approaches the values of the Place-Based Justice (leaders and community builders) to healing. Our ESF literacy interns Network (2018) and the McCarthy with connections to San Francisco. and America Reads tutors learn about Center’s 2019 strategic plan (forth- We will publish their stories in print trauma-informed approaches to coming), white staff participate in staff and on the web this spring. teaching reading (Craig 2008). This caucuses, book groups, and ongoing 3. We highlight the values and requires USF students to see assets trainings to unlearn racism. practices of ESF, including our com- rather than only deficits. We focus on mitment to engage in work that is healing because an unchecked focus We Honor Community Knowledge informed by community-identified on trauma may lead to seeing the “We have equipped one another with the needs, focuses on community assets community as “broken” (Ginwright tools and resources we need to make the (Kretzman and McKnight 1993), 2018). For example, when Rhonda world a better place.” and is reciprocal and authentic in Magee, USF professor of law, taught her —Nico Bremond, 2014 USF graduate, partnership (Mitchell 2008). The Mindfulness-Based Stress Reduction senior lead program manager at walks include community partners workshop to community members as Collective Impact, a community organi- and visits to community-based part of ESF, she focused on healing and zation based in the Western Addition organizations. building participants’ capacity to care

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 25 When community members trust us and participate in subcommittee work. BROUSSARD, ALBERT S. 1993. Black San Francisco: The Struggle for Racial Equality in the West, enough to talk to us honestly about We also invite USF faculty and staff to 1900–1954. Lawrence, KS: University Press of their lived experiences, they are sharing provide professional development for Kansas. knowledge that no textbook can capture. coalition members when requested. As BROWN, ADRIENNE MAREE. 2017. Emergent Strategy: Shaping Change, Changing Worlds. These one-on-one conversations are a often as we can, we share our resources Chico, CA: AK Press. gift; they allow us to document and lift with our partners, such as access to CALIFORNIA ASSOCIATION OF REALTORS. 2018. up assets from the Western Addition. space and infrastructure on campus for “First Quarter 2018 Housing Affordability,” May 15. https://www.car.org/en/aboutus/media- Preserving this wisdom is critical, as large-scale events. center/newsreleases/2018releases/1qtr2018hai. narratives from Black communities are In addition, we learn from, and COATES, TA-NEHISI. 2015. Between the World and often erased from history. when appropriate, contribute to reports, Me. New York: Spiegel and Grau. Our Community Partnership meetings, oral histories, and conven- COLLINS, PATRICIA HILL. 1991. Black Feminist Thought: Knowledge, Consciousness and the Innovation Fund (CPIF) is one example ings that document trauma specific to Politics of Empowerment. New York: Routledge, of an ESF program informed by com- the Western Addition. We recognize Chapman, and Hall. munity insight. Through CPIF, a USF the history of exploitation in higher CRAIG, SUSAN E. 2008. Reaching and Teaching Children Who Hurt: Strategies for Your faculty or staff member and a Western education’s “ivory tower” relationship to Classroom. Baltimore: Paul H. Brookes. Addition resident or service provider communities of color. As such, we have FREIRE, PAULO. 1970. Pedagogy of the Oppressed. work as a team to apply for funds to a responsibility to frame the university’s New York: Continuum International Publishing Group. address a community-identified need. relationship as reciprocal and challenge GINWRIGHT, SHAWN. 2018. “The Future of CPIF rewards community knowledge assumptions about the university being Healing: Shifting from Trauma Informed Care by paying community members and the keeper of knowledge. to Healing Centered Engagement.” Medium, May 31. https://medium.com/@ginwright/the- partners for their intellectual and emo- future-of-healing-shifting-from-trauma- tional labor and recognizing partner Our Work Is Ongoing informed-care-to-healing-centered- contributions. Whenever possible, we Honoring community wisdom means engagement-634f557ce69c. GUMBS, ALEXIS PAULINE. 2015. “Evidence.” In offer stipends to community members building intentional relationships rooted Octavia’s Brood, edited by adrienne maree and partners who lecture or teach at in the history of the Western Addition brown and Walidah Imarisha. Chico, CA: AK USF. Additionally, in 2017, we instituted and grounded in active listening, self- Press, 33–41. HOOKS, BELL. 2000. All about Love: New Visions. the Engage San Francisco Partnership reflection, and accountability, all values New York: William Morrow. Award to recognize community partners of the McCarthy Center. We need to be KRETZMANN, JOHN P., and JOHN L. MCKNIGHT. who are integral to our work. nimble and humble enough to recognize 1993. Building Communities from the Inside Out: A Path Toward Finding and Mobilizing a our assumptions and evolve with our Community’s Assets. Chicago: The Asset-Based We Acknowledge Power Dynamics community. We also need to be willing Community Development Institute. “Move at the speed of trust. Focus on to be vulnerable and get things wrong, LEO T. MCCARTHY CENTER FOR PUBLIC SERVICE AND COMMON GOOD. Forthcoming. 2019 critical connections more than critical which does not come easily to academe. Strategic Plan. San Francisco: University of San mass—build the resilience by building the However, examining the culture and Francisco. relationships.” history of our university and community MITCHELL, TANIA D. 2008. “Traditional vs. Critical Service-Learning: Engaging the Literature to —adrienne maree brown, Emergent can result in deeply meaningful work Differentiate Two Models.” Michigan Journal of Strategy: Shaping Change, Changing and connections. Community Service Learning 14 (2): 50–65. Worlds (2017, 42) Above all, this work is not possible PLACE-BASED JUSTICE NETWORK. 2018. Seattle University. https://www.seattleu.edu/cce/suyi/ without the trust that partners offer and advance-the-field/place-based-justice-network/. We work at building relationships the risks they take as they journey with SAN FRANCISCO INDICATOR PROJECT. 2014. while recognizing the power dynamics us. We do not say it lightly when we say “Western Addition Neighborhood Indicator Profiles.” San Francisco Department of Public between our campus and community. that ESF would not be possible without Health. http://www.sfindicatorproject.org/ For example, we are a dues-paying our community partners. < neighborhoods/view/37. member of Mo’MAGIC, a community SUBSTANCE ABUSE AND MENTAL HEALTH SERVICES ADMINISTRATION. 2018. “Trauma- REFERENCES coalition that includes nonprofit orga- Informed Approach and Trauma-Specific nizations in the Western Addition. We BALDWIN, JAMES. 2004. Interview with Kenneth Interventions.” https://www.samhsa.gov/nctic/ recognize that the coalition is led by Clark in 1963. American Experience: Citizen trauma-interventions. King, directed by Orlando Bagwell and W. UNIVERSITY OF SAN FRANCISCO. n.d. “USF community members, not by USF, and Noland Walker. 2028.” https://www.usfca.edu/about-usf/who- we are invested in its success. ESF staff BLACK LIVES MATTER. 2018. “Guiding Principles.” we-are/president-leadership/office-of-the- https://blacklivesmatter.com/about/what-we- president/usf-2028. members attend twice-monthly meetings believe/.

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[PERSPECTIVE] Peruvian, Armenian, and Diné shepherd societies? Conversations between Diné Global Indigenous Studies: The Navajo and Peruvian weavers a few summers Technical University Experience ago at a GALACTIC workshop at the Smithsonian Folklife Festival inspired  WESLEY THOMAS, Graduate Dean and Professor at Navajo Technical University, and Co-Director of this idea. In fact, the Smithsonian-based GALACTIC (Global Arts Language Arts Culture Tradition Indigenous Communities) GALACTIC workshops have provided  AMY HOROWITZ, Senior Fellow at the Center for the Study of the Middle East and the Center for the numerous opportunities to further the Study of Global Change at Indiana University; Founder of Roadwork Center for Cultures in Disputed Territory; and Co-Director of GALACTIC comparative approach as Diné scholars and cultural practitioners have met other Indigenous practitioners from around the As Linda Tuhiwai Smith points out, variation of people, their languages, and world, including Chinese Muslim story- “When Indigenous peoples become the their actual ways of life. This colonial tellers, Armenian potters, Amazonian researchers and not merely the researched, approach appropriates, romanticizes, and medicine people, and Basque shepherds. the activity of research is transformed. misinterprets Indigenous ways of life and Participants in these workshops have Questions are framed differently, priori- ways of knowing. A global Indigenous forged and fortified a global Indigenous ties are ranked differently, problems are studies approach—emerging from network. defined differently, and people participate traditional homes such as the Navajo Navajo Tech currently incorporates a on different terms” (2012, 196). (Diné) hogan or the Tuvan yurt or the comparative approach in some courses Global studies, and to a lesser degree, Bedouin beit al-sha’r—is grounded in as part of its Diné Studies undergraduate global Indigenous studies, are growing Indigenous ways of knowing (Ontario degree program, including courses fields in colleges and universities across Institute for Studies in Education, n.d.). in global Indigenous leadership and the United States. How can we ensure According to Marlene Castellano (2000), theoretical Indigenous leadership. We that global and global Indigenous studies Indigenous knowledges are personal, imagine developing additional compara- combat “othering” practices and align orally transmitted, experiential, holistic, tive courses and eventually comparative with postcolonial practices (Tuhiwai and narrative. undergraduate and graduate programs Smith 2012; Battiste 2016)? In other words, in global Indigenous studies centered at do current efforts to internationalize post- The Global Indigenous Approach Navajo Tech. secondary institutions avoid reinventing At Navajo Tech, global Indigenous studies GALACTIC invites participants to the colonial methodology that perpetuates is rooted in an Indigenous institution of travel beyond the global and into the asymmetries in the curriculum? higher learning. When we first began universal—not in the way the word “uni- This is where our work can help to set creating GALACTIC, we asked ourselves versal” is often misunderstood as erasing standards and practices. We codirect a whether it was possible to globalize cur- difference, but to see ourselves as part of joint Navajo Technical University–Indiana ricula at Navajo Tech—or any Indigenous a living cosmos. We posit an approach to University project entitled GALACTIC institution—when the local struggles and global Indigenous studies based in arts, (Global Arts Language Arts Culture challenges are so immediate and dire. culture, language, and tradition, because Tradition Indigenous Communities). Over Attending to the global seemed like a that is the way societies really work if they the past few years, GALACTIC has been goal for the distant future, yet as we dug are really working. looking at new ways to conduct global further, we saw how deeply intertwined Looking to the model provided by Indigenous studies. As part of this work, the local and the global are for Indigenous WINHEC (World Indigenous Nations we are establishing a global Indigenous communities. Higher Education Consortium, http:// studies curriculum at Navajo Tech in We saw how empowering it would be winhec.org), we conceive of a pedagogy Crownpoint, New Mexico. to draw connections through compara- that combines “Western” methodologies We understand and construct our tive studies of, for example, leadership, and Indigenous ways of knowing taught effort as global Indigenous education that water issues, or even the ways of knowing by traditional practitioners who also serve arises from Indigenous communities, of sheep-centered societies. Why not, as counselors and advisors rather than rather than as a Eurocentric study of the for example, build a comparative course objects of study. GALACTIC, following “other.” A colonial approach to global on economic, environmental, sacred, the WINHEC model, believes that global studies results in an imagined “utopian” artistic, musical, and food practices Indigenous studies requires oversight by Western society that erases the endless among communities from Bedouin, a council of elders from the community

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 27 who can ensure that learning remains grounded in traditional ways. We also study the Indigenous com- munities that have, against all odds, decolonized aspects of their own countries over time (including India, Hong Kong, and others). What can we learn from them? How do we translate this strong need for change into a global reality? We draw upon their work as we look at global Indigenous studies for cur- rent and future Indigenous generations. Global Indigenous studies must challenge existing notions of what it means to be global. The Navajo Nation is a sovereign nation within a nation. Diné people elect government officials Students at Indiana University Bloomington (foreground) participate in a GALACTIC videoconference with and governing bodies, control a school students at Navajo Technical University (on the screen). (Photo by Amy Horowitz) system, and fiercely ensure the survival of a national language. We imagine a day when students can travel to Crownpoint the present and ensure the future. There has been no time in the history to study Diné language just as they travel Even as we talk about a postcolonial of Indigenous peoples that this sort of to Paris to study French. We imagine a consciousness, Indigenous peoples and reconciliation has occurred. Only after time when tribal boundary issues such as the perpetrators of colonialism carry the European heirs of colonialism, who the Diné/Hopi border struggle—caused forward the legacies of devastation, continue to benefit from its devastating and perpetuated by earlier and continuing colonial brutality, violence, genocide, practices, recognize this continuous colonial interests and policies—are part of and cultural annihilation wrought upon colonialism will the future of global the geopolitical curricula of global studies. Indigenous peoples in the Navajo Nation Indigenous studies—and the future and globally. itself—belong to Indigenous peoples. Reclaiming History and Heritage Indigenous peoples have to reclaim The effort to unify global Indigenous Indigenous peoples have been subjected their heritages to distance themselves communities through global Indigenous to a long and continuing history of from the Western history of genocide, studies is a search to find themselves cultural genocide, land thievery, broken trauma, and violence. More importantly, and to define and reclaim their ancestral treaties, appropriation of natural they are the only ones who can read- homelands. < resources nestled within and under dress, recognize, and recover from sacred spaces, and the loss of their the ongoing and continuous injustices REFERENCES children—their future itself—who were each community is experiencing. Such BATTISTE, MARIE ANN. 2016. Decolonizing Education: Nourishing the Learning Spirit. taken away from family and sent to confrontations with Western injustices Saskatoon, SK: Purich Publishing. boarding schools that stripped them of empower Indigenous people to persevere CASTELLANO, MARLENE BRANT. 2000. “Updating their language and their roots. and to build better lives for themselves Aboriginal Traditions of Knowledge.” In Indigenous Knowledges in Global Contexts: History is not made up of past and their children. In this way, global Multiple Readings of Our World, edited by relics to be romanticized; it is a way of Indigenous studies provides a cur- George J. Sefa Dei, Budd L. Hall, and Dorothy living daily life. The idea of linear time riculum for understanding, healing, and Goldin Rosenberg, 21–36. Toronto: University of Toronto Press. is a Western colonial construction. empowerment. ONTARIO INSTITUTE FOR STUDIES IN The past, present, and future are not Global Indigenous studies must be EDUCATION. n.d. “Indigenous Ways of separate realms with neat borders in rooted not only in the study of devasta- Knowing.” University of Toronto. https://www. oise.utoronto.ca/abed101/indigenous-ways-of- time or space. The Diné people, and tion but in providing frameworks for knowing/. all Indigenous peoples, carry tradi- reconciliation where those who have TUHIWAI SMITH, LINDA. 2012. Decolonizing tions, traumas, perseverance, language, benefited from this travesty assume Methodologies: Research and Indigenous Peoples, 2nd ed. London: Zed Books. and ceremonies, and these transform responsibility for these injustices.

28 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES

[PERSPECTIVE] A “Boatload of Knowledge”: New Ideas in a Would-Be Utopia

 EMILY WATSON, Associate Professor of English at Ivy Tech Community College of Indiana

Posey County occupies the southwestern there with my students. For my students, tip of Indiana, where the Wabash River my New Harmony immersion course gives a delicate, curling edge to our represents an affordable way to fulfill mostly squared-off state. The green and their travel course requirement. They gold fields, broken by ribbons of forest, participate in online discussions as an are probably what most people envision introduction, explore the town for five when they think (rarely, I imagine) of days, and then have two weeks to com- Indiana. plete a research portfolio. Every year, during spring or summer My students are accustomed to urban Ivy Tech Community College students explore break, I head for New Harmony, a small industrial and suburban commercial dis- Harmonie State Park in New Harmony, Indiana. town in Posey County, with twenty- tricts. Many are immigrants, and some (Photo by Joshua M. Phillippe) five honors students from Ivy Tech young women wear hijabs. Before our Community College’s Indianapolis, trip, they worried that they might not be didn’t believe such a thing was possible. Gary, and Fort Wayne campuses. welcome in a town that boasts just eight I started them off in teams of three New Harmony was the home of two hundred residents and a single flashing with a scavenger hunt. They came back nineteenth-century attempts at utopia. light at the corner of Church and Main. tired but feeling like a cohesive group. In 1814, a German Protestant sect built Parents asked to meet with me to discuss One related how his trio made slow the community of Harmonie. Within a if the town would be safe. But for the progress but then “started working as decade, they returned to Pennsylvania most part, my students were skeptical a team. It wasn’t until we returned that and sold their community to Welsh that they could learn anything here. One night that we really started to bond. We industrialist Robert Owen, who was was frank: “If I’m being honest, I had a talked about our majors, why we were looking for a ready-made town in bad attitude. I didn’t think I would enjoy here, where we were from, and what we which to try his own utopia—New it, I thought it was going to be boring. planned to do after this.” Harmony. The venture only lasted And I was a little ticked off that this The next day, I scheduled an all-day for two years, but Owen’s “Boatload is how I was going to be spending my tour, which my students dreaded at first. of Knowledge” brought scientists and spring break.” Another student reflected But once on the tour, they took count- social reformers who remained after later that the Harmonists also must less pictures and asked the guides about the experiment failed. My students have felt “unsure” in a new land, being ghosts, town scandals, and obscure often think the New Harmony tour commanded by a leader with a not- historic publications. Before we struck guides are being dramatic when they quite-tangible vision. out on our journey, I assured them there use this phrase, but it was a literal would be two days of follow-up tours boat, the Philanthropist, which brought Arriving in New Harmony to explore their favorite spots in depth a group of thinkers to the Indiana When my students and I arrived in New in smaller groups. My jaded nineteen- wilderness. Today, New Harmony’s Harmony, we could see in one glance a and twenty-year-olds rolled their eyes, preservation and restoration make it modern visitor’s center, a trio of original bemused that I would think they would appealing for tourists interested in gar- log cabins, and someone’s garage sale. want more time in historic houses and dens, architecture, and history. After a three-hour drive, my students archives. But it turned out that they did. My interests in history, my home were cranky and a little dumbfounded One admitted that it “was just as fun state, and the idea of utopia prompted to realize just how small this town is. I and interesting [as the full-day introduc- me to research New Harmony as a had told them that it would be a thirty- tion tour]. We sat and talked and got a graduate student and, later, to return mile drive to reach a Starbucks, but they lot more questions answered.”

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 29 My history colleague, who joined the trip as a male chaperone, helped them to see the broader context: how this town had lasting influence as a center of sci- entific research and social reform. The two utopian communities experimented with shared property, equal housing, and shorter work days. New Harmony had the first US public school open to both boys and girls. One of my biggest student dissenters admitted that my col- league’s lecture “made me think, and I appreciated that. I wasn’t being a critical thinker like I wanted to be.”

From the Past to the Present At first, my students wanted to know how utopias developed. But then they connected with the town’s residents Ivy Tech Community College students at New Harmony’s Roofless Church, dedicated in 1960. and became more interested in the (Photo by Joshua M. Phillippe) living populace. One of our guides was home from college on break—he was a peer in age, but his affluent, the legacy of an affluent leader (and oil When we think of learning from small-town background and East Coast heiress) who married into the Owen travel, we often think of foreign coun- undergraduate studies made him very dynasty and made the town’s restoration tries and languages. But although my different from my students. They con- and revitalization her life’s work for students do not leave the state, this is vinced him to join them for dinner and nearly sixty years. After my students global learning. As in any good global stay and talk all night. A previously met her daughter, one wrote, “This learning experience, my students cliquish foursome met a foursome of made the whole visit more real to me consider other perspectives, value differ- retirees and went hot-tubbing with because it was like seeing a living piece ences, and engage with the unexpected. them three nights in a row. Through of history.” Another was awed that this New Harmony is a microcosm where conversations with the community, “millionaire descendant of Robert Owen they can become immersed in a com- the class made connections between [was] riding through town on a golf cart munity and understand how individuals historical and present-day concerns. and even with her financial status was can effect change and how every place’s One student went to the town hall to still more than willing to stop and say history informs its present-day identity. compare minutes from long-ago and hi. . . . Calling this a utopian community They consider how communities grow last-month’s meetings. One pair spent a doesn’t do the beauty and togetherness and fail and how new ideas become morning with the sheriff to talk about of this town justice.” common practice. the opioid crisis in the region. Another My students tell me that they student asked if he could cite Dave the Global Learning in Our Backyard “expect to be bored out of [their] Smoothie Guy on his references page. New Harmony is special because it isn’t minds.” As a teacher, my greatest joy My students became interested in just a place where something happened comes when reluctant students engage the way a community reinvents itself once—it’s a living community. People with a new idea, book, or place and and survives when so many small towns still live in some of the original houses. admit they were mistaken about its lack disappear. They heard how the closing of The Working Men’s Institute, estab- of appeal. My students will soon move a two-lane toll bridge affected employ- lished in 1838, is still a “disseminator of on to four-year institutions, but they ment and tourism, and how a minor useful knowledge,” housing both an old- will leave our community college better state legislative change shuttered the fashioned museum (featuring an eight- prepared to be open-minded members K–12 school and changed the makeup legged calf!) and the oldest continuously of their future academic, social, and of the town. They were enchanted with operating public library in Indiana. civic communities. <

30 ASSOCIATION OF AMERICAN COLLEGES & UNIVERSITIES CIVIC LEARNING FOR SHARED FUTURES Resources and Opportunities

Truth, Racial Healing & Transformation AAC&U is a partner in the W.K. Kellogg Foundation’s Truth, Racial Healing REGISTER NOW: & Transformation (TRHT) effort to help communities embrace racial healing, address the historic and contemporary effects of racism, and uproot AAC&U ANNUAL MEETING conscious and unconscious beliefs in the hierarchy of human value (http:// Raising Our Voices: Reclaiming the healourcommunities.org/). AAC&U is leading the creation of TRHT Campus Narrative on the Value of Higher Centers nationwide (https://www.aacu.org/trht), with support from Newman’s Education Own Foundation and the W.K. Kellogg Foundation. To learn more, read the January 23–26, 2019 | Atlanta, Georgia Truth, Racial Healing & Transformation Implementation Guidebook (http:// www.racialequityresourceguide.org/guides-workshops/trht-implementation- Recent public opinion polls have guidebook) and a special edition of Liberal Education (https://www.aacu.org/ highlighted the devaluing of higher liberaleducation/2016/fall). education, but college and university leaders have not yet spoken with Facing History and Ourselves a unified voice to challenge the Facing History and Ourselves is an international organization that provides notion that the true value of higher educational materials and professional development to help educators “engage education is in decline. AAC&U’s students of diverse backgrounds in an examination of racism, prejudice, and 2019 Annual Meeting will provide antisemitism in order to promote the development of a more humane and an opportunity for institutional informed citizenry.” Topic areas include democracy and civic engagement, race leaders—in teaching, research, stu- in US history, justice and human rights, antisemitism and religious intolerance, dent support, and student affairs—to bullying and ostracism, global immigration, genocide and mass violence, and share their stories about how higher the Holocaust. Teaching strategies, materials, and activities, as well as informa- education at the local, regional, and tion about online and face-to-face professional development opportunities, are national levels is preparing students available at https://www.facinghistory.org/. not only for workforce development but also for democratic participation. Universities Studying Slavery Universities Studying Slavery (USS) brings together more than forty higher education institutions working to examine the legacy of US slavery, as well as race and inequality in higher education in both historical and contemporary contexts. To learn more about USS, visit http://slavery.virginia.edu/universities-studying-slavery/.

AAC&U and the Civic Learning and Democratic Engagement (CLDE) Action Network As part of its commitment to preparing all students for civic, ethical, and social responsibility in US and global contexts, AAC&U has formed the Civic Learning and Democratic Engagement (CLDE) Action Network. The CLDE Action Network builds on the momentum generated by the 2012 White House release of the report A Crucible Moment: College Learning and Democracy’s Future. Coordinated by Caryn McTighe Musil, AAC&U senior scholar and director of civic learning and democracy initiatives, the network includes twelve leading civic learning organizations that are committed to making civic inquiry and engagement expected rather than elective for all college students. Diversity & Democracy regularly features research and exemplary practices developed and advanced by these partner organizations and their members:

 American Association of State Colleges and Universities  Center for Information and Research on Civic Learning and  Anchor Institutions Task Force Engagement  Association of American Colleges and Universities  Imagining America  The Bonner Foundation  Institute for Democracy and Higher Education  Bringing Theory to Practice  Interfaith Youth Core  Campus Compact  The Kettering Foundation  NASPA–Student Affairs Administrators in Higher Education

DIVERSITY & DEMOCRACY n VOL. 21, NO. 3 31 US Postage PAID Nonprofit Organization Permit No. 8410 Washington, DC 1818 R Street, NW, Washington, DC 20009 tel 202.387.3760 fax 202.265.9532

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MEETING LOCATION DATES to advancing the vitality and public standing of liberal education by making quality and equity the foundations for excellence in undergraduate education in service to Network for Academic Renewal Conference Atlanta, NOVEMBER democracy. Its members are committed to extending the Transforming STEM Higher Education: Georgia 8–10, 2018 advantages of a liberal education to all students, regardless Confirming the Authority of Evidence of academic specialization or intended career. Founded in 1915, AAC&U now comprises nearly 1,400 member AAC&U Annual Meeting institutions—including accredited public and private JANUARY Raising Our Voices: Reclaiming the Atlanta, colleges, community colleges, research universities, and 23–26, 2019 Narrative on the Value of Higher Georgia comprehensive universities of every type and size. AAC&U Education functions as a catalyst and facilitator, forging links among presidents, administrators, faculty, and staff engaged in San Network for Academic Renewal Conference FEBRUARY institutional and curricular planning. Through a broad range Creating a 21st-Century General Francisco, 14–16, 2019 of activities, AAC&U reinforces the collective commitment Education: Responding to Seismic Shifts California to liberal education at the national, local, and global levels. Its high-quality programs, publications, research, meetings, institutes, public outreach efforts, and campus-based projects help individual institutions ensure that the quality About Diversity & Democracy of student learning is central to their work as they evolve Diversity & Democracy supports higher education faculty and leaders as they to meet new economic and social challenges. Information design and implement programs that advance civic learning and democratic about AAC&U can be found at www.aacu.org. engagement, global learning, and engagement with diversity to prepare students for socially responsible action in today’s interdependent but unequal AAC&U Membership 2018 world. According to AAC&U’s Statement on Liberal Learning, “By its nature . . . MASTERS RES & DOC 16% liberal learning is global and pluralistic. It embraces the diversity of ideas and 29% experiences that characterize the social, natural, and intellectual world. To ASSOCIATES acknowledge such diversity in all its forms is both an intellectual commitment 13% and a social responsibility, for nothing less will equip us to understand our world and to pursue fruitful lives.” Diversity & Democracy features evidence, OTHER* research, and exemplary practices to assist practitioners in creating learning 19% opportunities that realize this vision. To access Diversity & Democracy online, BACCALAUREATE * Tribal colleges, specialized schools, 23% state systems and agencies, and visit www.aacu.org/diversitydemocracy. international affiliates