Occupy Honors Education Lisa L
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University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln NCHC Monographs Series National Collegiate Honors Council 2017 Occupy Honors Education Lisa L. Coleman Southeastern Oklahoma State University Jonathan D. Kotinek Texas A & M University - College Station, [email protected] Alan Y. Oda Azusa Pacific nU iversity, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/nchcmono Part of the Curriculum and Instruction Commons, Gifted Education Commons, Higher Education Commons, Higher Education Administration Commons, and the Other Education Commons Coleman, Lisa L.; Kotinek, Jonathan D.; and Oda, Alan Y., "Occupy Honors Education" (2017). NCHC Monographs Series. 30. https://digitalcommons.unl.edu/nchcmono/30 This Article is brought to you for free and open access by the National Collegiate Honors Council at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in NCHC Monographs Series by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. from Occupy Honors Education— honors education occupy occupy honors “The argument I make here is that each of us in honors in America is naïve if we believe that honors does not education have to change integrally, significantly, if we are to continue to be productive players on the world stage as well as on the campuses of our home institutions. Thus, in what one might think of as the twilight of my career, I am asking for a spotlight on engagement, diversity, equity, and inclusion in honors, and I am sending out a call to each reader of this monograph and the previous diversity monograph, Setting the Table for Diversity, that for social justice to exist, diversity, equity, and inclusion for all must become what we in honors are about, centrally, obsessively, perennially. This has to be our mission, the dawn of our new morning. We cannot remain in mourning instead for a dream of honors as an exclusive domain, nor can we remain with a vision of our home honors programs or honors colleges as doing enough simply by maintaining a kind of philosophical status quo in regard to whatever we have already achieved in honors on our home campuses. There are no nchc monograph series laurels sufficient for us to rest upon.” —Lisa L. Coleman Lisa L. Coleman, Jonathan D. Kotinek, and Alan Y. Oda, editors ISBN: 978-0-9911351-6-5 OCCUPY HONORS EDUCATION OCCUPY HONORS EDUCATION Edited by Lisa L. Coleman, Jonathan D. Kotinek, and Alan Y. Oda Series Editor | Jeffrey A. Portnoy Georgia State University National Collegiate Honors Council Monograph Series Copyright © 2017 by National Collegiate Honors Council. Manufactured in the United States National Collegiate Honors Council 1100 Neihardt Residence Center University of Nebraska-Lincoln 540 N. 16th Street Lincoln, NE 68588-0627 www.nchchonors.org Production Editors | Cliff Jefferson and Mitch Pruitt Wake Up Graphics LLC Cover and Text Design | 47 Journals LLC Earthrise cover photo, a composite image of pictures taken by NASA’s Lunar Reconnaissance Orbiter on October 12, 2015, courtesy of NASA/Goddard/Arizona State University. International Standard Book Number 978-0-9911351-6-5 TABLE OF CONTENTS Acknowledgments ............................................vii Preface .......................................................ix Jonathan D. Kotinek Introduction: Occupying Naïve America: The Resistance to Resistance ....................................xiii Lisa L. Coleman Theory and Resistance in Honors Education .......................3 Aaron Stoller From Good Intentions to Educational Equity in an Honors Program: Occupying Honors through Inclusive Excellence .........33 David M. Jones A Privilege for the Privileged? Using Intersectionality to Reframe Honors and Promote Social Responsibility .......................81 Amberly Dziesinski, Phame Camarena, and Caitlin Homrich-Knieling Cosmopolitan Courtesy: Preparing for Global Citizenry ...........107 Stephanie Brown and Virginia Cope Cosmopolitanism and New Racial Formations in a Post-9/11 Honors Curriculum on Diversity ...............................135 Lopamudra Basu Family Issues of Diversity and Education for Asian American Immigrants: How Universities, Colleges, and Honors Programs Can Understand and Support the 1.5 and Second Generation ......177 Alan Y. Oda, Ye Eun (Grace) Oh, and Hyun Seo (Hannah) Lee v Table of Contents Inclusivity Versus Exclusivity: Re-Imagining the Honors College as a Third Place ..............................................199 Nancy M. West Engaging the Bard: Honors, Engagement, and a New Chautauqua ...215 Shawn Alfrey Occupying Native America ....................................233 Lisa L. Coleman, Rachel Childers, Samantha Faudree, and Jake Martin What is Truth? Teaching the Constructivist Perspective for Diversity in Honors ..........................................281 Jonathan D. Kotinek A Blueprint for Occupying Honors: Activism in Institutional Diversity, Equity, Inclusion, Social Justice, and Academic Excellence ..................................................311 Finnie D. Coleman About the Authors ...........................................353 About the NCHC Monograph Series ...........................357 vi ACKNOWLEDGEMENTS The editors wish to acknowledge the following for their role in bringing this monograph to print: First, we thank the authors of each essay. Your brilliant insights and diligent work are an important contribution to honors edu- cation and the mission of inclusive excellence. We are especially appreciative of your patience; readers should understand that some of these essays were first submitted in 2012. Second, Jonathan Kotinek and Alan Oda wish to thank Lisa Coleman for her careful shepherding, tireless encouragement, and dogged determination to see this project through. For her part, Lisa Coleman extends gratitude to her co-chairs and co-editors for their friendship, support, sense of humor, and contributions to this volume. She also thanks her co-authors, Rachel Childers, Sam Faudree, and Jake Martin, for their cama- raderie inside and outside the classroom and for their insightful contributions. She and her co-authors are grateful to Shawn Alfrey, who provided them with a much-needed and incisive first review of their chapter. Thanks also go to Kameron Dunn, Matt Slaten, and Emilie Cox, who gave Coleman permission to quote from their papers. She also thanks current and past administrators, faculty, and staff campus-wide at Southeastern Oklahoma State University (SE) for their support over many years. Heartfelt thanks go to friends and colleagues Tim Boatmun and Lyndi Standefer-Scarberry, who made directing the SE Honors Program a true joy. Finally, with deep gratitude and love, she thanks her husband, Ronnie; his family; her students at Southeastern; and the place that is Native America for their inspiration. Jon Kotinek thanks his sons, Noah and Samuel, and his friend, Russ, for giving him the opportunity to work out the ideas related to perspective and communication that he used as examples in his chapter. He extends thanks as well to Dr. Alex Hernandez for vii Acknowledgments their rich conversations on culture, to Dr. Finnie Coleman for his guidance on paradigmatic thinking, and to Dr. Yvonna Lincoln for introducing him to constructivist thinking. Jon thanks his wife, Ashley, for her ongoing support and inspiration. Alan Oda thanks his students, Sarah (Wentworth) Spafford, Jillian Haag, Katelyn Nakama, Grantham Jones, Sarah Brackbill, Lauren Carlo, and Alec Brunk, who, along with his co-authors Ye Eun (Grace) Oh and Hyun Seo (Hannah) Lee, have been invaluable in his research efforts. He also thanks Dr. Melvin Shoemaker, who first invited him to join the honors faculty at his school. Finally, Alan is grateful to his wife, Donna, and sons, Peter and Andrew, who had to witness him on his laptop at all hours of the night. Together, we sincerely thank Jeffrey A. Portnoy, General Editor of the National Collegiate Honors Council (NCHC) Monograph Series, for his support and enthusiasm for this project as well as for his unstinting copy editing skills. We also thank the members of the NCHC Committee on Diver- sity Issues as well as the other members of the honors community who have tirelessly assisted in crafting the call for proposals for the Diversity Forum each year. By doing so, they helped to generate some of the essays in this volume. Lastly, the editors wish to thank the NCHC Publications Board members for their patience with our project as well as for the thoughtful reviews and suggestions that have helped to draw out the best this monograph has to offer. Lisa L. Coleman Jonathan D. Kotinek Alan Y. Oda viii PREFACE Why Occupy Honors Education? Jonathan D. Kotinek Texas A&M University The title of this monograph, Occupy Honors Education, refers to the Occupy Movement that originated in the United States in New York’s Zuccotti Park in 2011 and to the principles that informed the movement and its resistance to an economic status quo benefitting the top one percent in America. Contributors Aaron Stoller and Finnie D. Coleman cover these principles in considerable detail in the first and last chapters of this volume. Importantly, however, the editors encourage readers to note that the concerns articulated by the Occupy Movement about diversity, access, and inclusion paral- lel the formulation provided earlier by Finnie D. Coleman in “The Problem with Diversity: Moving Past the Numbers,” the closing chapter of the first NCHC diversity monograph,