The theme for this year鈥檚 event was 鈥淯nity in Global Education,鈥 and topics included
promoting solutions to social issues, exploring strategies for promoting global education,
and interrogating colonization through exploring decolonization.
鈥溡允悠碘檚 Unity Day celebration is an impetus for how we move forward and how we
think about unity,鈥 said Guia Calicdan-Apostle, an associate professor of . 鈥淎s a co-convener for CCDIE and convener of the Social Justice & Education subcommittee,
I鈥檓 passionate about unity. The world is in chaos all of the time, so today is the
day when we can be actively connected with each other as human beings. All of this
is intentional.鈥
Virtual and In Person Presentations
In her virtual presentation, 鈥淪trategies for Shifting Mindsets for Readiness in Global
Transformational Change,鈥 Sequetta Sweet, assistant professor of , talked about understanding diversity, equity and inclusion (DEI), social change,
and how that work requires 鈥渁 change in each of us individually to reach the collective.鈥
When discussing transformational change, she pointed to understanding schemas or the
mental models that drive our behaviors, thoughts and actions. She said examining one鈥檚
schema can lead to unlearning both behaviors and constraints on behaviors.
鈥淐hanging deeply held beliefs means fundamentally changing our reality or the way
we see reality is an extremely involved process,鈥 Sweet said. 鈥淚t鈥檚 not easy to change,
but getting to the very heart of why you think the way that you think is important.鈥
Other topics of her session included leadership development as a strategy for change;
the importance of questioning and challenging one鈥檚 beliefs, assumptions, values,
and thinking that underpins one鈥檚 actions; individual unlearning as part of the process
of change; critical reflection as a change readiness strategy, and leadership styles
as a mechanism that supports change.
After acknowledging that her in-person presentation was taking place on Lenni-Lenape
land, Calicdan-Apostle presented 鈥淲orking Toward Decolonization and Reconstruction
in Higher Education: Small Steps or Giant Leap?鈥
In her presentation, she defined decolonization as 鈥渁 process of deconstructing colonial
ideologies of the superiority and privilege of Western thought and approaches through
collective action.鈥 In other words, decolonization is the practice of calling out
settler-colonialist thinking and actions and therefore dismantling them through careful
examination and reclaiming lost Indigenous practices.
鈥淪o, what does it means to decolonize education?鈥 Calicdan-Apostle asked the audience.
鈥淲ell, we need to examine the limitations and biases of the curriculum. Yes, the curriculum
is set, but is there any input coming from Indigenous peoples? How are we examining
the political and societal legacies of colonialism and how it has influenced educational
policies?鈥
To connect the concepts of decolonization and global education, Calicdan-Apostle used
a quote by Nelson Mandela, anti-apartheid activist and former president of South Africa.
鈥溾橢ducation is the most powerful weapon that you can use to change the world,鈥欌 Calicdan-Apostle
said. 鈥淥ur theme today is 鈥楿nity in Global Education,鈥 so decolonizing higher education
is important. Indigenous people come from north, south, east and west of the world,
and yet, they have little to no voice in designing education.鈥
Lunch & Learn Panel Discussion
Following a talk and musical performance from Passport Rav, a panel of faculty, staff
and students offered perspectives on studying abroad.
鈥淚 was always interested in learning about languages, cultures and exploring different
countries,鈥 and double-major Riya Goyal said. Goyal is an from India who has participated in studying abroad in Taiwan from 淫性视频. 鈥淚 really
like hearing different points of view and meeting different people in the world.鈥
鈥淚 was welcomed as if I was family: I felt at home,鈥 Kimoni Yaw Ajani, assistant professor
of said about his trip to Benin and staying at a Black-owned hostel. 鈥淚 didn鈥檛 have
to worry about the police. I wasn鈥檛 eating fast food every day and was instead eating
from the land and the people. The energy was different, and I felt that I underwent
a transformation. From that moment on, I knew I was an African person and that I had
a connection to other African and Black people across the globe.鈥
鈥淭he entire trip was me learning my own culture,鈥 Haashim Smith-Johnson, Admissions recruiter, said, sharing how much he learned in South Africa. 鈥淚t鈥檚 very common for
Black Americans to not know their ancestral roots: I don鈥檛 know if I鈥檓 from Nigeria,
Ghana, or any of the other countries, so going to South Africa and visiting the motherland
as a whole was a win for me. It was very fulfilling. I got to see many of the different
arts, music and dances there, and a lot of them were very similar to the Black American
culture here.鈥
鈥淕oing to other countries as a Fulbright scholar is a unique situation as you are
going there as a representative of the (United States), and their expectation of a
representative was very different from me,鈥 Ramya Vijaya, professor of , said, describing her experience in Sri Lanka. 鈥淵ou do feel a sense of letting people
down, but you should own it instead: it鈥檚 okay to say that and to use your privilege
as a visiting American student to talk about it, question it and educate others.鈥
Finance major Ian Adjangba and MBA student Tamara Farrow both studied in Ghana and shared some advice for students who
are interested in following in their footsteps.
鈥淚 would definitely say to look at the pop culture of (where you鈥檙e visiting),鈥 Adjangba
said. 鈥淏oth of my parents are from Ghana, but I鈥檇 never been there outside of when
I visited as an infant. I learned how entrepreneurial Ghanaians were once I got there
鈥斺 people were selling wristbands with your name on them in the street.鈥
鈥淚t鈥檚 an experience that you can only experience for yourself,鈥 Farrow said. 鈥淟ike,
I can tell you that Ghana is great and that you should go or show you photos and videos
of how excited I was when I was there, but you have to live in that experience yourself.鈥
Calicdan-Apostle encouraged the 淫性视频 community to think about the 鈥渙neness of
humanity,鈥 despite the negativity happening in the world.
鈥淲e are surrounded by negativity and all of the things that are contrary to our sensibilities
as human beings,鈥 Calicdan-Apostle said. 鈥淲hen people talk about weapons of mass destruction
and war, we should think about peace, unity and our commonalities with other people
in the world. That is why I鈥檓 here!鈥
The Promotion of Global Education in Social Work Through Literature
Abstract: Dr. Padilla will describe an exciting inter-university project that uses literature
to promote global education in social work. The project is being implemented through
the Center for Diversity and Social & Economic Justice at the Council for Social Work
Education and is being carried out in collaboration with Words Without Borders Campus,
an organization that makes contemporary international literature in translation accessible
to students and educators. The focus of this project is on developing intercultural
competence. Together teaching and learning resources inform service delivery, program
planning, community partnerships, advocacy, policy, and other areas of social work
practice across a broad range of fields.
Bio: Yolanda C. Padilla, PhD, MSSW, LMSW-AP is the director of the Center for Diversity
and Social & Economic Justice at the Council on Social Work Education and the Clara
Pope Willoughby Centennial Professor in Child Welfare at the Steve Hicks School of
Social Work at The University of Texas at Austin. She is engaged in developing innovative
approaches to professional social work education. Dr. Padilla served as Vice President
of the Society for Social Work and Research for 2014-17. Her research focuses on social
disparities in health and social well-being on poverty, race and ethnicity, and immigration
as well as the responsiveness of social service delivery to cultural background. She
has published extensively on the topics of Latino immigration and poverty and has
received funding from the National Institute of Child Health and Human Development.
She is a fellow of the American Academy of Social Work and Social Welfare, a fellow
of the Society for Social Work and Research, and in 2019 was awarded a distinguished
alumni award by the University of Michigan School of Social Work.
Sophia Emmanouilidou, Aristotle University of Thessaloniki
Convivial Classrooms: Learning in the Anthropocene
Abstract: What is conviviality? How can educators create convivial tools to shed light on and,
eventually, amend societal ills? Is a convivial interlude feasible and/or effective
in a multicultural learning environment? This workshop draws from Ivan Illich鈥檚 philosophy
of education, as proposed in the 1970s, and Paul Gilroy鈥檚 recent refashioning of conviviality
as 鈥榓t ease鈥 cosmopolitanism. The session offers critical thinking and good practice
examples of how knowledge can become/transform into a tool for the reconsideration
of both the physical cosmos and human cultures in the age of the Anthropocene. We
will present learning/educational activities which give prominence to our 鈥榞localized鈥
selfhoods, and signal channels of communication whereby local knowledge informs universal
intelligence/concern and vice versa. To these goals in mind, the workshop explores
how the eco-cosmopolitan (i.e. 鈥榞local鈥) approach highlights (some) of our common
experiences in the physical cosmos and propels both educators and learners to think
and act as citizens of a global village. Attendees with varied backgrounds (cultural,
social, religious, and more) participate in creative activities, which prompt them
to produce narratives that accept difference and diversity, but above all ascertain
the common ground of all human enactment: planet Earth.
Studying Abroad While Black: Examining Study Abroad from the Perspective of Black
Students at Historically Black Colleges and Universities
Abstract: This session will examine the barriers that hinder Black students from studying abroad
and suggest ways that these barriers can be addressed. Additionally, this session
will explore the advice Black students who participated in a study abroad program
have for other Black students interested in studying abroad.
Bio: Victoria Parker is the Program Manager for Purdue University鈥檚 Office of Diversity,
Inclusion and Belonging, where she works with campus partners, student organizations,
and individual students to ensure a campus climate where all students, particularly
Black Boilermaker undergraduates, can maximize their potential. Additionally, she
is a doctoral student in the Department of Agricultural Sciences Education and Communication
(ASEC) at Purdue University. Her research interests focus on the study abroad and
collegiate experiences of Black students. She earned her Master of Science in ASEC
and graduated with her Bachelor of Science in Agriculture with a concentration in
Agribusiness from Prairie View A&M University.
Thomas Mantzaris, Aristotle University of Thessaloniki
The Strategy of Multimodality in Fiction and its Impact on Global Education: Valeria
Luiselli鈥檚 Lost Children Archive and the Global Migration Crisis
Abstract:
A growing number of contemporary literary authors have embraced multimodality, an
inventive strategy that combines regular text with non-verbal elements such as photography,
maps, typography, and design as part of their narrative composition. The creative
experimentation and innovative practices that the reader encounters in the genre of
print-based multimodal novels have challenged literary conventions, offered different
forms of readerly engagement, and attracted significant cross-disciplinary scholarly
attention.
In this presentation, I focus on the multimodality that the Mexican-American author
Valeria Luiselli employs in her novel Lost Children Archive (2019). In building her
literary narrative on the migration crisis at the Mexican-American border, Luiselli
mobilizes the meaning-making affordances of Polaroid images, maps, and other design
elements. For instance, by placing GIS maps of migrant deaths alongside her prose
text, Luiselli instills the abstract, dotted representation of migrants on maps with
poignant storytelling and partly restores the humanity of these lives.
Luiselli鈥檚 strategy of multimodality transcends local boundaries and contexts through
its visual immediacy and allows a shared humanity to emerge, empowering different
communities towards empathy and respect. To illustrate the educational capacity of
this strategy, I draw observations from the context of an undergraduate course on
Literatures of Anglophone Countries, where Luiselli鈥檚 strategy of multimodality proved
pivotal in building bridges between the migration crisis in the Mexican-American border
and that in the Mediterranean. In particular, the combination of verbal and visual
stimuli as integral parts of the narrative promoted the fostering of a common experience
of migration across different geographical territories, one that goes beyond standardized
representations in media and discourses. Through multimodality, Luiselli promotes
Global Education and highlights the significance of literature in sustaining peace
and understanding in a global society.
Presenters -- and founders of this team -- will describe how the Model UN International
Travel Team fosters diversity in global education through its mission and structure,
with evidence from successful academic competitions abroad from 2014 through today.
A combination of international academic competition and faculty-led program (FLP)
abroad, this project seeks to enhance the global education of a diverse set of undergraduate
students through multiple modes of experiential learning. The foundation of the International
Travel Team is the premise that complex global challenges need interdisciplinary approaches,
and we work towards that goal by developing the following skills: negotiations; conducting
research and ultimately crafting global public policy, professionalism in a global
setting; diplomacy; learning from experts; civil society; and other stakeholders about
a variety of perspectives and approaches to solving complex global challenges; teamwork; communication (written and oral); intercultural competencies in attitudes and skills;
and developing oneself as a globally competent citizen. We are proud to partner with multiple stakeholders across campus
to achieve these goals and provide students who would otherwise not have the opportunity
to participate without university support.
The Impact of Colonization Among Indigenous People: Is Global Education Just Another
Solution?
Abstract: The impact of colonization affecting oppressed groups like the missing and murdered
indigenous people (MMIP) has widely contributed to their historical trauma, racism,
abuse, and neglect. The needs and challenges of this vulnerable group have not been
addressed by the very system that is supposed to protect them. The lingering and insidious
effects of historical and multigenerational trauma are manifested in their daily lives,
thus increasing suicide, child abuse, neglect, and generational poverty. To combat
the perpetual effects of colonization, global education is a good place to begin the
process of healing.
Climate Reality: Victimization and Global Education
Abstract: As we have become increasingly aware, Climate Change is an immensely complex problem
with global implications. Its scope and reach require global education and outreach,
a central tenet of Climate Reality鈥檚 mission "to catalyze a global solution to the
climate crisis by making urgent action a necessity across every sector of society."
To date, Climate Reality has trained 45,229 trained Climate Reality Leaders, 19,481
US chapter members, and 190 countries represented. Critical to this work is the notion
of Climate Justice and the need to center the impacts of those most vulnerable. While
these individuals and countries have done little to contribute to this problem, they
will be the victims who will suffer the most. Climate Reality has embraced its role
in educating and providing justice for people around the world.
About the CCDIE
The Committee on Campus Diversity and Inclusion Excellence (CCDIE) serves as an advisory
body to the President to assist the university in meeting its commitment to campus
diversity and inclusive excellence and the continuing transformation from a campus
that believes in diversity to a campus that lives its commitment to diversity.
The CCDIE includes faculty, staff, students and alumni who contribute to the University鈥檚
efforts to support and further campus diversity, equity, inclusion and social justice,
as well as the University鈥檚 mission to develop engaged and effective citizens with
the capacity to adapt to change in a multicultural, interdependent world.
The Social Justice & Education Subcommittee of the CCDIE organizes programs, panel
discussions, and research presentations by collaborating with faculty, students, and
others whose academic fields or research interests address issues related to diversity
and inclusion, whether national or global, in focus.
Members of Social Justice & Education Subcommittee
Valerie Hayes, Chief Officer for Diversity and Inclusion
Guia Calicdan-Apostle, Associate Professor of Social Work
Shedia R. Laguer, Assistant Director of Student Development
JY Zhou, Director Office of Global Engagement & Senior International Officer
Christopher Lipari-Pazienza, Engage NJ Changebuilder VISTA
Dianne Stalling, Assistant Director, Student Development