My Husker Action 6.30.20 (audio only)

Office of Diveristy and Inclusion Author

07/08/2020 Added

7 Plays

Description

MyHuskerAction is a campaign to acknowledge and recognize authentic and genuine demonstrations of intentional actions to eradicate systemic racism, injustice, and inequity. MyHuskerAction allows us to share and celebrate actions that lead to change, promote inclusivity, expose racism and unjust practices, policies, and behaviors. The Dish It Up: MyHuskerAction session held on June 30, 2020 included a panel of speakers who shared their Husker Action!

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[00:00:01.060]Good afternoon, everybody.
[00:00:02.250]Good afternoon.
[00:00:03.083]Welcome to Dish It Up your interactive weekly
[00:00:04.830]conversation with your host, me.
[00:00:08.790]And I have decided to have a good time today
[00:00:11.100]we have some great panelists and some great people
[00:00:13.030]who'll be joining us today.
[00:00:14.137]If this is your first time welcome to Dish It Up.
[00:00:16.360]If you are a returning visitor, we definitely appreciate
[00:00:18.662]you coming back to join the conversation,
[00:00:20.670]to listen and to learn and to engage in our conversation.
[00:00:24.890]There are four distinct rules to Dish It Up.
[00:00:27.030]Number one, I need you to be respectful.
[00:00:29.990]Not everyone feels, thinks or believes the world
[00:00:31.940]to be as you feel, thinks or believe the world to be.
[00:00:34.700]Number two, I need you to listen.
[00:00:37.210]My grandmother always told me, "Kevin you have two ears
[00:00:39.570]and one mouth for a reason, to listen more and talk less."
[00:00:43.310]Number three, I need you to be open to the conversation.
[00:00:46.710]We can't change if we're not willing to be open
[00:00:49.800]to new perspectives and new thought process.
[00:00:52.480]And last but not least,
[00:00:54.943]I need you to engage in the conversation.
[00:00:57.710]I can't learn from you and you can't learn from me
[00:00:59.400]if we're not willing to engage with one another.
[00:01:03.070]With that being said, welcome to Dish It Up.
[00:01:05.630]So as we close out Pride Month, we have JD McClain with us.
[00:01:11.200]And they'll be giving us some pride updates
[00:01:13.890]and some overall pride highlights from Pride 2020.
[00:01:19.484]It's been a month of celebration, a month of confusion
[00:01:23.010]but overall, it's been a great month
[00:01:25.210]to celebrate our pride and so JD if you would give us
[00:01:29.830]some highlights or some thoughts about
[00:01:31.330]your pride experience thus far.
[00:01:35.550]Definitely, hi everyone.
[00:01:37.620]So it is the last day of June, which means
[00:01:40.460]it's the last day of LGBTQIA+ Pride Month.
[00:01:43.370]It's definitely been a roller coaster of a month.
[00:01:46.180]We've had some really great highs and a couple of lows
[00:01:49.610]as well for things that we've seen in the news
[00:01:52.420]towards LGBTQIA+ people, but there have definitely
[00:01:56.430]been a lot of wins and there's been a lot
[00:01:57.823]of celebrations that have been happening.
[00:02:00.050]A lot of them online.
[00:02:02.080]And so it's been great to kind of engage folks who may
[00:02:05.840]have never been able to attend to pride before,
[00:02:08.174]were able to attend an electronic pride.
[00:02:10.855]So silver lining to not be able to do a parade,
[00:02:14.290]but it's still a great thing to see.
[00:02:16.884]And so since today is a special edition of Dish It Up
[00:02:19.782]and since it is the end of the month, I just wanted
[00:02:21.930]to quickly give a couple of tips
[00:02:25.500]to end the month on a positive note.
[00:02:28.420]So one of the things that is really important
[00:02:31.150]that people can do, is to challenge harmful ideas
[00:02:34.970]about LGBTQIA+ people, including to friends and family.
[00:02:39.430]So I know that this is probably one
[00:02:40.740]of the most uncomfortable things when it comes to advocacy
[00:02:44.086]and so challenging those harmful ideas to the people
[00:02:47.720]that you know and that you respect and trying to,
[00:02:51.980]on one hand, give people the benefit of the doubt
[00:02:54.440]of the best intentions but when you're hearing those
[00:02:56.670]harmful ideas, when you're seeing what people are doing,
[00:02:58.917]and being able to challenge those, is really a great way
[00:03:02.070]to advocate for LGBTQIA+ people.
[00:03:05.920]Also diversifying reading lists, listening
[00:03:08.554]and watch lists as well.
[00:03:10.610]One of the really great things about pride,
[00:03:13.130]is that a lot of different providers have been putting
[00:03:16.481]together a list of great books, great TV shows,
[00:03:20.817]great LGBTQIA+ artists that you can follow
[00:03:24.880]and listen to, and read about.
[00:03:27.410]And that's a great way to not only see,
[00:03:30.203]maybe educate yourself on some things that LGBTQIA+
[00:03:34.497]folks may be dealing with.
[00:03:36.080]But also it's a great way to see positive LGBTQIA+ stories.
[00:03:40.920]Whenever we talk about diversity, I feel like we always
[00:03:45.070]talk about the negative parts.
[00:03:46.740]And so it's really important to also highlight
[00:03:49.693]that joy in that celebration of LGBTQIA+ people as well.
[00:03:55.100]And so, the list that I know that Spotify and Hulu
[00:03:59.750]And a lot of people online have put together
[00:04:02.340]some amazing lists.
[00:04:03.300]So I really encourage you to look into adding some
[00:04:06.110]of those things into your your normal daily things
[00:04:09.730]that you use as entertainment.
[00:04:12.850]And then the last thing that I wanted to say
[00:04:15.127]is support and lift, LGBTQIA+ voices all year round.
[00:04:20.010]So pride is an amazing time to show that support
[00:04:23.310]and we get all the cool merchandising
[00:04:25.410]and all those wonderful lists.
[00:04:27.160]But being able to support people all year round,
[00:04:29.541]is really the best thing that we can do.
[00:04:31.450]Because though, and a great show of advocacy
[00:04:35.050]during pride month is great.
[00:04:37.690]It doesn't make up for like if you are not doing
[00:04:41.220]anything all year round.
[00:04:42.340]And so that more consistent advocacy is really
[00:04:45.570]what LGBTQIA+ people see and really appreciate.
[00:04:49.400]And so I just wanted to have that as kind of my last tip
[00:04:53.980]of the entire pride month cause it's really important
[00:04:57.010]to be able to highlight those voices all year round.
[00:05:00.130]And so I just wanted to say thank you all
[00:05:02.410]for having me these last couple of weeks
[00:05:04.370]and especially wanted to thank Kevin and the Oasis team
[00:05:07.010]for having me on, Dish It Up.
[00:05:08.720]And again, Happy Pride, everyone.
[00:05:10.740]If you ever need anything from you, please just let me know.
[00:05:13.420]And I will be happy to reach out with you
[00:05:15.820]and talk about LGBTQIA+ issues.
[00:05:22.840]JD, thank you so much for joining us this month.
[00:05:27.060]I think, you mentioned something,
[00:05:29.383]when people mentioned diversity, they're asking
[00:05:31.230]about the darker parts of diversity,
[00:05:33.400]and we don't honor, respect and celebrate all of our
[00:05:35.660]different intersectionalities and so thank you
[00:05:37.780]for being willing to come on and talk about it.
[00:05:41.680]And this will be a regular segment
[00:05:42.947]and so prepare yourselves for fall 2020.
[00:05:46.950]I will be also adding some other diversity
[00:05:49.550]highlights throughout the semester.
[00:05:52.880]So we have some special guests today
[00:05:54.920]that I am really excited about.
[00:05:57.310]We have Dr. Karen Kassebaum and her team.
[00:06:00.610]And today we'll be talking about My Husker action.
[00:06:03.440]But I did want to rep or recognize the stacking caps
[00:06:07.783]our Counseling and Psychological Services team.
[00:06:10.470]We have Felisa Harvey Horton.
[00:06:11.720]And we have Johngo Rich.
[00:06:13.990]So thank you all for joining us.
[00:06:15.770]I definitely appreciate you all and what you're doing
[00:06:18.610]to help Dish It Up move along, and we are ready
[00:06:21.660]to jump on in here.
[00:06:25.010]And so we have a special guest today with Dr. Karen
[00:06:26.870]Kassebaum, Destiny Peter, and then Madison Capilano.
[00:06:30.667]And so they will talk about My Husker action today.
[00:06:34.060]And I'm going to give you an idea of what
[00:06:36.050]My Husker action actually is, and I will let them take it
[00:06:39.060]away because this is the day off for me.
[00:06:41.130]I'm super excited for My Husker action is a campaign
[00:06:45.070]to acknowledge and recognize authentic
[00:06:47.170]and genuine demonstration actions
[00:06:50.030]to eradicate systemic racism and justice and inequity
[00:06:55.070]by sharing and celebrating actions that lead to change,
[00:06:58.040]promote inclusivity, expose racism and unjust practices,
[00:07:02.650]policies and behaviors, we encourage others to act.
[00:07:06.600]With that being said, I'm gonna turn
[00:07:08.560]it over to Dr. Karen Kassebaun.
[00:07:24.960]Thank you, Kevin, for that great introduction,
[00:07:27.034]and thank you for sharing about what My Husker action is.
[00:07:31.830]But I also wanted to let you know that My Husker action
[00:07:34.640]is also a part of our CEO action campaign, which strives
[00:07:38.500]to cultivate a trusting environment where all ideas
[00:07:41.760]are welcomed and people feel comfortable and empowered
[00:07:44.292]to discuss diversity and inclusion.
[00:07:46.800]We have been a CEO action campus I'm thinking
[00:07:48.990]going on three years now.
[00:07:50.778]Husker at My for action is actually a part of that.
[00:07:55.010]So we are gonna move on we have amazing
[00:07:59.230]or outstanding leaders from our campus.
[00:08:02.500]Who are gonna share their Husker action and how it apply.
[00:08:07.110]What's the impact, learning process?
[00:08:11.691]They're gonna talk about how they implemented the plan.
[00:08:15.220]Who was impacted?
[00:08:16.518]What did they learn in the process?
[00:08:19.400]And if you have questions as they're talking and sharing,
[00:08:23.900]please feel free to put submit your questions
[00:08:27.620]in the chat box.
[00:08:29.000]Madison and Jesse will be filling those questions.
[00:08:32.450]So I would like to invite someone I care dearly about,
[00:08:37.620]is Dean Shavers from the College of Law
[00:08:41.580]to share her Husker action.
[00:08:44.290]Thank you.
[00:08:49.420]Thank you, Dr. Kassebaun, and Kevin,
[00:08:53.010]for inviting me to ... give me a chance
[00:08:55.631]to share our experience in the College of Law.
[00:09:00.890]So, as many of you know, when there became
[00:09:04.840]a big focus around the country, on racial issues,
[00:09:09.970]many people, maybe some of our surprise,
[00:09:13.610]said they didn't know much about racial issues.
[00:09:16.340]In some ways that always comes as a surprise to me
[00:09:19.040]because I've lived with racial issues all my life.
[00:09:22.290]So, our Husker action,
[00:09:26.810]is called educating about racism.
[00:09:30.800]And so when we first started
[00:09:32.437]out this discussion, it was among faculty.
[00:09:36.060]So the question was, does the law faculty in particular,
[00:09:39.818]have an obligation to teach about racism?
[00:09:45.700]And should that mean that we teach about racism
[00:09:49.217]in every class, should it mean that we have special classes
[00:09:53.440]and educate our students about racism?
[00:09:56.570]And do we know enough to teach about racism,
[00:09:59.600]so some faculty members had been saying on Twitter,
[00:10:03.660]for example, that there were some faculty members
[00:10:06.900]of other schools, sharing their information
[00:10:10.510]about the way they approach racism,
[00:10:13.830]as special classes, called critical race theory.
[00:10:17.560]And so in particular, two of my colleagues said,
[00:10:20.800]I would like to do this, but I don't really know
[00:10:23.620]enough about critical race theory.
[00:10:25.951]And we began to talk about how we could educate
[00:10:28.610]the faculty in terms of critical race theory.
[00:10:32.260]And there are already two classes in the Law College
[00:10:35.430]that concentrate on critical race theory.
[00:10:37.947]And that just means assessing our normal legal analysis,
[00:10:43.080]examination in with a racial lens,
[00:10:46.570]and how that impacts everyone.
[00:10:48.610]And so we have some conversations going
[00:10:50.930]on among the faculty about this.
[00:10:52.715]And we began to think, "Well, why should we limit it
[00:10:55.370]just having conversations with the faculty?"
[00:10:58.321]Even though it's during the summer, we have some students
[00:11:01.593]that would probably like to participate.
[00:11:04.290]So we decided to increase the participation
[00:11:08.190]in these discussions with our faculty, students, and staff,
[00:11:14.590]everybody in the Law College right now, our target audience
[00:11:18.916]is the community in the law college.
[00:11:21.820]So we said, well, not everybody really has experience,
[00:11:27.250]have the same experiences.
[00:11:28.910]Not everyone has read the same kinds of things.
[00:11:32.790]And so we decided that not only could our faculty learn
[00:11:36.380]from other faculties, and from the class that I teach
[00:11:39.630]called gender and race in class, and the class
[00:11:42.050]that Professor Wilson teaches called economic justice.
[00:11:45.760]There are other resources out there that people
[00:11:49.150]could learn from and we should, again,
[00:11:51.760]not assume people know much about teaching about racism,
[00:11:56.410]learning about racism, and other people's experience.
[00:11:59.956]We decided that we had to collect some resources.
[00:12:03.175]And we would notify the law cause community
[00:12:06.200]that we're beginning to start these communications.
[00:12:09.538]And I like to call these first sessions as pop up dialog.
[00:12:14.468]So some of you may have heard about pop up classes
[00:12:17.750]where people get credit.
[00:12:19.340]This is all voluntary.
[00:12:20.940]We're not asking anybody to,
[00:12:23.210]or forcing anybody to participate.
[00:12:25.130]We're just giving people an opportunity.
[00:12:27.510]And we've also now extended it beyond
[00:12:29.904]our immediate environment, but also to our alumni.
[00:12:34.370]So inside the first session would be just
[00:12:36.980]to explain what we're doing.
[00:12:39.340]And we had that last week, it was pretty good turnout,
[00:12:42.680]and people talk about why they wanted
[00:12:44.870]to participate in this.
[00:12:46.540]And the next stage, which we're in now is to try to
[00:12:49.700]have small group discussions.
[00:12:51.943]And we have found that it's best people
[00:12:55.380]can organize themselves into groups
[00:12:58.050]that they feel comfortable talking about these.
[00:13:01.050]So for example, we have one group that's headed by one
[00:13:05.710]of our professors, Professor Timich,
[00:13:07.680]who's a business professor.
[00:13:09.830]And he has a group of students that concentrate
[00:13:12.960]on business that want to go into corporate practice,
[00:13:15.102]or going to law firms where they will
[00:13:17.840]be doing a corporate practice.
[00:13:19.510]So he's having small group discussions with them.
[00:13:22.950]We've also decided, for example, that there are some people
[00:13:26.090]that might want to know about how international law
[00:13:29.760]is implicated by what's going on in the United States.
[00:13:32.870]And so we had a small group discussion led
[00:13:34.810]by Professor Leppard yesterday.
[00:13:38.140]This week, we're gonna have some small group discussions
[00:13:41.930]that are aimed particularly at students of color,
[00:13:44.765]and people of color in the law college, because we felt
[00:13:48.380]there needed to be a safe place for them to talk
[00:13:50.967]about issues that affected people of color in particular,
[00:13:55.040]that they might not feel comfortable
[00:13:57.200]about sharing with everyone.
[00:13:59.941]For everybody who is participating,
[00:14:02.560]we have created on our library with the help
[00:14:05.150]of one of our librarians, Professor, Stephanie Perlman,
[00:14:09.040]and I just put the link there in the chat
[00:14:11.790]if you wanna look at that site.
[00:14:13.980]So what that does is collect videos,
[00:14:18.220]it collects books that you might wanna read,
[00:14:22.520]to give people ideas about historically,
[00:14:25.227]what's happened in this country about racism,
[00:14:28.225]but also views, there are differing views
[00:14:32.730]about how you approach discussions about racism.
[00:14:36.250]But also, as we said, the main goal
[00:14:38.150]is educating about racism.
[00:14:40.750]So as we go through having these small group discussions,
[00:14:44.180]these pop up kind of discussions,
[00:14:45.928]we want to come toward the end of the month,
[00:14:48.557]the end of July, and then began some teaching sessions.
[00:14:52.700]Because what we found is some students,
[00:14:55.840]yes, they may come in, they like to have the discussions
[00:14:58.800]but they want more direction.
[00:15:00.790]So we're gonna have a couple of weeks, not full weeks,
[00:15:04.960]but two weeks where we devote some time
[00:15:07.170]to actually teaching, rather than just having discussions.
[00:15:12.110]The third part of this, where we're gonna have an actual
[00:15:15.380]class where people could register via no credit class.
[00:15:19.650]And I first thought was to have it toward the end.
[00:15:23.260]Well, the middle of December, the law college schedule's
[00:15:26.150]a little bit different from everybody else's.
[00:15:28.721]We're gonna be having finals
[00:15:30.640]during that time, unfortunately.
[00:15:32.320]So we probably will have this no credit class problem
[00:15:35.790]at the beginning of the spring semester,
[00:15:38.710]where people can be taught more about critical race theory.
[00:15:43.120]But again, as I said, the main thing is to try
[00:15:46.590]to get people more interested.
[00:15:49.790]Talk about this topic, let them first let us know
[00:15:54.030]what they're interested about learning and talk in groups
[00:15:57.512]that they feel comfortable with,
[00:15:59.480]but also provide them from the resources.
[00:16:01.850]So I would like to first, thank a lot of people
[00:16:06.410]that are on this call, some people have given me
[00:16:08.456]some resources that we've added to our resource guide.
[00:16:12.240]So for those of you that have other resources,
[00:16:15.070]you can keep sending them to me and we'll add
[00:16:17.006]those to our guide.
[00:16:19.340]Okay, I guess I think it'll end now.
[00:16:21.006]And I don't know if there any questions for me now, or?
[00:16:25.910]Yeah, it looks like Am happy.
[00:16:28.930]Am sorry.
[00:16:30.400]No, am just happy to answer them.
[00:16:32.960]We have one question, it says,
[00:16:34.730]have you experienced any dynamics between faculty
[00:16:38.307]and students in the pop up dialogues where students
[00:16:41.480]may feel less willing to share or engage?
[00:16:43.980]And if so, how did you address that?
[00:16:47.200]So far, we haven't, I would say the thing
[00:16:49.640]that I think I would like to improve upon
[00:16:54.492]is having more students participate.
[00:16:59.170]I know they're doing this summer,
[00:17:00.190]a lot of them working, etc, and that we have
[00:17:02.690]those over noon hour.
[00:17:04.250]And we've had some in the evening.
[00:17:06.380]But they seem pretty much willing to participate.
[00:17:09.144]Like the first one I participated in.
[00:17:12.135]At first students weren't saying very much.
[00:17:15.740]But once people started to talk, they began to share
[00:17:20.140]and the first one was a relatively small group.
[00:17:22.600]So everybody had a chance to share.
[00:17:24.700]We didn't force them, but everybody did participate.
[00:17:29.290]So far, we haven't had that.
[00:17:31.130]I do wonder if some students are not participating,
[00:17:34.699]because they feel that they don't
[00:17:37.040]have enough to participate.
[00:17:38.940]So we have to work at getting them to feel comfortable
[00:17:42.010]and just joining the sessions,
[00:17:44.324]even if they don't want to talk.
[00:17:48.930]Thank you so much Dean Shavers.
[00:17:52.000]You're welcome.
[00:17:53.610]Thanks Dean Shavers.
[00:17:54.770]That was awesome.
[00:17:57.110]Next we have Luce Suttulow,
[00:18:00.490]a graduate student from the College of Engineering.
[00:18:06.860]Hi everyone, thank you so much. Dr. Shavers.
[00:18:08.623]That was amazing.
[00:18:10.860]It's again, so inspiring to see
[00:18:12.420]what everybody's doing here on campus.
[00:18:13.920]And it's a great honor to be here talking to y'all.
[00:18:17.130]But we're trying to get started
[00:18:18.522]in our Department of Mechanical and materials engineering.
[00:18:22.630]So people who know me know that I've been quite involved
[00:18:26.540]in creating and supporting existing groups
[00:18:29.930]of graduate students support around campus.
[00:18:33.250]Starting from the grad student Assembly,
[00:18:35.420]the university level, to creating graduate students
[00:18:39.154]advisory boards at the College of Engineering
[00:18:42.020]and my department level.
[00:18:43.004]And supporting these kind of groups to form
[00:18:46.570]in departments and units across campus.
[00:18:50.710]So in a similar manner, what we're doing now
[00:18:54.040]is we're starting similar grad students group.
[00:18:58.793]But this is a grad students of color group in the mechanic,
[00:19:02.720]mechanical and materials engineering department.
[00:19:04.400]And this has been started with the support
[00:19:06.860]of Dr. George Coco's and Dr. Jeffrey Shield
[00:19:09.300]from our department leadership.
[00:19:10.896]And it's something that I'm particularly very excited about.
[00:19:14.620]We're all very excited about because
[00:19:16.260]it's not only happening here, everywhere now.
[00:19:18.840]But it is a collective effort that's starting across
[00:19:21.820]all the big 10 plus universities to create
[00:19:25.270]and connect discarded students of color groups,
[00:19:27.052]both within our own mechanical engineering departments,
[00:19:29.820]but also across our universities.
[00:19:32.590]And this is because often, there might be only
[00:19:36.040]a few of us grad students of color in each
[00:19:37.890]of our departments, engineering is still a discipline
[00:19:41.490]that is struggling to grow in diversity and inclusion.
[00:19:46.120]And so we often struggle to find people
[00:19:48.960]to connect with or mentors.
[00:19:50.720]So all of these creating disconnections
[00:19:52.500]can be challenging within our disciplines.
[00:19:54.610]And we're isolated in our own departments.
[00:19:57.130]So we're using this effort so that we can create our
[00:19:59.898]department grad students of color group and connect
[00:20:04.963]our students with similar people,
[00:20:07.491]similar minded people across big 10 universities.
[00:20:11.192]And so right now, this is a starting effort
[00:20:14.280]so I cannot talk much about implementation or what struggles
[00:20:17.280]have we had and things like that.
[00:20:19.480]So we're barely starting it.
[00:20:20.890]This is something that's, the idea started this month
[00:20:24.300]and we're kind of pushing it across.
[00:20:26.410]So we're using our department already existing credit group
[00:20:29.432]to gather people interest and plan our first meeting.
[00:20:32.439]And for the same reason, we're very open to ideas
[00:20:34.880]and suggestions that other people may have
[00:20:37.300]please any feedback that ya'll may have,
[00:20:40.170]please send that across.
[00:20:41.870]We really want to make this a positive experience
[00:20:44.500]for our students.
[00:20:45.900]And I think ultimately, we hope to positively
[00:20:49.340]impact our graduate students of color and students
[00:20:52.250]of color across all big 10 plus, providing,
[00:20:55.330]like I said, a community of support and mentorship
[00:20:57.811]and ultimately helping increase our recruitment
[00:21:00.480]and retention, as well as collaboration of grad students
[00:21:03.820]of color in mechanical engineering.
[00:21:06.320]So that's it.
[00:21:07.770]So if anybody has any questions or anything,
[00:21:09.950]I'll be happy to answer or if anybody has any suggestions,
[00:21:12.520]I'll be glad to take them.
[00:21:14.860]That is awesome.
[00:21:16.370]That is so exciting.
[00:21:20.270]All right.
[00:21:21.890]Thank you so much.
[00:21:23.430]That was wonderful.
[00:21:25.030]All right, so now, we have,
[00:21:29.920]Dr. Kara V. Eska from the College of Education
[00:21:34.160]in human sciences.
[00:21:37.510]Thank you, Dr. Kay
[00:21:38.640]and everyone for organizing this.
[00:21:41.250]I'm from the Teaching, Learning
[00:21:43.250]and Teacher Education Department.
[00:21:44.950]So I think a lot about teaching and learning.
[00:21:49.800]So after George Floyd was murdered, and I recognized
[00:21:54.820]an opportunity was opening where more people
[00:21:57.310]were paying attention than with
[00:21:58.940]other previous similar situations,
[00:22:03.350]I wanted to focus on how could I use my skills
[00:22:06.649]around teaching and learning to walk
[00:22:10.290]through some doors that were opening.
[00:22:11.890]And so I had actually already started this discussion group
[00:22:18.040]with faculty in our department around this book.
[00:22:20.380]It's called the Racial Healing handbook.
[00:22:23.108]And we started doing this together.
[00:22:26.560]Several faculty in the department earlier in the summer.
[00:22:30.780]And I was recognizing that and I'm literally going through
[00:22:35.940]and kind of reading it and doing all the exercises.
[00:22:40.410]And finding it quite helpful.
[00:22:42.430]I haven't finished the whole book.
[00:22:45.500]But what I decided to do was,
[00:22:48.630]create an opportunity for teachers across the country
[00:22:51.993]to have that same chance to work through the book,
[00:22:56.222]and be in conversation with one another.
[00:23:00.045]So I run a large grant.
[00:23:03.240]It's called the International Consortium
[00:23:05.740]for Multilingual Excellence in Education.
[00:23:07.705]What we mainly do is design online professional learning
[00:23:11.250]for K 12 teachers.
[00:23:12.728]And so we took the platform that we've been using
[00:23:16.670]and modified it and launched our first ever book club
[00:23:19.999]on June 15, for the racial healing handbook.
[00:23:24.227]And we had 340 teachers from across the country sign up,
[00:23:29.130]which is, was really overwhelming.
[00:23:32.640]I just think contextualize is a little bit our goal
[00:23:35.910]for this year was to work with 450 teachers,
[00:23:39.480]which we did accomplish before the summer started.
[00:23:43.790]We are working very popular and that's great.
[00:23:46.410]And we work with a lot of teachers, but it's been
[00:23:49.370]a huge learning experience for us to do this.
[00:23:52.170]I decided to jump in because I saw open doors
[00:23:56.260]that I knew would close and I thought it would be
[00:24:00.170]really important to, when people
[00:24:05.490]are saying what can I do?
[00:24:07.070]How can I learn more to provide a supportive opportunity
[00:24:10.550]particularly targeted for teachers.
[00:24:11.383]In the United States, 85%
[00:24:15.927]of the teaching population is white.
[00:24:19.300]And a lot of the issues in police brutality are actually
[00:24:24.300]issues we have in K 12 education as well.
[00:24:27.070]People talk about the prison, the school to prison pipeline,
[00:24:31.373]and it isn't that we have some bad seed teachers,
[00:24:36.370]we have systemic racism.
[00:24:39.650]And in a system where 85% of the people
[00:24:43.870]running that system are white and may not have done
[00:24:46.980]the work to understand their racially identity,
[00:24:49.410]their racial socialization, their role
[00:24:51.770]in potentially promoting a racist system.
[00:24:55.453]We just have a lot of work to do.
[00:24:58.640]So we started to do the work.
[00:25:01.320]We're now two weeks in.
[00:25:04.780]It's an 11 chapter book.
[00:25:08.620]And it's a very intense book.
[00:25:11.550]Each chapter asks you to participate
[00:25:14.350]in racial healing practices.
[00:25:17.060]And those racial healing practices can actually
[00:25:20.010]be very difficult for people to engage with.
[00:25:23.370]So I did not feel comfortable making it like,
[00:25:26.390]oh, do this in like a month.
[00:25:28.070]And I am getting feedback, particularly from people of color
[00:25:30.840]that it's very difficult to work through
[00:25:34.060]and the emotions that are coming up and things it's like,
[00:25:39.960]even having a week to process a chapter
[00:25:42.018]is for some people insufficient.
[00:25:46.290]We're learning a lot about how to use Canvas.
[00:25:48.618]We've always run our eWorkshops on canvas
[00:25:51.970]on the free platform, but we typically run them
[00:25:55.060]like actually through districts or, with groups
[00:25:57.870]of teachers kind of managing themselves.
[00:26:00.050]So this is a new endeavor for us to be like
[00:26:02.530]the one managing all these teachers at once.
[00:26:05.560]And we've had some trouble, in terms of what Dr. Shavers
[00:26:10.061]was talking about is the importance of helping people
[00:26:13.330]find one another, who are the right people
[00:26:15.270]to be talking to one another about these sensitive issues
[00:26:17.950]and creating the right space for that.
[00:26:19.957]And we're still figuring that out.
[00:26:21.780]To tell you the truth.
[00:26:22.790]I like literally before I got on this call,
[00:26:26.380]I had an email from a participant asking
[00:26:29.030]for some more support around that.
[00:26:32.170]So it's a work in progress,
[00:26:38.010]and we're learning a lot.
[00:26:39.816]I think one of the biggest things that I'm learning is,
[00:26:46.100]and this is something that I just kind of have to relearn
[00:26:49.890]on a daily basis, is how important it is
[00:26:53.250]to hold true to my values.
[00:26:55.780]So I originally came into teaching and was really impacted
[00:27:01.730]by Paulo Freire's work in pedagogy of the oppressed,
[00:27:05.380]and he talked about the goal should not be,
[00:27:08.782]to have the oppressed become the oppressors.
[00:27:12.990]The goal should be to do away with oppression.
[00:27:16.030]And I hold deep to those values.
[00:27:19.450]And so I think in a racist society like ours
[00:27:23.160]in racist and sexist institutions, ablest institutions
[00:27:27.390]that we work in, it's easy to fall into the practices
[00:27:32.058]that promote oppression, just potentially
[00:27:34.860]on different people.
[00:27:36.480]And it's often very difficult for us to imagine something
[00:27:40.280]that isn't a power hierarchy that isn't oppressing,
[00:27:43.870]that isn't marginalizing because that isn't our world.
[00:27:46.920]And so I think it's really important for me to recognize
[00:27:52.970]that that's my goal is to do something different
[00:27:57.090]not to just change who's getting oppressed.
[00:28:00.930]And that comes with a lot of challenges.
[00:28:05.610]And, to me, it means a commitment
[00:28:08.680]to work through those challenges.
[00:28:10.150]I think it's particularly important to learn
[00:28:14.090]from the challenges that arise and to lean into them
[00:28:18.940]in really human centric ways.
[00:28:23.970]The people who might be frustrated
[00:28:28.420]really need to be heard.
[00:28:30.290]And so one of the best ways to do that, is to be willing
[00:28:34.340]to listen and create connection versus, create disconnect,
[00:28:40.010]which I think is a really common practice
[00:28:42.870]that perpetuates oppression.
[00:28:44.210]So that's been my big learning and continues to be.
[00:28:47.082]We've decided that we are gonna launch
[00:28:49.400]a new book club every month.
[00:28:51.460]We just announced our next one in July,
[00:28:53.820]is how to be an anti-racist.
[00:28:55.780]It's a book that can be read in a month.
[00:28:56.613]In August, we're gonna do,
[00:29:02.690]we want to do more than survive
[00:29:03.978]abolitionist teaching and educational freedom.
[00:29:07.520]And each of our book clubs, we're opening them,
[00:29:10.120]we say, for educators, there are higher ed people
[00:29:12.700]in our book clubs, and that's fine.
[00:29:15.153]But they are intended for people who think
[00:29:17.360]about teaching and learning.
[00:29:20.240]But what what they are is once we've developed it out,
[00:29:23.720]it's a course show that can be set up for any group
[00:29:27.030]to use on their own, similar to how we run our eWorkshops.
[00:29:31.060]So one of the main commitments we have
[00:29:32.950]to building these out, is not just the initial launching
[00:29:36.470]of them, it's the content that is available
[00:29:41.150]for other people to benefit from.
[00:29:43.200]So what we're trying to do is add in things
[00:29:45.440]like research articles that might share another perspective,
[00:29:48.180]as Dr. shaver said, there isn't one perspective
[00:29:50.603]on how to be anti-racist or how to heal
[00:29:53.650]from racial trauma or any of those things.
[00:29:55.784]And so we're trying to share multiple perspectives
[00:29:58.578]and also additional resources that can help people
[00:30:02.330]in their anti-racist journey.
[00:30:06.310]So that's what we're working on.
[00:30:08.250]I don't know if there's any questions or
[00:30:12.370]I would like you just to share
[00:30:14.002]a little about about the socialization online.
[00:30:17.969]A question alright.
[00:30:20.180]Yeah, talk about the socialization.
[00:30:21.622]And then there is a question.
[00:30:24.690]So, whenever you do any online learning
[00:30:28.960]that's free, there's gonna be huge amounts of attrition.
[00:30:32.430]And that doesn't mean anything about the commitment
[00:30:35.170]of the people who've signed up for it.
[00:30:37.120]It means we're busy human beings.
[00:30:39.082]And, often we just don't have time to do all
[00:30:43.120]the wonderful things that we wanna do.
[00:30:45.090]And so we've had, like I said,
[00:30:47.600]340 teachers have signed up, but I don't have a count,
[00:30:53.890]but there's some we originally had like 34 groups
[00:30:57.420]of 10 people in each group and there's some groups
[00:31:01.310]where there's been no engagement at all.
[00:31:03.610]There's been some groups that posted
[00:31:05.270]over 40 times last week.
[00:31:08.260]And so what I'm struggling with is that
[00:31:12.460]opportunity to get people connected,
[00:31:14.830]who wants to be connected?
[00:31:16.480]And it's a lot of what Dr. Shavers was talking about,
[00:31:19.035]there needs to be a space for black and indigenous
[00:31:22.380]and people of color to come together
[00:31:24.110]in these kind of conversations.
[00:31:25.400]It's very different.
[00:31:26.460]The first chapter is called, Know your racial identity.
[00:31:30.570]The first racial healing practice is my earliest memories
[00:31:34.920]of race and racism.
[00:31:36.580]How different are my earliest memories of race and racism,
[00:31:41.160]than Dr. Kassebaun's, they're very different.
[00:31:44.320]And what kind of trauma is gonna be brought up
[00:31:49.493]in my life when I think about that.
[00:31:52.120]There's sadness.
[00:31:53.680]There's disappointment that I felt like, quite frankly,
[00:31:58.650]the white world like lied to me
[00:31:59.988]for years and years and years.
[00:32:01.620]And I have to do all this like unlearning
[00:32:03.330]about how the world functions.
[00:32:05.600]And that's angry.
[00:32:08.539]I haven't been in positions where I was a target
[00:32:12.390]of violence, or someone I loved and had immediately
[00:32:15.670]around me was, and those are often the earliest memories
[00:32:18.999]of race and racism that people of color, black
[00:32:21.870]and indigenous people of color face.
[00:32:23.810]So it's a very different experience to go through this book,
[00:32:27.970]as a white person versus a person of color.
[00:32:30.197]And we're definitely hearing
[00:32:33.420]from the colleagues in the book club,
[00:32:37.120]who are black and indigenous people of color
[00:32:39.740]that it's some of their lack of engagement
[00:32:42.600]isn't actually lack of engagement.
[00:32:44.920]It's literally the difficulty and the trauma
[00:32:48.121]and needing to have a space where maybe
[00:32:52.050]there's a different timeline, maybe there's a different
[00:32:55.070]kind of group to engage with.
[00:32:56.830]And so what we're what we figured out is in campus,
[00:33:00.470]we can have people self select into groups.
[00:33:04.050]And so for this next chapter right now
[00:33:07.110]we're in chapter three.
[00:33:08.500]So for next chapter and then moving forward,
[00:33:10.810]people will create that self select.
[00:33:13.800]And we'll label the groups according to the kind
[00:33:15.940]of participation people would like
[00:33:17.350]to have, synchronous or asynchronous.
[00:33:22.490]Also create spaces for black and indigenous
[00:33:25.540]and people of color to find each other,
[00:33:27.210]if that's what they would like.
[00:33:28.469]Also create a space where people just hang out.
[00:33:31.170]If they're just there to hang out.
[00:33:32.650]That's cool, too.
[00:33:34.130]So it's a learning curve.
[00:33:36.380]But it's, I feel like overall, it's positive.
[00:33:41.680]And overall, we're successfully problem solving.
[00:33:45.230]And I'm hoping that with each book club,
[00:33:48.340]people feel like we do a better and better job
[00:33:51.070]of creating those kind of spaces up front
[00:33:53.350]and making sure that the learning that people come
[00:33:57.760]to us to have can be had.
[00:34:00.430]But I think what's also important to know for people
[00:34:03.150]here at UA now is if you don't wanna do the book club
[00:34:06.944]as we are doing it, you're welcome to use
[00:34:10.990]our materials for your own groups.
[00:34:13.770]And so every month we'll have a new set of materials
[00:34:17.000]available that you could do on your own timeline
[00:34:20.680]with any group you wanted and facilitate
[00:34:23.350]however you would like.
[00:34:24.784]That's how we run our content on agreement.
[00:34:33.980]Thank you so much.
[00:34:36.546]I think there's a question.
[00:34:40.004]Looks like we have a question.
[00:34:42.769]If you could post the booklist (mumbles)
[00:34:47.589]if that's available.
[00:34:51.170]Is not available. (laughs)
[00:34:53.037]But I will write in the chat, the three that we have
[00:34:55.870]already decided on we're still deciding
[00:34:57.750]on the rest but we are committed to a new bookclub
[00:35:00.800]every year through the rest of our grad,
[00:35:02.620]which ends August 2021.
[00:35:04.920]And all on a racial justice focus.
[00:35:07.180]So every month will be a new racial justice focus.
[00:35:12.310]So we have one more speaker
[00:35:13.920]and then Dr. Barker, I see you pose a question.
[00:35:16.340]We'll ask all the speakers that question.
[00:35:18.980]That's a great question.
[00:35:20.563]So our last but not least, pretty awesome,
[00:35:24.620]is Diana Lado Andrea was an undergraduate student
[00:35:30.110]with the College of Arts and Science, Diana.
[00:35:34.790]Well, yeah, thank you Dr. Kassebaun.
[00:35:37.047]That was awesome and (mumbles)
[00:35:38.887]thank you for sharing that.
[00:35:40.660]But, so My husker action involves just being able
[00:35:44.420]to sit down and have a long conversation
[00:35:46.030]with my pastor at my church, and like many others,
[00:35:50.070]I was deeply disturbed with what happened
[00:35:52.500]with George Ford and especially it being weeks prior
[00:35:55.130]to the video of a murder arbarian and Breonna Taylor
[00:35:58.380]getting killed in her home.
[00:35:59.953]This just was obviously triggering and being a person
[00:36:02.950]of faith, I 100% believe racial justice
[00:36:05.710]and racial injustice should be discussed in a church
[00:36:08.360]and so when that Sunday,
[00:36:12.520]that week that it happened that Sunday,
[00:36:13.730]my pastor didn't address it, it was hurtful for me.
[00:36:16.350]And I just didn't understand why, how he could just simply
[00:36:19.680]glance over this huge issue.
[00:36:23.180]And so after a couple days pass, I decided to email him
[00:36:25.920]and I just kind of share with him my heart
[00:36:27.520]and how I was feeling and just how I was hurt by that.
[00:36:30.010]And he responded very well.
[00:36:32.580]And he actually invited me the next day
[00:36:36.410]to just have a sit down conversation with him.
[00:36:38.370]And then we talked for a really long time and I was able
[00:36:41.510]to just share experiences of my own
[00:36:43.970]that I've had with racism and just how like what
[00:36:49.130]I wanted to see from him, what I wanted to see
[00:36:51.500]from the congregation and so just very responsive.
[00:36:56.360]And I think what I learned the most out of this
[00:36:58.010]is just how important it is to speak up.
[00:37:01.330]I think for me, I could have went
[00:37:03.715]and not said anything and just let it bother me
[00:37:06.350]and kept it in, but I chose to,
[00:37:08.527]put myself in that situation and make it my,
[00:37:11.490]make it uncomfortable for the both of us really.
[00:37:14.789]And it's just so important, like you were saying
[00:37:16.330]Dr. V. Eska, just listen and listen long.
[00:37:18.940]We have to be willing to, put ourselves in people's shoes
[00:37:22.840]and gain a new perspective and new perceptions.
[00:37:25.500]And I've learned also that, I can't get mad over
[00:37:29.820]what people don't know.
[00:37:30.870]And, some people just don't know, but I can be upset
[00:37:33.940]over what people are unwilling to learn and what people
[00:37:36.250]are choosing to remain ignorant.
[00:37:38.510]And especially with, our day and age
[00:37:40.740]there's so many resources, so many books, so many movies,
[00:37:42.990]so many things that we can strive to know and there's
[00:37:47.010]so many things that have failed to teach us but now,
[00:37:49.920]there's no excuse.
[00:37:51.850]So yeah, I think just that in itself was huge for me,
[00:37:55.690]but also, I think, for the church to hear
[00:37:57.510]and for the pastor to hear as well.
[00:37:59.570]He definitely was challenged, and he thanked me
[00:38:01.750]for reaching out and challenging him in that way.
[00:38:04.690]And so it was really good.
[00:38:08.080]Awesome, thank you so much.
[00:38:11.460]We have some questions.
[00:38:15.450]So this is a question from Gabrielle Phillips
[00:38:17.670]to Dr. Shavers, Sorry, Dean Shavers.
[00:38:21.721]This question is why would students of color
[00:38:24.310]want to participate in a class with the purpose
[00:38:26.840]of educating people about racism?
[00:38:29.780]What are the incentives?
[00:38:31.240]And how will students be engaged in the conversation?
[00:38:37.760]Of course, that's a very controversial
[00:38:41.150]kind of an issue, the role of students of color
[00:38:45.360]in this educating process.
[00:38:48.220]And we don't want to put students in the position
[00:38:51.410]of feeling they have to educate everybody about racism.
[00:38:55.750]We do think at some point, there may be some shared
[00:39:00.100]experiences, or their own experiences
[00:39:02.910]that they want to share.
[00:39:04.700]But as I said, one of the controversial things we're doing
[00:39:07.330]and I fully expected somebody's gonna complain
[00:39:10.250]is that providing a space where students of color
[00:39:13.980]are talking amongst themselves.
[00:39:16.720]And I think that's a good way to do it.
[00:39:20.190]Some people will think we're being exclusionary,
[00:39:22.960]but I think it's giving them a safe place
[00:39:25.290]to talk about these issues.
[00:39:27.220]Because I know many of you have heard about the experiences
[00:39:31.080]where the lone student of color, sometime in the class,
[00:39:34.990]where's the lone woman feel like they're put
[00:39:37.730]on the spot, and they have to speak for everybody
[00:39:40.460]in the race or every person of color,
[00:39:42.840]and we want to avoid that.
[00:39:44.704]But we don't want to exclude students who want
[00:39:47.890]to share their experiences.
[00:39:49.630]For example, when I participate in the discussions,
[00:39:53.400]I feel like I can as a professor, share my experiences
[00:39:57.970]and not worry about any kind of repercussions or something.
[00:40:02.170]So in some ways, sometimes it falls on the faculty
[00:40:05.674]or staff of color to share those kinds of experiences
[00:40:10.257]in a mixed group.
[00:40:12.090]But yes, we're very conscious of trying not to put
[00:40:14.675]students of color on the spot.
[00:40:17.410]Now we do have students of color that are gonna
[00:40:19.160]be willing to share their views,
[00:40:21.760]but we're not trying to force them to do that.
[00:40:28.343]I kind of want to kind of clarify where I'm at.
[00:40:31.705]So basically, I'm asking so me as a black student,
[00:40:36.599]I did my schooling through the College of Architecture,
[00:40:39.540]and I was the only black student the whole time
[00:40:42.219]from grad school to undergrad and grad school.
[00:40:46.630]So I'm really just trying to understand like,
[00:40:49.520]why would I as a black person sign up for that class?
[00:40:54.900]If I feel like I already know or our how my experiences
[00:40:58.100]with racism, I'm not really, what am I learning?
[00:41:01.500]Okay, I understand so--
[00:41:03.840]That won't make me wanna sign up as a student.
[00:41:06.690]Here's one thing I think about it, I have lived
[00:41:10.705]with racism all my life.
[00:41:13.080]One of my (mumbles) my measures is that I'm a learner.
[00:41:18.720]So I feel like no matter how long I've lived,
[00:41:22.220]no matter what I've learned, I can always learn something.
[00:41:25.960]So for example, I'm learning some things now
[00:41:29.500]from this experience.
[00:41:31.110]One of the things I'm learning is that,
[00:41:33.480]for example, within the black community,
[00:41:35.888]there are disagreements about how this should be approached.
[00:41:40.311]And so there are intergenerational differences.
[00:41:44.410]So for example, a young Professor like Professor Kindy
[00:41:48.920]has made me some different thoughts about this than I do,
[00:41:53.550]and I think I can learn from Professor Kindy
[00:41:56.715]about how he thinks we should be prepared these issues.
[00:42:01.460]So I think there's always room to learn something,
[00:42:06.020]to improve upon the way you might approach a problem,
[00:42:10.000]different from the experiences that you've had already.
[00:42:13.460]That answers your question.
[00:42:15.500]Oh, yeah, spot on.
[00:42:17.080]Thank you. Okay.
[00:42:18.160]Guy] Sure.
[00:42:21.560]You have a question from Dr. Barker
[00:42:23.790]for all of the panelists.
[00:42:26.290]So it says, four speakers, thank you for sharing
[00:42:30.710]some have shared goals.
[00:42:32.520]Can you share what progress looks like for you
[00:42:34.930]in your actions, or their hopes or goals you have
[00:42:38.170]for your professional community, profession, colleagues
[00:42:41.350]or practice, maybe a year from now?
[00:42:45.840]And that is for all of our panelists.
[00:42:49.000]Well, I'll start with one.
[00:42:51.320]One of the first things I said is that some
[00:42:52.700]of my colleagues wanted to be introduced
[00:42:56.380]to critical race theory sort of what it was
[00:42:58.986]how they can use it.
[00:43:00.910]So, shortly after we started this,
[00:43:04.070]I did a quick faculty survey to find out
[00:43:07.044]if there were any concepts of race, racism,
[00:43:11.130]critical race theory that are already incorporated
[00:43:14.250]into some of my colleagues classes.
[00:43:15.840]I knew some did, but I knew others didn't.
[00:43:19.070]So I guess I would like to see an increase in the way
[00:43:24.950]that some legal classes are taught that do bring
[00:43:29.640]into their classes, racism.
[00:43:31.990]So I have this benchmark right now of what's being done.
[00:43:36.410]So I would hope at the end, or this time next year,
[00:43:40.060]I will see that more classes have decided
[00:43:42.990]to incorporate this now, one of our learning outcomes
[00:43:46.040]for the law college is that we're supposed
[00:43:48.140]to be teaching our students how to work
[00:43:52.290]with diverse groups of people, whether it's other lawyers,
[00:43:55.530]judges, or clients.
[00:43:57.310]And so I think this is something that we should expect
[00:44:00.500]from our classes, and I like to see
[00:44:02.270]a measurable improvement in that, I'd also like to see
[00:44:05.920]more conversations that are sponsored not just
[00:44:08.990]by what we've initiated here, but student groups
[00:44:12.940]decided that they wanna have more conversations
[00:44:15.310]on their own about this.
[00:44:16.900]So if we can have those kinds of increase in teaching
[00:44:20.591]and increase in conversations, in the law school,
[00:44:24.743]on educating racism, I would think that's a great goal
[00:44:30.870]that we've satisfied.
[00:44:32.090]Of course, we have the general kinds of goals
[00:44:34.150]we have about increasing diversity,
[00:44:36.660]first of all, with respect to faculty, staff, and students.
[00:44:44.130]I can also respond, the researcher in me
[00:44:48.462]would love to have some sort of benchmarks
[00:44:51.420]and things like that.
[00:44:52.253]But I think by opening up our work for teachers
[00:44:55.620]across the country, it's a little bit harder
[00:44:57.450]to follow through with that, but at the same time,
[00:45:00.320]I will say the kinds of conversations that are happening
[00:45:03.180]in the book club that we started our very core,
[00:45:07.680]like just getting started kind of conversations
[00:45:10.730]for a lot of people and as a white woman
[00:45:15.760]in a very white profession, I feel very responsible
[00:45:18.971]for those kind of conversations.
[00:45:21.510]Because I think that the kind of really in depth work
[00:45:26.850]that we need to do doesn't end with those conversations.
[00:45:30.360]And so I think it's really, what I hope to see happen
[00:45:34.340]is that people start a journey, that is a lifelong journey,
[00:45:39.680]and that leads to substantive change in actions
[00:45:42.580]and behaviors in the classroom.
[00:45:44.520]How I can measure that is another question
[00:45:47.670]which quite frankly, I haven't even tried to do
[00:45:50.840]yet because it's still just spending my time
[00:45:52.990]getting things set up to try to get people
[00:45:55.690]to have those conversations but in the context
[00:45:58.570]of talking about abolishing and defunding the police.
[00:46:02.770]I can't help but think about abolishing a lot
[00:46:05.190]of the really unhelpful practices we have in K 12.
[00:46:08.570]And even here in higher ed, I'd love to see us
[00:46:12.300]imagine different possibilities.
[00:46:14.200]I'd love to see us reprioritize and have
[00:46:17.770]our stated values match our practices.
[00:46:20.250]I think that's one of the biggest issues that I see
[00:46:22.430]in teaching and learning.
[00:46:25.150]I don't know how many of you have been
[00:46:26.240]in K 12 schools lately.
[00:46:28.060]But this happens in our campus too, which is teaching
[00:46:31.790]is performed as monitoring and learning
[00:46:34.690]is performed as compliance.
[00:46:36.710]And it's not really learning.
[00:46:39.750]It's not really teaching.
[00:46:42.210]So I think of these kind of conversations that ask us
[00:46:45.880]to really look at ourselves.
[00:46:47.497]Look at how we're structured as a society.
[00:46:49.800]Look at how we're positioned
[00:46:51.859]are really important discussions to also then imagine
[00:46:56.250]and engage in something new.
[00:46:58.160]That's something different and not be so stuck
[00:47:00.890]in what's always been.
[00:47:02.510]And I do think, well, we're in this really
[00:47:06.070]very difficult time of crisis in our country
[00:47:08.880]on multiple levels.
[00:47:10.900]It is also, we have a choice of how to emerge
[00:47:14.660]from the crisis, and it can be potentially opportunities
[00:47:18.370]for some of those New Visions to be put into place.
[00:47:20.900]So that's what I'm really hoping can happen
[00:47:23.410]with the conversations that I'm hoping
[00:47:25.430]to have with teachers is create the new possibilities
[00:47:29.860]for new kinds of engagement and new kinds of organizations
[00:47:32.693]that are much more equitable, and anti-racist,
[00:47:36.769]and anti-sexist, anti-globalist.
[00:47:39.320]I think centering race is a really helpful way
[00:47:42.830]to understand a lot of oppressive levers in society.
[00:47:46.170]And they matter to obviously, but I think
[00:47:49.590]it's really important for people to understand race
[00:47:52.360]is so central to how we've always been organized
[00:47:55.570]as a society and when we recognize that we can start
[00:47:59.180]to recognize intersectionalities and other levers
[00:48:02.060]as well just imagine new and engage in different.
[00:48:12.580]Anybody else on the panelists?
[00:48:18.430]Dr. Jeanette Jones, can you share what you shared
[00:48:20.720]in the chat and talk about that just a little bit?
[00:48:24.400]And then Mariana Burks.
[00:48:31.410]Can you hear me now?
[00:48:33.420]Yes, we can.
[00:48:35.500]Thank you.
[00:48:36.900]Dr. Kassebaun, thanks for organizing this.
[00:48:39.470]And Kevin, thank you.
[00:48:40.303]This was great.
[00:48:41.136]And really, I was moved by all of the different actions
[00:48:43.910]that have taken place on campus.
[00:48:45.760]Oh, it's one of the things I wanted to talk about
[00:48:47.840]is that a black student who came to me to talk
[00:48:51.370]about not my class, but a situation where they
[00:48:55.240]were called on to kind of be the voice for black history.
[00:48:58.520]Oh, you must know that.
[00:49:00.440]What that students said to me is like, we don't even know.
[00:49:04.080]And that the assumption that we know,
[00:49:06.446]that we know the depths of our history,
[00:49:08.670]or even the assumption that other students of color
[00:49:11.420]do, is its own kind of aggression,
[00:49:14.350]and that she felt put off by being put on the spot,
[00:49:17.790]because she did not know.
[00:49:19.220]And that she paid her money, just like the white students
[00:49:21.510]to sit in that class and to learn that history.
[00:49:24.220]And so what I've been trying to do is making sure
[00:49:27.060]that when I'm in the classroom, that I don't engage,
[00:49:30.280]and I tend not to do that,
[00:49:32.210]but I think I'm more hyper aware of that now.
[00:49:34.250]Like, am I expecting my black students to know stuff
[00:49:37.410]that I went to school to learn too?
[00:49:40.690]And I think we have to approach our students
[00:49:43.440]that way that these classes are not just for white students.
[00:49:47.360]They're also for students who may not have had
[00:49:50.350]that kind of history being taught to them
[00:49:53.230]when they grew up in their household or went
[00:49:55.150]to a school to say, kind of support
[00:49:59.010]what Kara was saying before.
[00:50:00.460]They're not even being taught that as well.
[00:50:02.640]And so if we meet those students where they are,
[00:50:04.830]and we don't single out students as sort of shapers,
[00:50:07.497]I'm sorry, as a Dean Shavers was was saying,
[00:50:10.040]then that makes total sense to me,
[00:50:11.963]that we are approaching them all as learners.
[00:50:14.600]And we're learning from them.
[00:50:15.920]I learn from the students as well.
[00:50:17.840]So I think that's a way to kind of, engage
[00:50:22.317]students of color to take those classes
[00:50:25.520]in a digital students as well.
[00:50:26.750]Like, we don't know if you know,
[00:50:28.630]but he has an opportunity to know, thanks.
[00:50:32.020]Thanks so much, Dr. Jones.
[00:50:33.470]And we have about one more minute.
[00:50:35.610]And I think Mariana Burks had something to say.
[00:50:41.460]Yes, as I'm listening to our speakers,
[00:50:45.780]they've wonderful resources and great reflection.
[00:50:49.620]It's obvious that the people who have been engaged
[00:50:52.960]with these Dish It Up conversations as well
[00:50:55.770]as engaging in the reading and looking out for resources
[00:50:59.580]to help them learn is wonderful.
[00:51:02.280]But what about those who don't wanna invest in it?
[00:51:05.520]Who don't want to learn, who are very comfortable
[00:51:08.110]with being stuck in their perceptions
[00:51:10.920]of what inclusivity is and diversity?
[00:51:15.350]And they want it to be black and white.
[00:51:18.040]They don't want this, this integration
[00:51:21.330]and this moment of change to occur.
[00:51:23.970]So how do we reach those people?
[00:51:28.343]I might make a comment on that.
[00:51:29.693]I think you have to have a very supportive administration,
[00:51:34.360]no matter what your environment is.
[00:51:36.578]So when I was asked to serve as the Associate Dean
[00:51:41.870]for diversity and inclusion, one of my first focuses
[00:51:45.960]was going to be talking about implicit bias,
[00:51:49.370]unconscious bias that students might be
[00:51:52.380]experiencing in the classroom.
[00:51:54.250]And I said, well, if I'm gonna do this,
[00:51:56.210]I'm going to have to have time where more people
[00:52:00.380]gonna be there than not, I don't wanna
[00:52:02.300]have little special workshops,
[00:52:03.840]because people are gonna show up
[00:52:05.730]that are interested in this.
[00:52:07.270]So my Dean agreed that we would call time out,
[00:52:10.680]at our faculty meetings because
[00:52:12.300]there's other serious business.
[00:52:15.360]Some people would say I've been taking care of
[00:52:17.150]at the faculty meetings, they wanna be there for that.
[00:52:19.540]And so they're gonna have their captive audience.
[00:52:21.980]They're gonna have to listen to me
[00:52:23.600]when I talk about inclusivity.
[00:52:25.880]And so that has worked well for us so far.
[00:52:29.088]I'm sure that some people will rather not be there
[00:52:31.590]listening what I have to say.
[00:52:32.867]But I'm thinking that even a little drop of water
[00:52:35.188]sometimes dropping on them, will help them be convinced
[00:52:40.000]that they at least have to listen,
[00:52:41.688]we can't force people to learn.
[00:52:44.130]We can't always force people to take action.
[00:52:46.550]But you have to be able to be in a setting where people
[00:52:50.240]who might not necessarily want to participate,
[00:52:53.570]have to participate.
[00:52:58.130]Thank you for that.
[00:52:58.963]That's great.
[00:52:59.998]Thank you.
[00:53:04.600]We have one more question I think
[00:53:06.437]its from Dr. Friday and then we're gonna
[00:53:08.343]have to close it out.
[00:53:09.540]I would love to be like taking y'all after one to 1:30.
[00:53:12.880]But out of respect for your time, we're gonna do
[00:53:15.730]Dr. Friday's question and then close out.
[00:53:22.500]Okay, so it says I recently attended a discussion
[00:53:26.474]with Abraham Hicks Kennedy, as the guest speaker,
[00:53:30.320]he noted that there have been calls for us to examine
[00:53:32.980]the relationship between K through 12 white female teachers,
[00:53:37.043]and the black male.
[00:53:39.210]But that same research doesn't exist
[00:53:41.620]for the black female and white female teachers.
[00:53:44.890]And then that was addressed to Dr. Wittsker,
[00:53:47.720]and if you could share your thoughts on it.
[00:53:52.440]So the I'm not as familiar with the research
[00:53:55.556]about specifically black males and white teachers,
[00:53:59.100]but I can say in general, there's just huge disparities
[00:54:03.310]between how white teachers view students
[00:54:06.590]of color in their classroom.
[00:54:08.550]So often just perceptions of inability, perceptions
[00:54:13.460]of behavior is problematic even though it might be
[00:54:15.730]the same behavior that a student in a white body
[00:54:19.040]would do and not get in trouble for it.
[00:54:20.750]Student in a black or brown body will be punished substance,
[00:54:25.360]to the ends of the earth for it.
[00:54:27.320]There's little, giving kind of a second chance
[00:54:31.123]in that kind of thing.
[00:54:32.470]But it's it's rarely done in a way that,
[00:54:36.100]it does happen in ways that are very overtly racist.
[00:54:39.170]It's more through these biases and perceptions,
[00:54:43.280]and even I study language so even how teachers
[00:54:48.540]hear students through their race, and deem whether
[00:54:51.930]or not they're appropriateness of their language,
[00:54:54.533]from how they view their race.
[00:54:57.800]So there's just multiple layers of issues.
[00:55:00.250]And it's really important for us to work with,
[00:55:03.290]we train the K 12 teachers here we train the bulk
[00:55:06.670]of teachers in Nebraska here at UA now.
[00:55:10.330]And so it's something that we really focus on.
[00:55:12.400]We've started initiative in the College of Education,
[00:55:14.650]human sciences around developing racial literacy
[00:55:17.411]for pre-service teachers.
[00:55:19.410]And it's really heavily focused on our incoming freshmen.
[00:55:22.900]We have a racial literacy roundtable,
[00:55:25.151]every month, specifically targeted for pre-service teachers
[00:55:29.483]to start to develop their racial literacy skills
[00:55:32.620]so that we don't, we can change the conversations
[00:55:35.290]down the road because they're starting
[00:55:36.910]those conversations for me when they come.
[00:55:42.086]Thank you so much.
[00:55:43.956]Well, I wanna thank our panel, rock stars.
[00:55:48.213]This has been really good, amazing I really enjoyed it
[00:55:52.090]and hearing it out loud, makes it better.
[00:55:55.480]We are looking for individuals that are doing action
[00:55:58.410]that are making change, please visit us
[00:56:02.430]and email us at diversity@unl.edu.
[00:56:06.160]With things that you're doing around action,
[00:56:09.270]we're gonna try and for sure keep this going,
[00:56:11.730]sharing out having conversations around this
[00:56:14.960]and making Nebraska the best it can be.
[00:56:17.710]Thank you so much.
[00:56:18.950]I pass it to Kevin.
[00:56:21.490]Thank you doctor Kassebaun.
[00:56:23.240]And to all the panelists, we definitely appreciate you.
[00:56:25.660]I love listening to Kara talk.
[00:56:27.940]I always learn something different.
[00:56:29.307]And so we're on a few different committees together.
[00:56:32.160]And so I just enjoy listening.
[00:56:34.388]And so everyone was on the panel today.
[00:56:36.040]I appreciate you all coming and sharing
[00:56:37.820]what you're doing on campus.
[00:56:39.270]As we make this all of our Husker action,
[00:56:41.860]it's the job of diversity and inclusion.
[00:56:44.640]It is everybody's job to be doing something
[00:56:47.490]whatever your action is, ensure that all huskers
[00:56:50.310]and this inclusive environment is louder here.
[00:56:53.990]With that being said, I'mma leave you a thought
[00:56:55.490]for the week and I'm gonna let you go
[00:56:56.840]cause I know your time is valuable.
[00:56:58.890]Here's a thought for the week.
[00:57:01.050]Don't let your food get cold while you're worrying
[00:57:05.020]about what's on the plates of others.
[00:57:08.430]With that being said, govern yourselves accordingly.
[00:57:10.860]And I'll see you next Tuesday.
[00:57:12.690]At Dish It Up.
[00:57:13.523]Have a great day everybody.

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My Husker Action 6.30.20 (audio only)

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