ASU partners with the Saudi Arabian Ministry of Education, welcomes cohort of Saudi educators


September 12, 2018

Arizona State University has welcomed 52 Saudi Arabian educators to the Mary Lou Fulton Teachers College as part of the yearlong Building Leadership for Change Through School Immersion program. Developed by the Kingdom of Saudi Arabia’s Ministry of Education, the program — which will run through February 2019 — is in direct response to the Saudi Arabian government’s goal of investing in the future of their country by improving and innovating their schools.

To further meet the needs of the program’s participants, ASU’s Global Launch program is offering specially designed intensive English language courses for participants to improve their academic English. Saudi educators pose at ASU's West campus as part of the Building Leadership for Change Through School Immersion program. Photo by Rebecca Grijalva Download Full Image

As part of the program, participants also attend various workshops, facilitate quality problem-based lessons and lead others in developing problem-based learning opportunities, develop teacher leadership skills by exploring topics like communication, collaboration and adult learning, participate in a STEM camp, attend the Teacher Leadership Institute conference in Tucson and participate in a mentorship program with Mary Lou Fulton Teachers College professors. According to Ruhi Khan, the program’s director for Mary Lou Fulton Teachers College, “We at Mary Lou Fulton Teachers College pride ourselves in supporting the scholars to meet the objectives of the project but also to support their social and emotional well-being. Many of the scholars have brought their families with them, and they are experiencing new ways of life in school, shopping, transportation, housing etc. — we try to support them as they face these challenges and miss the comforts of home.”

Through a combination of rigorous English language skills training and professional development coursework, ASU Global Launch is providing additional support to enhance the immersion program. The specialized course for English language instruction includes key vocabulary and pedagogical concepts to support participants for classroom immersion and English as a Second Language communication in academic settings. According to Dianna Lippincott, Global Launch’s strategic innovation manager, participants “are focusing on academic English, from writing structured essays to reading academic research to discussing current issues in education. We at Global Launch find it critical to support ASU’s international initiatives because English proficiency continues to prove foundational for success in international programs”.

Following the coursework this summer, all participants will be embedded in top Phoenix-area schools within the Washington Elementary, Phoenix Elementary and Cave Creek Unified school districts during the fall semester. Through ASU’s wide range of school and community partnerships, participants will learn firsthand how the American educational system works and will develop individual professional learning plans that will support their role in leading change in Saudi Arabia.

“This program is an excellent example of how ASU collaborates across units to bring meaningful educational experiences to educators both locally and globally,” said Ann Nielsen, associate director of the Center for Advanced Studies in Global Education. “The program aligns to our strategic initiatives of internationalizing curriculum by promoting global and intercultural learning on campus and in our local community, and developing and implementing international initiatives through partnerships and educational innovations.” 

For more information about the Building Leadership for Change Through School Immersion program, please contact the program’s director, Ruhi Khan, at ruhi.khan@asu.edu. For more information about the Global Launch intensive English program or international partnerships, please contact Dianna Lippincott at dianna.lippincott@asu.edu.

Samantha Talavera

Marketing and Communications Manager, Global Launch

480-727-2627

 
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Fulbright scholar will spend fall semester studying US Native American children’s education

September 11, 2018

Maggie Walter is using her award to build on her body of work in indigenous-releated research

Maggie Walter has flown more than 8,000 miles to study how Native American children, families and schools in Arizona work to maximize educational outcomes. The 2018 Fulbright Scholar will also bond with fellow researchers and build on her body of work in indigenous-related research.

Walter is an Australian sociologist, author and a palawa (aboriginal) woman descending from the Pairrebenne people of northeastern Tasmania. The pro vice-chancellor of aboriginal research and leadership at the University of Tasmania, Walter will spend the next few months at Arizona State University’s Tempe campus gathering data and stories for a potential new book.

ASU Now spoke to Walter days after she landed in the U.S. to discuss her work and research opportunities.

Question: Tell us about the work you'll be doing this semester.

Answer: My Fulbright program of work is based around two main activities: a comparative quantitative of educational outcomes for aboriginal and Torres Strait Islander children in Australia and Native American and Alaskan Native here in the United States, plus some policy analysis. And network building with indigenous scholars here who work in the area of indigenous education. 

So while there will be some heavy-duty statistical work happening, I will also be out and about as much as possible meeting and talking with other scholars.

Q: Why did you specifically want to come to ASU?

A: I was inspired to come to ASU because Professors Bryan Brayboy and Tsianina Lomawaima are based here and I am an admirer of their scholarship in the field. I have much to learn from them. ASU is also located in an area of the U.S. with a relatively large Native American population; I really want to see some of the work happening in schools. 

Q: Are there any similarities in the experiences of indigenous peoples in the U.S. and Australia? 

A: Yes, there are very strong similarities in how disadvantaged our peoples are and the difficulties of living as an indigenous minority within a nonindigenous majority population. These similarities are very evident in relation to our children’s educational outcomes with both populations recording relatively low levels of educational achievement as measured within current schooling systems. But this is not just a story of underachieving — I am more interested in what indigenous people here in Arizona are doing to improve those outcomes in ways that are culturally safe and culturally strong and engaging with the scholarship around this. 

Major differences are found in systems of governance, especially tribal leadership and the relationship of those systems of governance with state and federal authorities.

Q: What are you most excited about with the Fulbright?

A: I am really excited about the opportunity to come and actually live and research here at ASU. This provides a wealth of opportunities to both grow my own scholarship as well as initiate collaborations and connections that are just not achievable through emails, visits or other ways of interacting. 

Top photo: Professor Maggie Walter, sociologist and pro vice-chancellor of aboriginal research and leadership at the University of Tasmania, poses for a portrait outside the Virginia G. Piper Center for Creative Writing on the Tempe campus on Sept. 7, 2018. Walter will be at ASU this fall to connect her research on aboriginal people and Native American tribes in the Southwest.

ASU English adds 8 core faculty to help shape ‘humane communities’


September 7, 2018

This fall, the Department of English at Arizona State University is getting another upgrade, and this time it’s personal. Rather, personnel.

It’s been a year since one of the largest units at ASU moved into its newly refurbished home in Ross-Blakley Hall, under the new leadership of chair Krista Ratcliffe. The new space has enabled additional collaborations and outreach within English’s six degree programs: creative writing; secondary education; film and media studies; linguistics and applied linguistics; literature; and writing, rhetorics and literacies. Composite image of new faculty in the ASU Department of English New faculty in ASU's English department this fall. Clockwise from top left: Lois Brown, Jeffrey Cohen, Aviva Dove-Viebahn, Jake Greene, Ayanna Thompson, Tyler Peterson, Jenny Irish and Jonathan Hope. Download Full Image

Recognizing that you can’t do good work without good people, English is adding more celebrated scholars to its ranks. The department welcomes eight new faculty members whose varied specialties include study of augmented realities, hybrid fiction, aesthetics in horror films, literary linguistics, indigenous languages, African-American autobiography, Shakespeare and race, monster theory, social media and digital humanities.

“The Department of English is absolutely delighted to welcome our new colleagues, whose work reflects ASU’s dual commitment to both excellence and access,” said Ratcliffe. “We’re particularly excited because their public-facing research and teaching invite undergraduate and graduate students to participate in ways that will benefit local and scholarly communities.”

English has made it its mission to explore not just local, but global expressions of the English language in all media. In doing so, it has positioned itself to attract both established and emerging scholars — with top-notch teaching credentials and impactful research portfolios — from diverse disciplines.

Meet each new member of this wide-ranging, acclaimed group of ASU educators:

Lois Brown, professor (literature)

In addition to joining the Department of English as a Foundation Professor, Lois Brown is the new director of the ASU Center for the Study of Race and Democracy, a research unit of the College of Integrative Sciences and Arts. She previously directed the Center for African American Studies and chaired the African American Studies Program at Wesleyan University, where she was the Class of 1958 Distinguished Professor.

As a scholar, Brown has focused on African-American biography and autobiography. She is a public historian whose groundbreaking research reshapes understanding of race, class, gender, faith and place in America. Her books include “Black Daughter of the Revolution: A Literary Biography of Pauline Elizabeth Hopkins,” “Memoir of James Jackson, the Attentive and Obedient Scholar” and “Encyclopedia of the Harlem Literary Renaissance.” Brown’s current projects include a biography of the enterprising traveler Nancy Prince, a study of Liberator editor William Lloyd Garrison, and a book on African-Americans in 18th- and 19th-century Concord, Massachusetts. Brown holds a PhD in English from Boston College.

“I believe that the humanities well equip us to tell better stories about both history and the present and are integral to shaping more humane communities to come.”

—Jeffrey Cohen

Jeffrey Cohen, professor (literature)

Jeffrey Cohen is the new dean of humanities in the College of Liberal Arts and Sciences at ASU and a professor in the Department of English. He was previously professor and chair of the Department of English at George Washington University in Washington, D.C., where he founded the Medieval and Early Modern Studies Institute.

Cohen is widely published in the fields of medieval studies, monster theory and the environmental humanities. His current book project, "Noah's Arkive: Towards an Ecology of Refuge," explores the biblical flood story as the first literature about human adaptation to climate change. “I believe that the humanities well equip us to tell better stories about both history and the present, and are integral to shaping more humane communities to come,” he said. Cohen holds doctoral and master’s degrees in English, American literature and language from Harvard University.

Aviva Dove-Viebahn, assistant professor (film and media studies)

Aviva Dove-Viebahn joins the faculty in the Department of English’s film and media studies program after spending six years as a faculty fellow in ASU's Barrett, The Honors College. Her diverse interests include television and new media, gender and its representation in popular culture, community formation and the role of the spectator in our digital age. Her in-process projects include an aesthetic analysis of the “Resident Evil” films and an interrogation of the concept of “feminine intuition” in action and crime television series.

A contributing editor at Ms. magazine, Dove-Viebahn is responsible for its Scholar Writing Program. Ms. magazine frequently carries her essays and reviews in both its print edition and its online blog. Dove-Viebahn holds a PhD in visual and cultural studies from the University of Rochester and an MA in art history from the University of Virginia.

Jacob “Jake” Greene, assistant professor (writing, rhetorics and literacies)

Jacob "Jake" Greene joins the ASU Department of English faculty as a specialist in digital rhetoric. He has written about sinkholes in social media for the Journal of Florida Studies (2015), created a mobile augmented reality experience chronicling “ghost bikes” for the journal Kairos (2017), and designed expository writing curriculum around themes of podcasting and sound-design for the journal Composition Studies (forthcoming fall 2018).

This semester, Greene is teaching an undergraduate introduction to writing, rhetorics and literacies as well as a graduate seminar. Greene holds a PhD in English from the University of Florida and an MA in English from Clemson University.

Jonathan Hope, professor (literature)

Jonathan Hope arrives at ASU from the University of Strathclyde in Scotland. His work lives at the intersection of language and literature: using techniques from linguistics to explore literary texts and literary texts as evidence for the linguistic history of English. With publications like “Who Invented 'Gloomy'? Lies People Want to Believe about Shakespeare” (Memoria di Shakespeare), it’s clear that Hope means for his scholarship to lay to rest many misconceptions about the English language and its most famous users.

Hope is recognized for his digital humanities work. He is director of the NEH-funded Early Modern Digital Agendas, a series of advanced summer institutes now in its sixth year, held at the Folger Shakespeare Library. At ASU this fall, he is teaching a graduate-level digital humanities course as well as an undergraduate survey of English literature. Hope earned his PhD at St John’s College, University of Cambridge in the U.K.

Jenny Irish, assistant professor (creative writing)

Jenny Irish moves into her new role of assistant professor in English’s creative writing program after serving for two years as the program’s assistant director. A published poet and fiction writer, her work appears widely in journals and magazines and she is a frequent collaborator on public arts projects.

Irish’s hybrid fiction book “Common Ancestor,” which poet Cynthia Hogue called a “scintillating debut collection” with “hurricane-force language,” was published in 2017 by Black Lawrence Press. Irish’s newest book of poetry, “Low,” is scheduled to be released in 2019. Irish holds an MFA in creative writing from ASU and an MA in creative writing from the University of Texas at Austin, Michener Center for Writers.

Tyler Peterson, assistant professor (linguistics and applied linguistics)

Tyler Peterson joined the Department of English at ASU in January 2018 from the University of Auckland in New Zealand, where he was a lecturer in the Department of Applied Language Studies and Linguistics. His work focuses on the documentation, revitalization and maintenance of endangered indigenous languages, primarily in the Southwest U.S., Canada and Oceania.

Currently, Peterson is engaged in a linguistic fieldwork project with the Salt River Pima-Maricopa Indian Community and the San Carlos Apache Tribe, in which he has trained ASU students in language documentation techniques. For his studies of meaning in endangered and understudied languages, he has been awarded funding from various agencies, including the National Science Foundation, the Endangered Languages Documentation Programme, the Social Sciences and Humanities Research Council of Canada, and the U.S. Department of Education. Peterson holds a PhD in linguistics from the University of British Columbia.

Ayanna Thompson, professor (literature)

Arriving from George Washington University, Ayanna Thompson is now the director of the Arizona Center for Medieval and Renaissance Studies, a statewide research unit serving the three Arizona universities and located centrally on the ASU campus. Thompson’s new tenure at ASU also marks her return; she was formerly a professor of English here from 2004 to 2013 and was associate dean of faculty for the College of Liberal Arts and Sciences from 2011 to 2013. 

From the beginning of her academic career, Thompson has been a trailblazer, especially in her scholarship on early modern race studies. Her first book, “Performing Race and Torture on the Early Modern Stage” (2008), was a historicist examination of explicit, staged depictions of torture; Theatre Journal said the volume “cover(ed) valuable ground, productively interweaving literary and theoretical territory both established and neglected.” Most recently, Thompson published “Shakespeare in the Theatre: Peter Sellars” (2018), an in-depth study of the avant-garde Shakespeare director whose experimental productions have invited both intense praise and criticism. She is a frequent international lecturer and collaborates regularly with directors and performers; most recently, Thompson gave a keynote address at a Shakespeare and race symposium hosted by The Globe Theatre in London in August. She is also the 2018-2019 president of the Shakespeare Association of America. Thompson holds a PhD in English, American literature and language, from Harvard University and an MA in English from the University of Sussex in the U.K.

Kristen LaRue-Sandler

senior marking & communications specialist, Department of English

480-965-7611

ASU In the News

Artist Antonieta Carpenter-Cosand profiled by Voyage Phoenix


Online style publication Voyage Phoenix recently profiled artist Antonieta Carpenter-Cosand, an Arizona State University graduate student in the School of Social Work and the School of International Letters and Cultures.

She talked about her art: "I create art because of the impulse, the passion, the excitement it creates on my cells." Antonieta Carpenter-Cosand Antonieta Carpenter-Cosand
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The challenges facing artists: "Indifference, self-absorption, and sometimes, voluntary ignorance."

And how to connect to her art: "People can support me by just loving life. That makes me enormously happy and to see that more in the world would be pure magic!"

Read the full interview.

Article Source: Voyage Phoenix
Murphy Raine McGary

Communications specialist, School of International Letters and Cultures

480-965-4674

 
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As football season returns, so does sports name controversy

Prof: Disingenuous 'honor' of Native mascots tied to nation’s history of racism.
September 6, 2018

ASU professor says sports teams' indigenous names and mascots intensify prejudicial attitudes toward Native Americans

Editor's note: ASU Now chooses not to use the word that is the proper name of the Washington NFL football team in this or any future story, given its nature to many in our community as a deeply hurtful racial slur.

The NFL season kicks off this weekend in Glendale with the Arizona Cardinals taking on the Washington football team, whose name has been the source of much controversy.

The Sunday matchup will draw thousands of fans to cheer for these two longtime rivals. It will also draw a smaller group of detractors to the game, Arizona to Rally Against Native Mascots, who will host a press rally and march of protest on the morning of the game. They claim that Washington's name is a “dictionary-defined racial slur rooted in the attempted genocide of indigenous people.” They are calling for the immediate retirement of the name and logo because it denigrates Native Americans.

And the problem isn’t limited to just one or two teams — it’s pervasive, according to Terry Kaiser Borning, a senior Drupal developer with ASU’s Enterprise Marketing Hub. Borning is the creator of MascotDB.com, a searchable database website for team names of high school, college and professional sports. He recently completed a link of sports teams past and present who use indigenous names and mascots. Some of those team names: Halfbreeds, Injuns, Squaws and Scalping Braves.

That’s simply unacceptable, says James Riding In, a founding member of ASU’s American Indian Studies Program and a citizen of the Pawnee Nation of Oklahoma. Riding In’s scholarly works have been published in numerous academic journals and books, and he has served as an expert witness in several legal cases, including Pro-Football Inc. v. Amanda Blackhorse (2015). He said sports teams who use indigenous names, logos and mascots are offensive and “inextricably tied to this nation’s history of racism” and that their behavior is “self-serving.”

ASU Now recently spoke to Riding In on this controversial subject.

Man in black coat and glasses

James Riding In

Question: Many people who follow sports, especially teams with indigenous names and mascots, say the names are meant to be respectful and to pay homage to Native American people, and their mascots focus on bravery and courage rather than anything derogatory. What would you like to say to them?

Answer: I flatly reject the contention of team owners and sports fans that American Indian-oriented team names, logos and mascots in professional and amateur sports pay homage to Indian bravery and courage. Their so-called honoring celebrations of Indian heroism are not only misguided, harmful and offensive to Indians but are also inextricably tied to this nation’s history of racism. Because their behavior falls within a historical pattern of white American privilege that includes devising images of others for self-servicing purposes, they are participating in a disingenuous culture of honor. Indians, victims of this unwanted attention, should be the ones to determine what constitutes honor and respect in instances such as these.

Since the early 1960s, indigenous individuals, including Suzan Shown Harjo and Amanda Blackhorse, have acted with undaunted bravery and courage in their challenges to the phenomena of offensive sports pageantry. The National Congress of American Indians, joined by the National Indian Education Association and many other groups, has been at the forefront of this human rights movement. Research supports contentions that the mascots and names have harmful psychological effects on Indian high school and college students. These studies also indicate that Indian-themed names, logos and mascots reinforce negative views held by non-Indians toward Indians. Fortunately, these findings have encouraged many churches and professional organizations such as the American Psychology Association to adopt resolutions calling for the retirement of the negative imagery in sports.

These efforts and resolutions have encouraged hundreds of schools, colleges and universities across the nation to do away with offensive team mascots, logos and names. Yet holdouts, mostly at the professional sports level, have refused to change behaviors that promote harassment and prejudice toward Indians. Indian voices of defiance calling for common-sense solutions are often met with threats, ridicule and mockery.

Q: In the specific case of the Washington, whose team owner Dan Snyder refuses to budge on the name and logo, fans and members of the public say the mascot does not look foolish, weak or clownish — and it reminds them of our country’s heritage and that indigenous people are resilient and strong.  

A: Despite facing criticism from Indians since the 1960s, the Washington team steadfastly refuses to change its name. That team’s fans all too often act in foolish and clownish ways that make a mockery out of Indian cultures. At other stadiums, fans often make outlandish “Indian” war hoops and do “tomahawk chops” while humming a Hollywood tune. Zealous fans from competing teams express their team loyalty by using such disparaging phrases as “scalp the Indians.”

Historically, white America has not viewed indigenous peoples as being resilient and strong. Euro-American colonizers and their descendants sought to rationalize and justify the fulfillment of their “Manifest Destiny” by creating and articulating dehumanizing stereotypes and myths that branded Indians as inferior, fierce savages who lusted uncontrollably for the blood of innocent white women and children.

White Americans concocted and used (racial slurs) in public and private discourses to denigrate and justify the mistreatment of Indians. For instance, Thomas Jefferson’s use of the words “merciless Indian savages” in the Declaration of Independence illustrates the pervasiveness of this disparaging term. This language of Indian inferiority and white superiority gave rise to a history of United States laws and policies designed to “kill the savage but save the man.” Serial acts of violence and coercive assimilation left unoffending Indian nations and peoples in a state of abject poverty, poor health and political subjugation for more than half a century. The theme of civilization's triumph over savagery remains a prevalent theme in U.S. history.

Q: The Washington Post conducted a 2016 survey of Native Americans and found that 9 out of 10 did not find the nickname offensive, insinuating that this is a case of fake outrage spurred by the media. If Native Americans don’t find it offensive, then why should the rest of the public?

A: Two methodologically flawed telephone surveys, the 2004 Annenberg survey and the 2016 Washington Post survey, purport that the vast majority of Indian respondents do not find the Washington’s team name to be offensive or are not bothered by the moniker. These surveys erred by relying on a single question to people who identified themselves as American Indians or Native Americans. They also asked a single question without regard for the best social science methodologies of considering nuances of opinion.

While a few schools in Indian country have Indian-themed team names and a minority of Indians do not find those team names to be offensive, it is a stretch to say that the two surveys accurately captured the full extent of Indian opposition to the Washington team name. A 2018 study found that four out of five Indians who participated in focus group discussions expressed their opposition to mascots. It should be also noted that a 1963 study of the students at Haskell Institute, now Haskell Indian Nations University, found that almost all of them resented being called (the term).

Q: Part of the reluctance of changing a name has to do with team history and branding. Some have said that when the NBA’s Washington Bullets changed their name in the 1990s, it harmed their franchise in terms of money, branding and loyalty. How do you get an owner to overcome those fears?

A: It is questionable if changing the name of the Washington Bullets to the Wizards actually resulted in the loss of money, branding and loyalty for the team. In 1997, team owner Abe Pollin took the moral high road when he changed the team’s name because he saw an epidemic of violence linked to guns and bullets in Washington and elsewhere. The 1995 assassination of Israeli Prime Minister Yitzhak Rabin, Pollin’s close friend, also influenced his decision.

The decline of the team’s quality of play mostly likely led to the team’s declining attendance and financial problems. Putting winning teams on the court and fields is the best solution for economic success in sports.

Q: In the case of the Washington football team, the Supreme Court ruled that a trademark law barring disparaging terms infringes on free speech rights. So if a team or owner doesn’t want to voluntarily change the name, what other methods can be used to get them to change the name?

A: The facts in Matal v. Tam differ from those in Pro-Football Inc. v. Blackhorse. In Tam, an Asian-American rock band filed suit against the decision that the Trademark Office had violated its freedom of expression by disallowing the band’s attempt to trademark the name of The Slants. The Trademark Office made its holding on the grounds that the band’s name was disparaging to people of Asian descent. The U.S. Supreme Court, however, held in favor of Tam declaring that the disparagement clause of the Lanham Act violated the band’s freedom of speech and the U.S. Constitution. It must be noted, however, that Tam involves a matter of self-expression while Blackhorse represents a challenge to a non-Indian team’s use of a name disparaging to many Indians.  

As a result of Tam holding, the Blackhorse case, which sought to remove federal trademark protection for the offensive team name, has been dropped. Yet, many Indians still see the name of the Washington team as racist and offensive. They will undoubtedly continue their protests in hopes of swaying public opinion to pressure the team to change its name.

Q: The Cleveland Indians baseball team recently announced that they will no longer display the controversial Chief Wahoo logo as part of their 2019 uniform, but are keeping the name. In this case, is this a victory?

A: American Indians and others have been protesting the Cleveland baseball team since the 1970s because its Chief Wahoo logo is seen as an offensive caricature and because the team’s name encourages fans to make a mockery out of Indian culture. The team’s recent decision to no longer display its controversial logo on team uniforms and stadium signs is only a partial victory. The team has retained its license to sell merchandise with the Chief Wahoo logo. Most likely, the offensive behavior of fans will continue unabated. Such is the nature of sports fan behavior in America.

Q: What’s the future look like for this issue? 

A: As noted, the movement against offensive and disparaging names, symbols and mascots in sports has made substantial progress. It has encouraged many schools, colleges and universities to change their names and drop offensive mascots. Numerous leading Indian and non-Indian organizations have spoken out against this problem in sobering terms, showing that offensive sports pageantry not only has harmful consequences on the self-esteem of Indians but also intensifies prejudicial attitudes towards Indians. Thus, it is very likely that the struggle may continue for years to come. 

Top photo: Florida State University Seminoles mascots Osceola and Renegade, who represent the historical leader Osceola and his Appaloosa horse. The two introduce home football games by riding to midfield with a burning spear and planting it into the turf. The Seminole Tribe of Florida has approved this portrayal of Osceola by FSU. Courtesy of Wikipedia 

 
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Ethnographer describes the heavy toll on black people who navigate 'white spaces'

Ethnographer explains navigating 'white spaces' takes a toll on black people.
September 4, 2018

Yale professor's talk kicks off Global Sport Institute's year of exploring race

Editor's note: This story is being highlighted in ASU Now's year in review. Read more top stories from 2018 here.

Every day, black people have to navigate in “white spaces,” dispelling stereotypes and convincing everyone that they’re worthy.

It’s hard work, according to Elijah Anderson, a Yale University sociology professor who studies race relations.

“You have to disabuse people of the idea that their ghetto stereotypes apply to you. You have to do a dance to demonstrate that you’re educated, that you’re clean, that you’re not a gangster,” he said.

“You have to be on good behavior to gain people's trust. Your work is never done,” said Anderson, who was the speaker at the kickoffThe event was co-sponsored by the T. Denny Sanford School of Social and Family Dynamics. event of the Global Sport Institute's yearlong theme at Arizona State University on Tuesday.

AndersonAnderson is the William K. Lanman Jr. Professor of Sociology at Yale University, and also is a professor of African-American studies. is an ethnographer — someone who studies culture from the point of view of people in it.

“As an ethnographer I’ve talked to a lot of people, and this is why some black people are reluctant to engage in white spaces — it’s a lot of work.”

As a professor at an Ivy League university and author of several books, Anderson navigates in white spaces all the time, he said. His interest in ethnography goes back to his school days, when he was desperate to be on the basketball team and didn’t make it.

“You’re working so hard and after two or three weeks, the coach puts the list up. How do you face your friends? It hurts. I can still feel it,” he said.

“I realized when I got cut that I couldn’t be with the boys who were getting scholarships. I had to find another way to keep up with them, so I began to hit the books.”

Anderson said he has been on the margins all his life.

“It’s allowed me to empathize, to put myself in the place of other people,” he said.

“In order to deal with people in a humane way, we have to develop the ability to empathize and to see things from their perspective.”

Anderson said that while there are “white spaces” in our culture, there are also “black spaces” and “canopy spaces,” which are racially mixed. All too often, black people in canopy spaces will face a shocking, unexpected moment of deep disrespect based on race.

“In the canopy places you don’t expect it and when it happens it throws you off. It’s a racial setback,” said Anderson, who is exploring the concept further in an upcoming book.

“It can be a little moment or it can be a big one, and the big ones can get you killed.”

Ken Shropshire speaks at an event

Ken Shropshire, CEO of the Global Sport Institute (shown speaking at Tuesday's event), said the theme for this year will be "Race and Sport Around the Globe." Photo by Charlie Leight/ASU Now

The Global Sport Institute is embracing the theme of “Race and Sport Around the Globe” this year, according to Ken Shropshire, CEO of the institute and the adidas Distinguished Professor of Global Sport at ASU.

The institute will hold two events to mark the 50th anniversary of the 1968 Olympics in Mexico City, when two black American athletes raised black-gloved fists during the medal ceremony for the 200-meter race. Tommie Smith, who won the gold, and John Carlos, who won the bronze, were banned for life by the International Olympic Committee.

The institute is sponsoring a discussion at 6 p.m. Sept. 24 at Ciudad Universitaria in Mexico City that will be livestreamed.

Carlos will attend a Global Sport Institute event called “Raising a Fist to Taking a Knee” at 6:30 p.m. Oct. 23 at the Phoenix Art Museum. Co-sponsored by the Center for the Study of Race and Democracy, the event also will feature Gina Hemphill-Strachan, Jesse Owens’ granddaughter and an ASU alum, as well as Wyomia Tyus, who won her second consecutive 100-meter Olympic gold medal in Mexico City.

Besides the signature events, the institute is also offering seed grants of up to $20,000 to research projects in fields that impact sports, sports product and health. Currently funded research includes an investigation of why Latina girls lag in sports participation and a prototype design of shoes that can track foot-ankle mechanics.

In addition, the institute funds the Global Sport Venture Challenge, for a sports-related startup, and the Global Sport Social Impact Challenge, which supports programs designed to positively shape the world, such as forming a nonprofit, starting a league or bringing a new sport to an area that doesn’t have access to it.

“We want people to know there are a lot of different ways to be engaged with us,” Shropshire said.

Top photo: Yale University ethnographer Elijah Anderson addressed the audience at the kickoff event Tuesday for the Global Sport Institute yearlong theme of “Race and Sport Around the Globe.” Photo by Charlie Leight/ASU Now

Mary Beth Faller

Reporter , ASU Now

480-727-4503

 
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Dream Warriors descend on Tempe with 'Heal It Tour'

September 4, 2018

National tour coincides with ASU milestone for record number of Native students

With its emerging skyline, newly renovated stadium and continual growth, sometimes it’s easy to forget that Arizona State University’s Tempe campus sits on the ancestral homelands of American Indian tribes, including the Akimel O’odham (Pima) and Pee Posh (Maricopa) peoples.

But part of the university's growth is reflected in the record amount of indigenous students enrolled, a fact that will be celebrated with music performances, workshops, conversations and panel discussions this week.

Poetry Across the Nations, a national Native reading series, is collaborating with the American Indian Council, the Center for Indian Education and [archi]TEXTS to bring Dream Warriors, a collective of Native American artists, to ASU's Tempe campus to kick off their national “Heal It Tour." Their Sept. 6-7 appearance includes two days of sharing, self-empowerment and healing.

“ASU is a Native space, even though it doesn’t always seem this way,” said Natalie Diaz, an associate professor in ASU’s Department of English and a renowned poet, who founded both Poetry Across the Nations and [archi]TEXTS. “As I have made ASU my new home, my priority is to find ways to connect our Native students and artists to the work of other people like them, to show them what is possible, and what Native students and artists are capable of. It’s a no-brainer to invite the Dream Warriors to ASU."

Young man singing and holding microphone

Hip-hop artist and Rosebud Sioux Tribe member Frank Waln will be visiting ASU's Tempe campus on Sept. 6-7 as part of the Dream Warriors national tour.

The Dream Warriors consist of artists Frank Waln, Tall Paul, Mic Jordan, Tanaya Winder and Lyla June. Together they will speak, perform and teach self-empowerment to help others find healthy outlets to address personal, historical, ancestral and intergenerational traumas through art and discussions. Award-winning indigenous playwright Larissa Fasthorse and ASU’s Bryan McKinley Jones Brayboy will join the conversation.

“Our message to Native students has been very clearly 'You belong here!' Our work with the Dream Warriors is another way that we are striving to make ASU a place where students feel like they belong," said Brayboy, President’s Professor, director of the Center for Indian Education and ASU’s special adviser to the president on American Indian affairs. "These incredible artists bring messages of hope, accomplishment and inclusion. In many ways, they are perfect representatives for the work of ASU. I am, personally, a huge fan of them; being able to share them with the ASU community is a gift to us all.”

Native college students are in a stage of life where they are trying to find purpose, often times in an education system that lacks awareness of Native needs, said June, a singer, multi-instrumentalist and motivational speaker who holds a master’s degree in English from Stanford University.

“I talk a lot about helping them navigate that system,” June said. “I try and remind them that their ancestral epistemology and ancestral curriculum is just as important as the Western curriculum, and they need to hold onto that to find their true purpose."

June, who is both Diné and Cheyenne, said the goal of many indigenous societies is to improve the larger community.

“A lot of my music is to be a good relative to the rest of humanity,” she said. “To me, that means helping people to heal.”

Some of the topics that will be broached include indigenous masculinity, gender identity, art, traditions, community, healing and “all of the ways we move in the world,” Diaz said.

Healing can come in many forms, including music, said hip-hop artist Waln, a member of the Rosebud Sioux Tribe in South Dakota.

“The Native artists who are successful are able to articulate a truth beyond tribal boundaries,” Waln said. “As indigenous people, we deserve to be healthy, happy, respected and successful in places such as academia, which traditionally aren’t made for us.”

Woman strumming guitar

Dream Warrior organizer and indigenous artist Tanaya Winder will perform, sing and speak to Native American students on the national "Heal It Tour."

The tour coincides with the news that ASU now has cracked the 3,000 markThe 3,000+ count for Fall 2018 is based on students self-identifying solely as American Indian or in addition to another race/ethnicity. Last year 2,812 self-identified as Native Americans. That number has increased to 3,009, which is a preliminary number based on the first day of class. The number won't become official until the 21st day of class, according to the Office of Institutional Analysis. for American Indian enrolled students at the university, an increase of 7 percent from last year. The number represents approximately 2.7 percent of the university’s total student body, according to ASU's Office of Institutional Analysis.

“There are a number of deans, faculty, staff, alums, tribes, donors and students that deserve credit helping us consistently grow these numbers,” said Jacob C. Moore, associate vice president of tribal relations in the Office of Government and Community Engagement. “Even though this is a significant accomplishment, we now have a duty to support each student’s academic success.”

One Dream Warrior said the milestone is reason enough for celebration.

“Reaching the 3,000 mark is amazing. It’s awesome,” Winder said. “The more representation, the more access we have and the more support we get helps set us up to pursue what makes us happy. I love seeing a major institution reaching that milestone.”

Dream Warriors Tour

All events of the Heal It Tour are free. 

  • 11:30 a.m. Thursday, Sept. 6 — “Reimagining Indigenous Identities and Relationships. Conversations with Dream Warriors." Student Pavilion, Senita A. 
  • 2 p.m. Friday, Sept. 7 — Poetry and Songwriting Workshop with Dream Warriors. The Secret Garden, West 135.
  • 7 p.m. Friday, Sept. 7 — Poetry Across the Nations Presents: A Performance by Dream Warriors. Memorial Union, Pima Auditorium.

Photos courtesy of Magnus, @gelfie_ant

 
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Working to protect endangered languages

There are only about 15 speakers of the Maricopa language left.
A language is endangered when children are no longer learning it.
August 28, 2018

Internship teaches ASU students the skills of language documentation; group works with Native communities to maintain languages

Editor's note: Explicit verbal permission was given by Louise Wilson to publish photos depicting the Gitksan language.

This summer, when Peru made its first appearance at the World Cup since 1982, a daily sports program host decided to broadcast coverage of the event in Quechua, one of the country’s Native languages, spoken by their Incan ancestors. The New York Times called it “the latest move to keep a fading oral tradition alive.”

Across the globe, but especially in North America, indigenous languages are becoming critically endangered.

“Of the hundreds of indigenous languages spoken in North America, maybe a dozen or so will still have native speakers by the time our lives are over,” said Tyler Peterson, ASU assistant professor of English.

Generally, a language is considered to be endangered when children are no longer acquiring it.

“Language loss,” Peterson said, “is often coextensive with cultural loss, and these cultures have been decimated throughout the centuries through colonization.”

Peterson, a linguist, came to ASU in January but has been working with Native American communities across the American Southwest to help document, revitalize and maintain their languages since he came to the region about five years ago. During the spring 2018 semester, he invited students to participate in an internship where he introduced them to the scientific methodology that entails. By the summer, students were able to venture out into local Native communities and apply that knowledge firsthand.

tyler peterson

Tyler Peterson. Photo by Deanna Dent/ASU Now

“This internship was profoundly enlightening for me,” said Rickah Dillard, who graduated in May and began her master’s degree in applied linguistics this fall. Over the summer, she worked alongside Peterson to conduct a two-week language-teacher training workshop with members of the San Carlos Apache Tribe.

Born and raised in northern Canada, Peterson, who is of European descent, grew up surrounded by the language and culture of the Gitksan, indigenous peoples whose home territory covers roughly 20,000 square miles to the east of the Alaskan panhandle.

“Growing up, my classmates and neighbors were indigenous people, which is also a familiar thing in Arizona,” he said.

That history and a natural love of language steered him toward the field of linguistics. At the University of Arizona’s American Indian Language Development Institute, Peterson began working with local tribes — including the Gila River Indian Community, the San Carlos Apache Tribe and the Colorado River Indian Tribe in western Arizona — conducting workshops to train community language activists in indigenously-informed language documentation practices. Some of that work is supported by a National Science Foundation grant. After a brief stint at the University of Auckland, where he studied Cook Islands MāoriA Polynesian language spoken on a remote South Pacific island., he returned to the Southwest to continue developing the relationships he had already established in an area of the world he felt it was most needed.

“Navajo has tens of thousands of speakers,” he said. “So you might reasonably think the language is doing OK. But in fact, things are vulnerable for Navajo because the kids aren’t learning the language at an ideal rate to ensure a sustainable future for the language.

Among other indigenous people, such as the Salt River Pima-Maricopa Indian Community situation is far more grave. When it comes to the Maricopa language, there are only about 15 speakers left.

“This is not unusual," Peterson said. "It’s striking, but it’s not unusual. With this high degree of urbanization, coupled with the historical traumas of colonization over several decades and even centuries, there are many languages in North America where there are less than 10, or even less than five speakers of many indigenous languages.”

woman and students writing on white board in classroom

Louise Wilson, a member of the Gitksan indigenous people of Canada, demonstrates a language point to ASU linguistics students. Photo courtesy of Tyler Peterson

Gitksan, by comparison, has anywhere from 200 to 300 speakers. One of them, Louise Wilson, came to ASU for two weeks during the spring semester to work directly with the students translating a 26-minute interview into English — writing it down, analyzing it and translating it, line by line, word by word, for hours on end.

“It’s an understatement to say they were eager and enthusiastic. They were fearless and gained confidence with every encounter in the two short weeks we spent together,” Wilson said.

Before that, students had spent four weeks learning the ins and outs of language-documentation methodology. They learned how to ask meaningful questions and use certain skills and tools to record languages that only a small number of people speak and that often aren’t written down — or, if documents do exist, are of varying quality.

“That’s a major responsibility, to document an endangered language,” Peterson said.

Students trained in how to use such tools as recording devices and transcription software, and how to navigate unfamiliar grammatical structures and sounds that don’t occur in English. They also learned how to document the meaning of words that have no concrete definition. A question Peterson likes to ask of his students to demonstrate that notion is the meaning of the word “the.”

“Everybody knows what that word is; it’s probably the most frequently used word in English,” he said.

But it’s not the same as giving the definition of something concrete, like "chair."

“That’s where things get tricky and you have to apply a very rigorous methodology in order to document meanings of things that you can’t ask direct questions about.”

two people holding up tshirts

ASU English Assistant Professor Tyler Peterson (left) and native Gitksan speaker Louise Wilson hold up T-shirts that say, "Team Axdiixbits’axw," which translates to "Team Fearless." Photo courtesy of Tyler Peterson

The relatively short amount of time it takes to acquire the basic skills needed for language documentation means students can get out into the community and put those skills to work quickly.

“One of ASU’s aspirational goals is to engage with the local communities and put our expertise and the university's resources in the service of our neighbors,” Peterson said. “And the local communities include the indigenous people, the tribal people who live in this area.”

On the first day of classes in the spring semester, he was surprised when he asked his linguistics students what the local language is and confusion ensued. Then he explained that it is MaricopaMaricopa people refer to their language as "Piipaash.", the same name of the county they’re in and of the people who live within a 5-mile radius of the campus they’re on.

He hopes that sharing and involving ASU undergrads in the work and research he does with those communities outside of class will help to raise that awareness. And though he says those workshops and training sessions are just “a little tiny piece” of the effort it will take to maintain and revitalize indigenous languages, it’s more about spreading the attitude that it matters.

“Beyond just communication, the transmission of ideas, language transmits culture and can even teach us about how the brain works,” Peterson said, referring to the field of neurolinguistics, which explores the relationship between language and the structure and functioning of the brain.

“If you think of what language does, it’s arguably the most important thing we do as humans,” he said. “It defines us.”

Top photo: A student in Tyler Peterson's indigenous language internship transcribes a recording of Gitksan, an indigenous language of Canada. Photo courtesy of Tyler Peterson

UnidosUS Latino conference teaches students to be future changemakers


August 22, 2018

After enjoying the nation’s capital this summer, a delegation of Arizona State University students who attended UnidosUS 2018 in Washington, D.C., are starting a new academic year with the skills and inspiration to act.

When ASU’s Educational Outreach and Student Services office offered to sponsor students and accompany them to attend the gathering, which UnidosUS described as a “public commitment to the path forward for the Latino community,” 12 students involved with Access ASU; El Concilio, a coalition of Latino student organizations at ASU; and transborder issues jumped at the opportunity. UnidosUS ASU student attendees A group of ASU students attended the UnidosUS conference this summer in Washington, D.C. Photo courtesy of Anita Verdugo Tarango Download Full Image

For most of the students, it was their first time in Washington.

“They took the chance and ran with it — they took in the sights but also walked into the halls of Congress, visited Rep. Ruben Gallego’s congressional office and returned to ASU ready to advocate for change and put what they learned into practice,” said Edmundo Hidalgo, vice president of outreach partnerships with Educational Outreach and Student Services at ASU. The attendees were even able to connect with ASU students in Washington and learn about inside-the-Beltway internships.

The conference, which is in its 50th year, provided workshops about the landscape and forecast on Latino priorities, student loan repayment, how to build credit and wealth, bilingual resources, educational equity for Latinos and how to shine during your career search. ASU students got to experience the first year of the Future Changemaker track, which focused on issues relevant to them.

“The new track let students focus on the skill-building that’s so essential to college students — getting out of debt, learning about personal branding and concrete job skills and more. But they also really connected with the speakers, who talked candidly about their intersectional struggles and inspired the students to be more bold and fearless in their pursuits,” said Hidalgo. “I think we all came back fired up and inspired to change things at home.”

The 'Coco' effect

Andrea Garza

Andrea Garza, a senior at ASU studying psychology, said that one thing she gained from the conference was that she further understands why it is important to vote.

“(I plan to use) the knowledge that I learned from the conference to help others understand how important our impact is in the Latino community,” she said.

One of her favorite workshops discussed lack of representation of Latino culture in media. “When it is portrayed, (the workshop addressed) the lack of cohesive culture,” she said. She said one positive example was "Coco;" those involved in making the movie reached out to people in the Latino community in order to get their input on the film and make sure it was culturally conscious.

Garza said that during her time at the conference, she wanted to get a better idea of the goals of the UnidosUS organization, which was formerly known as the National Council of La Raza. What she left with was the knowledge that the community and everyone in it can make a big difference: “It was just really eye-opening. Some of these people started off with literally nothing. You really can come from nothing and still make an impact. We all come from a different story, but we all come from a very universal community.”

The sleeping giant

Erika Galindo

Erika Galindo, a senior at ASU majoring in justice studies and transborder studies, said she wants to go to law school to study immigration law; for her, attending the conference was a way to network and harness the power of everyday people.

“(The conference) really gave me insight on how the Hispanic community is making efforts (in voter registration). They feel the Hispanic community has been a huge sleeping giant, so to speak, in that they have this huge voice that could impact the political sphere.”

Galindo’s favorite workshops included one that focused on celebrating Hispanic journalists telling the stories of their communities. Another workshop that stood out to her was the Future Changemakers breakfast.

“They had the speaker (Michelle Poler) come out and talk about facing your fears. It really inspired me to not give in to my fears and actually go out there and do what I should be doing without giving into whatever I have in my mind,” she said.

Galindo said that the UnidosUS conference was important for students to attend because it offers the workshops to motivate them, to inspire them and to give them the information they need to implement what they learned at the conference in the real world. She said it also gives students the opportunity to speak to people they normally wouldn’t have the opportunity to meet.

The problems and the solutions

Consuelo Arroyo

Consuelo Arroyo, a sophomore at ASU studying global health, said she wanted to attend the conference because she wanted to be more involved in the LatinxA fluid community of people of Latin American origin or descent. community. This summer she joined the Hispanic Heritage Month planning committee. She is also the chair of Aventura Cultural, a cultural and educational group.

“I never really get exposure to the diversity that exists within the Latinx community, the issues they are facing and what I can do to help that. During the conference, it was actually talking a lot about civic engagement, which is something that I am very interested in,” Arroyo said.

But Arroyo was also struck by how the community issues she heard about tie directly to her field of study, health care. 

“I learned a lot about what my community struggles with in terms of health care, and I’m just really excited to be able to build a career off of that.”

Junior Joaquin Ramos echoed the idea that the conference changed how he will approach his studies in criminal justice at ASU. He called the experience “life changing.”

“This was a one-of-a-kind experience,” Ramos said, because he not only learned about problems but solutions. “Unidos provided me with the chance to learn about different policies that affect not only Latinos but all citizens in the United States.” 

Written by Holly Bernstein

 
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Mother, daughter share journey to college

August 12, 2018

First-generation student America Carrion gets started at ASU thanks to early-outreach Hispanic Mother-Daughter Program

As students made their way onto campus Saturday, excited and ready to start a new journey, a petite girl wearing a huge smile pulled up to Hassayampa residential hall. America Carrion, a W. P. Carey School of Business student, climbed the stairs to her new home with a key in hand. Flanked by her little sisters, she opened her dorm room for the very first time as her parents watched from behind.

“Me coming here to college is a step forward to making a better platform for my sisters,” Carrion said. “By being here, I’m trying to make both my parents and my sisters proud. I hope to finish school and start a career so my sisters have someone to look up to.”

While Latino educational attainment has increased and college enrollment is at a record highLatinas graduate high school at lower rates than any other major subgroup, are least likely to complete a college degree, and without adequate resources, may be unable to compete at the same level as their peers.

Arizona State University recognized the need to increase the number of women of color in higher education and founded the Hispanic Mother-Daughter Program (HMDP) — an early-outreach middle and high school program. It’s designed to increase the number of students who complete a bachelor’s degree by involving parents and providing the tools they need to be qualified and prepared to enroll at ASU.

Video by Deanna Dent/ASU Now

Marcela Lopez, ASU director of school partnerships, said that they create parent-student teams, encouraging open dialogue regarding higher education and goal setting while providing opportunities to connect with ASU staff and resources available to help students prepare to enroll and succeed in college, 

"A parent who is involved and also learns the importance of college means the message is more likely to become the central topic-building a college-going culture at home," Lopez said. "If the parent can also feel connected to the institution and knows there is an ASU staff to help answer their questions, we can become part of their village with the common goal of helping the student earn a college degree and have the best experience possible." 

That’s what makes America Carrion’s journey special. A first-generation college student who, with her mom and the help of the HMDP, learned early about required classes, admission forms, college housing and financial aid. She is at ASU because her family, her principal at Alhambra High School in Phoenix and the HMDP saw her potential and made sure she had the support system she needed to see herself in college.

”In four years I really hope to be helping those in poverty or underprivileged communities get an education or financially stabilize themselves,” Carrion said.

The HMDP taught her organizational skills and time management and gave her the confidence to tackle her classes this year, she said.

Lopez said the HMDP family is excited for America's new chapter at ASU, the new journey that awaits her and that she's one step closer to earning her bachelor degree, but they're not the only ones. Cristina Banda, Carrion’s mother, was overwhelmed with emotion as she looked at her daughter. The tears on her face filled the silence when words to describe how proud she was of her daughter failed her. 

“I’m very proud of her,” she said. “She’s been dedicated, and she’s following her dreams.” 

This journey is not Carrion’s alone — not only did her mom assure her that they will continue to support her, the network she developed at ASU through HMDP will provide her a support system of students, staff and resources away from home.

Banda’s parting words: “Follow your dreams. It’s just the beginning, and I know you can do this.”

ASU believes that all students can achieve a college education with the right tools. You can find more information about the Hispanic-Mother Daughter Program and other outreach programs by visiting Access ASU.

Top photo: Business communications freshman America Carrion gets a big hug from her mother, Cristina Banda; her father, Salvador Carrion, and sisters Sitaly and Juliana while moving into her dorm room at Hassayampa Saturday on the Tempe campus. Photo by Deanna Dent/ASU Now

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