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The English Department is instituting a series of reforms that cuts across the entire university.
- Rutgers University's English department is instituting anti-racist policies, workshops, and initiatives in solidarity with Black Lives Matter.
- Linguistic diversity and less emphasis on "traditional" grammar will be honored across the department's courses.
- Jonathan Holloway, the college's first Black president, said the school name will not change despite slaves having built the original institution.
Black Lives Matter Protests Around the World<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="ed4639cbe7898cc2539d6c15704b1f70"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/4Vl4I0weXPU?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p><strong>Undergraduate English</strong> will require that English majors take a course in African-American Literature (more on this below). During the coming semester, the department is offering 14 such courses, including Black Speculative Fiction and Afro-Futurism. </p><p><strong>Creative Writing </strong>will offer a class about reading and writing on race and require professors to take a workshop on creating an anti-racist classroom.</p><p><strong>Graduate English</strong> is placing emphasis on course proposals that focus on the history of racial injustice in America, as well as initiatives that offer graduate students opportunities to work with prisons, public schools, and community organizations as a form of political activism. </p><p><strong>The Center for Cultural Analysis</strong> has committed to working with and supporting Black-owned businesses, and will be sponsoring a number of new working groups, initiatives, and exhibitions around race, including the working group, "Slavery + Freedom." It will also emphasize the experience of Asian students during the immigration crisis and the racialization of the current pandemic. </p><p>While these (and many more) changes appear exhaustive, such initiatives are generations in the making. The New Brunswick campuses have long been exceptionally diverse. (I'll leave Newark and Camden aside in these examples). In 1995, we held numerous protests over <a href="https://www.nytimes.com/1995/02/02/nyregion/at-rally-students-seek-resignation-of-rutgers-president.html" target="_blank">racially-insensitive remarks</a> by then-president, Fran Lawrence, which included blocking Route 18 while marching to his Piscataway residence, and a basketball court sit-in to bring awareness to the systemic problem of racism. There were also numerous "Take Back the Night" rallies and marches addressing systemic abuse and harassment of women, predating #metoo by a generation.</p>
Demonstrators stage protest in the Loop before marching to the private residence of Illinois Governor J.B. Pritzker on July 10, 2020 in Chicago, Illinois.
Photo by Scott Olson/Getty Images<p>Interestingly, I spent a few semesters in the English Department before switching to Religion. The best class I took while at Rutgers was "African-American Literature," taught by the incomparable Guyanese-born scholar, <a href="https://en.wikipedia.org/wiki/Ivan_Van_Sertima" target="_blank">Ivan Van Sertima</a>. Instead of demanding we read numerous books and articles, Van Sertima assigned just one book—Ralph Ellison's "The Invisible Man"—which we spent the entire semester dissecting and discussing. His approach was a breath of fresh air: going deep instead of shallowly skimming a breadth of literature. </p><p>Here's why I left the department: African-American Literature did not count toward an English degree.</p><p>A quarter-century later, such a class is now required for an English degree. Seemingly little steps forward have real-world consequences, especially at an institution like Rutgers. A racially-diverse university does not guarantee racism-free campuses. In fact, Jonathan Holloway, who recently took the helm as Rutgers' first Black president, is not shying away from <a href="https://www.nj.com/education/2020/06/we-have-a-problem-rutgers-new-president-speaks-out-on-racism.html" target="_blank">calling out systemic racism</a>. </p><p>Not everyone is happy about these changes, though the noise is mostly coming from conservative blogs. Their argument is predictable (hampering education) and ineffective. A contingent of American society seems perpetually concerned with an imagined "Golden Age," which in this case translates as maintaining the dominant white, Europ</p><p>ean model of language. Their concern is relatively confined to <a href="https://www.teachingenglish.org.uk/article/prescriptive-grammar" target="_blank">prescriptive grammar</a> that influenced Europe and America in the 18th and 19th centuries. </p><p>Linguistics evolved to investigate <a href="https://www.thoughtco.com/theoretical-grammar-1692541" target="_blank">theoretical grammar</a> in the 20th century, which is more applicable in the decision at Rutgers. The purpose of language is to communicate an idea. You can do this through pantomime, of course, but language has always been a living process, not an arcane museum piece. Different people use similar languages to communicate to their peers. </p><p>Grammar has suffered in the social media age. People's inability to differentiate between <em>there</em>, <em>their</em>, and <em>they're</em> and <em>your</em> and <em>you're</em> is the source of constant frustration. I'll fight for the serial comma until the end of my days. But when someone doesn't use one, I generally understand what they're trying to communicate. These are minor debates in a vast world of divergent speakers. </p>
Ivan Van Sertima on little known African achievements<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="9987c853db55333acc36f266b1e8a6fe"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/KhQv2OZprpY?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>If the goal is communication, there are many ways to accomplish this. Consider Deborah in James Baldwin's "Go Tell it on the Mountain," who, replying to Gabriel, says,</p><p style="margin-left: 20px;">"You hush, Reverend. It's me that don't never kneel down without I thank the Lord for <em>you</em>."</p><p>And a little later,</p><p style="margin-left: 20px;">"If she'd a-wanted a husband look to me like she could a just picked one out right here. You don't mean to tell me she done travelled all the way North just for that?"</p><p>Such writing might not fit into traditional English grammar rules, but it certainly honors the living language that actual people speak.</p><p>We can look at Jamaican patois for another example. In the classic film, "Rockers," Leroy "Horsemouth" Wallace makes the following speech:</p><p style="margin-left: 20px;">"I and I don't deal with violence. I and I is peaceful Rasta man. I don't steal, cheat; I man serve Selassie-I continually. No matter what the weak heart say, I and I is like a tree plant by the river of water. Not even the dog that piss against the wall of Babylon shall escape this judgment. All of the youth shall witness the day that Babylon shall fall." </p><p>If you're not familiar with this patois, the meaning might take some time to convey. For the culture that understands it, this passage clearly states an important idea—<em>and</em> it's entirely in English. Perhaps not the King's English, but that's in part what's beautiful about America: there are no kings. </p><p>Diversity isn't only in populations, but the languages those populations speak. Rutgers's new adjustments are ambitious and worthwhile. The university has long boasted the populations necessary to open up such dialogues. If they can find the languages needed to honor those populations, progress is possible. </p><p>--</p><p><em>Stay in touch with Derek on <a href="http://www.twitter.com/derekberes" target="_blank">Twitter</a>, <a href="https://www.facebook.com/DerekBeresdotcom" target="_blank">Facebook</a> and <a href="https://derekberes.substack.com/" target="_blank">Substack</a>. His next book is</em> "<em>Hero's Dose: The Case For Psychedelics in Ritual and Therapy."</em></p>
What happens when someone you respect doesn't treat others with dignity?
- Respect and dignity are sometimes conflated, but Cultures of Dignity founder Rosalind Wiseman argues that they are very different.
- Dignity, according to Wiseman, is the essential and inextricable worth of a person. Respect is the admiration for someone's actions, which often involves how they treat others. The rub comes when people in positions of authority and respect (for example, our elders) behave in ways undeserving of that admiration but are seemingly above reprimanding.
- "This is actually one of the biggest problems for young people in education," Wiseman says, adding that when that loss of respect and dignity hits home for students, they tend to disengage from learning. "If I could change something about education, it would be to have dignity be a bedrock of education and that everyone—the teachers, the parents, the students, the staff, everyone, the administrators—has to be treated with dignity."
Even non-academic experiences can inspire meaningful moments of learning and self-reflection.
- Jiang Xueqin, an educator and researcher at Harvard Graduate School of Education, endorses learning journals as a good method to promote meta-learning for students during the coronavirus pandemic.
- Learning journals can be kept for any activity and have three components: defining a goal "concretely and precisely," writing down the process, and writing down observations and reflecting on the experience.
- While learning journals are primarily a personal exercise, Xueqin says that teachers can play a crucial role as coaches who motivate the student and find ways for them to improve with new learning strategies.
The Silicon Valley titan has promised scholarships for its tech-focused certificate courses alongside $10 million in job training grants.
An improved educational pipeline?<img type="lazy-image" data-runner-src="https://assets.rebelmouse.io/eyJhbGciOiJIUzI1NiIsInR5cCI6IkpXVCJ9.eyJpbWFnZSI6Imh0dHBzOi8vYXNzZXRzLnJibC5tcy8yMzQ2MTkxMC9vcmlnaW4uanBnIiwiZXhwaXJlc19hdCI6MTY1NDYyMTg5MX0.TVNqimPHbfhkKlIN9DTP5yp2pIawOnw3wY8JftScL7Q/img.jpg?width=1245&coordinates=19%2C0%2C40%2C0&height=700" id="97f7f" class="rm-shortcode" data-rm-shortcode-id="9604c323cf271eea7f9e8280560522ac" data-rm-shortcode-name="rebelmouse-image" alt="color-coded jobs versus education chart" />
A chart showing the increase and decrease of "good jobs" based on level of education required.
An improved educational pipeline?<span style="display:block;position:relative;padding-top:56.25%;" class="rm-shortcode" data-rm-shortcode-id="77b5b15734c284f2a93fc07f568490b6"><iframe type="lazy-iframe" data-runner-src="https://www.youtube.com/embed/QQYm_XI8n20?rel=0" width="100%" height="auto" frameborder="0" scrolling="no" style="position:absolute;top:0;left:0;width:100%;height:100%;"></iframe></span><p>The need for middle-skills will grow as the American workforce continues to digitize at an extraordinary rate. <a href="https://www.brookings.edu/research/digitalization-and-the-american-workforce/" target="_blank">According to the Brookings Institution</a>, in 2002 just 5 percent of jobs studied—which covered 90 percent of the workforce—required high-digital skills while 40 percent required medium-level skills. By 2016, that percentage rose to 23 and 48 respectively. In the same period, jobs requiring low-digital skills fell precipitously, from 56 to 30 percent. Beyond rapid job growth and competitive advantage, those with the skills are set to reap the economic rewards.</p><p>But more needs to be done. </p><p>As of this writing, more than 275,000 people have enrolled in Google's IT Support course, but it's unclear how many companies will accept the certificate as proof of capability. While Google and its <a href="https://grow.google/employers/" target="_blank">Employer Consortium</a>, a group of employers who connect with Google to find prospective candidates, may consider the certificate equivalent to a four-year degree, <a href="https://www.ziprecruiter.com/blog/do-employers-take-massive-open-online-courses-seriously/" target="_blank">MOOC certifications lack the universality</a> of either associate's or bachelor's degrees. <a href="https://files.eric.ed.gov/fulltext/ED571496.pdf" target="_blank">Without mainstream acceptance</a>, graduates may be contending with each other within a puddle of prospective companies, not the vast, oceanic marketplace of corporate America.</p><p>And the COVID-19 pandemic hasn't halted but accelerated digitalization as companies widely adopt new <a href="https://www.cnbc.com/2020/06/16/the-coronavirus-fueled-tech-trends-that-will-continue-to-dominate.html" target="_blank">technological trends to survive</a>. Many of the 20 million unemployed Americans may suddenly need to upskill or even find their jobs outsourced to the digital realm. They'll need a quick, yet employer recognized, means to acquire new skills to help find work. </p><p>Ten million dollars will buy Google—a company valued at <a href="https://www.marketwatch.com/story/google-parent-alphabet-joins-1-trillion-in-market-value-for-first-time-2020-01-16" target="_blank">one trillion dollars</a>—a nice commemorative brick in the path to a solution and hopefully help many lives. But we have many miles of work to go.</p>
Helping students get better at learning prepares them for life, not just higher education.
- What does it mean to prepare students for college and why is that the goal? Bena Kallick, co-director of the Institute for Habits of Mind and program director for Eduplanet21, argues that a shift has to be made. Schools should instead be helping learners by preparing them for life, not just higher education.
- Developed by Kallick and Arthur Costa, habits of mind are 16 problem-solving life skills designed to help people navigate real-life situations. College is not the best fit for everyone, which means that teaching college readiness is not in the best interest of all learners.
- In order for meaningful changes to higher education to work, it has to start at the K-12 level. Students have to be "certified as human beings who are good at learning, who know enough about themselves to know what interests them and how to step out of K-12 and walk into a world of options."