from the world's big
“I Love Ya, New York”
Malachy McCourt was born in Brooklyn, USA and from the age of three was raised in Limerick, Ireland. He returned to the land of his birth at the age of twenty and again worked at the manual tasks such as longshoreman, truck loader, dishwasher, until he became an actor. That career took him to Broadway and Off-Broadway and regional theatres in plays such as Mass Appeal, Da, The Hostage, Inherit the Wind, Carousel and Translations. The soap operas such as Ryan's Hope, Search for Tomorrow, One Life to Live, and All My Children were also a good source of work and sustenance as were the movies Molly Maguires, She's the One, The Devil's Own, Green Card, and TV movies such as You Can't Go Home Again and The Dain Curse. Due to a heavy schedule of writing, book signings and public appearances McCourt had to take a sabbatical from the acting trade but is now back after completing five movies Happy Hour, Guru of Sex, Gods and Generals, and Ash Wednesday plus a running part in the HBO prison series Oz. As well as being the co-author of the play A Couple of Blaguards with his brother Frank, Malachy has written his own New York Times bestseller memoir, A Monk Swimming, published by Hyperion Press. His memoir, Singing My Him Song, now out in paperback is published by Harper Collins. Running Press recently published four of Malachy’s books: the history of the song Danny Boy, a history of The Claddagh Ring, Voices of Ireland, an anthology, and Malachy McCourt’s History of Ireland. Recent books, Harold Be Thy Name and Bush Lies in State, are published by Welcome Rain. In the works is I Never Drink When I’m Sober for Harper Collins. Malachy writes a column, Sez I to Myself, that appears in the Manhattan Spirit, The Westsider and Our Town in NYC.
Question: You were born in Brooklyn, raised in Limerick, and moved back to New York as an adult. What do you identify with most?
Malachy McCourt: We went to Ireland because the death of my little sister and there were my brother, Frank, and myself, and twin boys, Oliver and Eugene, and when we got to Ireland, within two years, the two boys, Eugene and Oliver died when they were about four and four and a-half of various ailments. At the time, nobody cared too much what was going on with poor people. There were no autopsies or anything. You just died, and good riddance. But when we got there, I was three-and-a-half, Frank was four-and-a-half, we were known as Yanks. And you feel outside the tribe when you are speaking differently, acting differently, behaving differently, so as quickly as possible, you made the attempt to get in with the gang; talk like them and be like them and dress like them. So, no matter what we did, we were still Yanks.
So, then we grew up there and we come to America, back to America, back to here. And they say, “Oh, you’re Irish.” Over there we’re Yanks, over here we’re Irish. So, my brother Frank and myself decided a long time ago, that what we are very simply is, we are New Yorkers. This is our country; this is my land. This is the place for me where every single dream I ever had came to fruition and I love it dearly. I love ya, New York.
Question: What does it mean to be Irish in 2010? What about 40 years from now?
Malachy McCourt: To be Irish in 2010, 2010. There is a pride that’s happened in our intellectual accomplishments in our literary accomplishments and our technological accomplishments where heretofore, after oh, 800 years of occupation and the function of the oppressor is to assure you that you are nothing, that you are nobody, that you’re less than deserving of nothing, that you are a piece of shit. And don’t aspire to anything. And they infuse you with shame, which has to do with the past because all shame is based firmly in the past. It has to do with what you have done, what you thought you had done, and sometimes shame has been induced by what has been done to you, and by allowing things to be done to you, you are ashamed of not resisting. So, that’s one part of oppression is to make sure you are a shameful, shamed human being. That takes care of the past.
And then the future has to do with fear. Don’t attempt to come up here. Don’t attempt to go forward, you were nobody, you are nobody, and you’ll always be nothing, so don’t even think about coming here because if you do, something awful will happen to you. So we were caught between the two demons, two devils: shame and fear. And we couldn’t deal with the present, which was that we are, indeed, as accomplished in our minds as spiritual as any other people, as good as any other people, but we could not look in the mirror and ever say that’s what we are.
So, to be Irish today is the abandonment of that shame and the younger people are moving it out and they’re moving the fear away. They’re not afraid, they’re adventurous. They’re going about the world as carefree, with confidence and with the knowledge of the language, with the education, linguistically capable, poetic and fun-loving with the love of song and of life itself. So, that for the younger people to me is a wonderful thing that is happening. The older ones of my generation, they still have the fear and various ethnic groups have diseases that are peculiar to their group. For example, Jewish people have Tay Sachs, and African-Americans have Sickle Cell Anemia, and the Irish disease is respectability. And that infects them a lot and somebody said, “What would they say? What would the English say if you wore that, said that, be that?” So consequently, as the Irish poet said, he said, “You eventually become the thing you hate the most.” That’s why so many of these yahoos, particularly the ones that run the St. Patrick’s Day parade, are conservatives. And that conservatism is not a political ideology, it is a severe form of brain damage for which there’s hardly any cure. I don’t know what we can do with them is all. But they are gradually moving out and the younger folks are taking over. And some day there may be some culture in this St. Patrick’s Day.
But I prefer if it were an Irish parade like Israel has a parade that’s Israel, not devoted to Moses, or Abraham, St. Moses or St. Abraham, and so I’d like to see the day when this was an Irish parade, because you can’t be Grand Marshall of this charade if you’re not a Catholic. And they say, a practicing Catholic. Now, a lot of these guys are hypocrites. I mean, they’re about as practicing as I am and I abjure the whole thing myself, but it’s hypocritical anyway, and I hope that one day it will be an Irish parade, then I would march.
Future? If you have one foot in the future and one foot in the past, you’re pissin on the present. So, I stay in the present, so I don’t know about the future.
Recorded on March 10, 2010
Over there we’re Yanks, over here we’re Irish. My brother Frank and myself decided a long time ago that what we are is New Yorkers.
Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
Scientists uncovered the secrets of what drove some of the world's last remaining woolly mammoths to extinction.
Every summer, children on the Alaskan island of St Paul cool down in Lake Hill, a crater lake in an extinct volcano – unaware of the mysteries that lie beneath.
Manly Bands wanted to improve on mens' wedding bands. Mission accomplished.
- Manly Bands was founded in 2016 to provide better options and customer service in men's wedding bands.
- Unique materials include antler, dinosaur bones, meteorite, tungsten, and whiskey barrels.
- The company donates a portion of profits to charity every month.
These new status behaviours are what one expert calls 'inconspicuous consumption'.