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Articles 1 - 30 of 92
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Review Of Buddhism & Political Theory By Matthew J. Moore, Charles W. Wright
Review Of Buddhism & Political Theory By Matthew J. Moore, Charles W. Wright
The Journal of Social Encounters
Buddhism & Political Theory, by Matthew J. Moore, proposes to extract a political theory from the Pali language texts of the Buddhist religious tradition that is palatable to Western academic sensibilities so that it might be ushered into the company of contemporary political and ethical philosophy. "Let me introduce you," the book in essence says to the world of Western philosophy, "to a long overlooked, unusual, and interesting perspective on political and ethical theory that you really ought to include in your conversations."
Review Of From Somalia To Snow: How Central Minnesota Became Home To Somalis By Hudda Ibrahim, Stephanie Chambers
Review Of From Somalia To Snow: How Central Minnesota Became Home To Somalis By Hudda Ibrahim, Stephanie Chambers
The Journal of Social Encounters
When I first started studying the Somali diaspora I searched for books to fill the void in my understanding of Somali culture and life. I tracked down a wonderful book that discussed basics of Somali culture, politics, and life. That book, Somalis in Minnesota by Ahmed Yusuf, provided a sense of the Somali experience and helped me understand the journey from Somalia to the state of Minnesota. Although Yusuf’s book didn’t offer the sort of interpersonal detail in Hudda Ibrahim’s book From Somalia to Snow, Yusuf’s book was extremely helpful. Together these books offer those interested in the Somali-American …
Review Of Making Refuge: Somali Bantu Refugees And Lewiston, Maine By Catherine Besteman, Ellen Block
Review Of Making Refuge: Somali Bantu Refugees And Lewiston, Maine By Catherine Besteman, Ellen Block
The Journal of Social Encounters
Catherine Besteman conduced fieldwork in the late 1980’s in the small village of Banta in southern Somalia. Implausibly, she was reunited with many of her former friends and interlocutors in Lewiston, Maine two decades later, laying the ground for this impressive ethnographic study. In Making Refuge, Besteman traces the experiences of Somali Bantu refugees from Somalia, through the Kenyan refugee camps, and to their resettlement in the United States. She shows how the prevailing view of refugees as “apolitical, docile, and dependent recipients” (Pg. 29), and as passive and grateful objects of humanitarian aid is both misconstrued and morally deficient. …
Review Of At Play In The Lions’ Den, A Biography And Memoir Of Daniel Berrigan By Jim Forest, William L. Portier
Review Of At Play In The Lions’ Den, A Biography And Memoir Of Daniel Berrigan By Jim Forest, William L. Portier
The Journal of Social Encounters
In 1957 Daniel Berrigan (1921-2016), a thirty-six-year-old Jesuit priest, about to begin teaching New Testament at Lemoyne College in his hometown of Syracuse, New York, published his first book. A book of poetry entitled Time Without Number, it won the Lamont Poetry Award and was also nominated for a National Book Award. At the time, he realized that, "Publishers would now take almost anything I chose to compile; the question of quality was largely in my own hands and my own sense of things" (47). In the next four years, he published two more books of poetry and two …
Review Of Flourishing: Why We Need Religion In A Globalized World By Miroslav Volf., Jon Armajani
Review Of Flourishing: Why We Need Religion In A Globalized World By Miroslav Volf., Jon Armajani
The Journal of Social Encounters
Dr. Miroslav Volf is the Henry B. Wright Professor of Systematic Theology at Yale University and the Founding Director of the Yale Center for Faith and Culture. His works have spanned several subfields within the discipline of theology -- from a book, published in 1988, on Karl Marx’s concept of labor and its theological value, to a book published in 1996, which is a theological exploration of identity, otherness, and reconciliation, to a book published in 2012 on Jews, Christian, and Muslims in dialogue. In Volf’s Flourishing: Why We Need Religion in a Globalized World, he attempts to shed …
Refugee Socio-Cultural Integration And Peaceful Co-Existence In Uganda, Sharon Sylvia Nambuya, Joseph Okumu, Ronald Pagnucco
Refugee Socio-Cultural Integration And Peaceful Co-Existence In Uganda, Sharon Sylvia Nambuya, Joseph Okumu, Ronald Pagnucco
The Journal of Social Encounters
The dramatic increase in the number of refugees globally has led to increased attention to conflicts between refugees and communities in the countries where they have sought refuge. Three durable solutions are used for the placement of refugees: voluntary repatriation to their home country if conditions there permit; permanent settlement and local integration in the receiving country; and resettlement in a third country. Permanent settlement and local integration is seen as good option although there still exists gaps in understanding the integration process and if it leads to peaceful co-existence between refugees and members of the host community. This study …
Gender Identity And Justice In Nigeria: An Appraisal Of Women In Lagos State, Oluwaseun Olanrewaju
Gender Identity And Justice In Nigeria: An Appraisal Of Women In Lagos State, Oluwaseun Olanrewaju
The Journal of Social Encounters
This paper examines gender identity and justice in the light of gender discrimination against women in Nigeria. Through the use of primary research, with the specific focus on women resident in Lagos state, the findings of this research show that in Nigeria, women are often considered as subservient to men. This paper therefore asserts that there is an urgent need to address gender inequality in order to create a gender balanced society. Furthermore, the paper concludes that gender equality will translate to justice for women and empower them to contribute positively to the overall development of Nigeria.
The Role Of The Traditional Somali Model In Peacemaking, Hudda Ibrahim
The Role Of The Traditional Somali Model In Peacemaking, Hudda Ibrahim
The Journal of Social Encounters
In this paper I explore the mediation and reconciliation efforts of traditional Somali elders. I also discuss why traditional elders have been effective peacemakers in Northern Somali (Somaliland) but not in Somalia. I argue that four factors comprising an "insider-partial mediation" approach in Somaliand helps to explain why it was effective there. In conclusion, this paper shows that the traditional Somali approach of peacemaking is a viable and effective approach to mitigating conflicts in Somalia.
The Challenge Of Securing Kenya: Past Experience, Present Challenges And Future Prospects, Mumo Nzau, Mohammed Guyo
The Challenge Of Securing Kenya: Past Experience, Present Challenges And Future Prospects, Mumo Nzau, Mohammed Guyo
The Journal of Social Encounters
The dynamic nature of insecurity and mitigation strategies cannot be adequately understood without comparing the present conjuncture and the past experiences. This paper provides a temporal assessment of security in Kenya by scanning convergent and divergent insecurity experiences and mitigation strategies of the regimes of Jomo Kenyatta, Daniel Arap Moi, Mwai Kibaki and Uhuru Kenyatta. The security dynamics have been shaped by drivers located at local, national and global levels. The convergence of local insecurity and protracted transitional terrorist attacks has produced a high trajectory of insecurity with a negative impact on the economy, social cohesion and stability. The contradiction …
A Cross-Cultural Approach To Environmental And Peace Work: Wangari Maathai’S Use Of Mottainai In Kenya, Eddah Mutua, Kikuko Omori
A Cross-Cultural Approach To Environmental And Peace Work: Wangari Maathai’S Use Of Mottainai In Kenya, Eddah Mutua, Kikuko Omori
The Journal of Social Encounters
Protecting the environment and nurturing peace are global concerns requiring scholarly attention across and within cultures. This essay proposes that cross-cultural exchange serves as an invaluable approach to the goal of communicating about creating a healthy environment and everyday peace. We examine how Wangari Maathai interpreted the meaning and purpose of Mottainai as a global call to save the environment. Mottainai is an ancient Japanese concept that means “Don’t waste! What a waste!” Of interest to us is establishing Maathai’s motivation to employ the concept of Mottainai as informed by her lived experiences in Kenya. The relevance of Mottainai to …
An Overview Of Four Traditions On War And Peace In Christian History, Joseph J. Fahey
An Overview Of Four Traditions On War And Peace In Christian History, Joseph J. Fahey
The Journal of Social Encounters
This essay examines four traditions on war and peace that have developed in Christian history. They are: Pacifism, Just War, Total War, and World Community.Pacifism characterized the earliest Christians; Just War appeared in the late fourth and fifth centuries; Total War in the eleventh century; and World Community began in the sixteenth century. All four positions continue today and are held by people who sincerely call themselves Christian.
Inclusion And Social Justice As Peacemaking Within Higher Education, Mary Dana Hinton
Inclusion And Social Justice As Peacemaking Within Higher Education, Mary Dana Hinton
The Journal of Social Encounters
The Journal of Social Encounters has been described as “a venue in which we can encounter one other and build the common good together” (Okumu & Pagnucco, 2017, p. ii). In many ways, this description of the Journal mirrors what we endeavor to accomplish in higher education in the United States in general, and in Catholic higher education in particular. While our mission statements vary, and how we achieve the mission will look different on all of our campuses, there is widespread consensus that higher education provides a space wherein people can learn together for the good of supporting our …
Hidden Treasures, Pamela L. Bacon
How Far Can Inclusion Take Us? Framing The Narrative For Transforming Our Community, Dana Drazenovich, Terri L. Rodriguez, Anna Mercedes
How Far Can Inclusion Take Us? Framing The Narrative For Transforming Our Community, Dana Drazenovich, Terri L. Rodriguez, Anna Mercedes
Headwaters
In this piece we explore terms, specifically the term “inclusion.” In what ways does the language we use in our campus discourse on “inclusion” set particular emphases and consequently shape our work? We suspect that many of us involved in these conversations and work long for explicit attention to issues of power. Overall, we argue that in any thoroughgoing work for “inclusion,” we need to look at our own power structures and that which is oppressive in our own place. We need to choose language that gets us there. We survey here several ways of framing a commitment to inclusion …
Practicing Inclusive Teaching Strategies In A Storytelling Class, Zhihui Sophia Geng
Practicing Inclusive Teaching Strategies In A Storytelling Class, Zhihui Sophia Geng
Headwaters
In this essay, the author shares several teaching strategies that she adopted in her Chinese folklore and mythology class that she believes are instrumental in building an inclusive and equitable learning environment. These teaching strategies include in-class reflective writing and discussion, inclusive group projects, and the design of a grading rubric with inclusivity as a component. At the end of the essay, the author also gives two tips to her fellow colleagues regarding including potentially marginalized students.
Engagement In The Media And Society Course, Kelly A. Berg
Engagement In The Media And Society Course, Kelly A. Berg
Headwaters
Traditional avenues of thinking about and measuring student engagement may privilege traditional students. This article describes attempts to better include and prepare all students for engagement by creating a welcoming environment for diversity, altering methods of grading engagement, and broadening opportunities for grading engagement in a foundation course. Reflections on the experiments suggest some anecdotal success, areas of student resistance, and areas in need of continued revision.
Ethics In The Field: Notes On Making Environmental Ethics More Inclusive, Charles W. Wright
Ethics In The Field: Notes On Making Environmental Ethics More Inclusive, Charles W. Wright
Headwaters
Students enrolled in my PHIL 322: Environmental Ethics should finish the semester with deep ethical reservations about the way of life they have taken for granted for most of their lives and with a measure of resolve to change some of their habits and life expectations. This essay first discusses how pursuit of these pedagogical goals already has resulted in curricular changes in the direction of greater inclusivity. I then review compelling reasons for further changes brought forcefully to my attention during my participation in the May 2016 Mellon Grant sponsored workshop on inclusive pedagogy, led by philosophy Prof. David …
Summer Resident 3, Richard M. Wielkiewicz
Summer Resident 2, Richard M. Wielkiewicz
Using Video In The Writing Classroom: An Inclusive Pedagogical Approach To Making Good Arguments, Carl Lindgren
Using Video In The Writing Classroom: An Inclusive Pedagogical Approach To Making Good Arguments, Carl Lindgren
Headwaters
Following Dr. David Concepción’s advice from the Mellon workshop in May, I decided to stop grading large-group discussion—and to not replace those points with other forms of oral performance like graded small-group discussion or speeches. I faced a problem, however, as my students’ grades were now almost completely determined by their writing ability. And if it is true that American students of color (ASOC), first-generation college students, ESL students, and those from other disadvantaged backgrounds more often struggle with writing than do their privileged peers, then my class was less fair than before the change. With (a lot of) help …
“Cup Of Humanity”—An Experiment In Equitable Group Dynamics, Jeff Dubois
“Cup Of Humanity”—An Experiment In Equitable Group Dynamics, Jeff Dubois
Headwaters
“Cup of Humanity” is a format for group discussion in which assigned groups of four students (rotating every time) practice the host/guest relationship of the Japanese tea ceremony (Chanoyu) so that everyone gets the chance to speak, listen, and be heard by each classmate. This involves literally serving tea to each other. I devised this format through an integration of techniques learned from workshops and conferences on inclusive pedagogy, on one hand, and a rather loose interpretation of the principle of the Japanese tea ceremony, on the other. This report details the pedagogical principles that inspired the format as well …
Discussing Difficult Topics—Drawing On Circles (And The Philosophy Of Circles), Julie Lynch, Brandyn Woodard, Jessica Harkins
Discussing Difficult Topics—Drawing On Circles (And The Philosophy Of Circles), Julie Lynch, Brandyn Woodard, Jessica Harkins
Headwaters
One key concern of Mellon faculty is how to facilitate discussions on difficult topics, such as racism and other forms of oppression. The Circles training in fall semester 2016 was one initiative Mellon funds have sponsored to provide faculty with tools to address this concern. Circle work was already a part of our campuses. Circles of Understanding hosted by International and Intercultural Student Services and courses in mediation and restorative justice taught through Communication and Peace Studies are two examples. The fall training sought to build on this foundation (as well as to respond to faculty interest in circles). Our …
Tips For Conducting Difficult Classroom Discussions, Jennifer Susan Kramer, Jeanne Cook
Tips For Conducting Difficult Classroom Discussions, Jennifer Susan Kramer, Jeanne Cook
Headwaters
Discussing difficult issues in the classroom is necessary preparation for engaged citizenship. A number of pedagogical practices used by the authors have produced open and constructive conversation. These practices, combined with modeling and encouragement by the professor and trust among classmates, give students opportunities to practice effective interpersonal conflict management, civility, and expand their understanding of the topic at hand.
Mainstreaming Vs. Individuating: Incorporating Inclusive Pedagogy Into Spanish Language And Culture Courses, Elena Sánchez Mora
Mainstreaming Vs. Individuating: Incorporating Inclusive Pedagogy Into Spanish Language And Culture Courses, Elena Sánchez Mora
Headwaters
At a time when higher education is experiencing unprecedented nationwide growth in populations of students of color, it is crucial to talk about inclusive practices in general, as well as in one’s own specific discipline. As a member of the department of Hispanic Studies at CSB/SJU, in the Fall of 2016, I had the opportunity to participate in the Humanities cohort of the inclusive pedagogy events sponsored by a Mellon grant. Coincidentally, our department had just decided to introduce a new course for advanced Spanish speakers geared to heritage speakers, which I volunteered to teach as a pilot in Fall …
A Brief Experiment With Reading Study Groups In An Introductory Literature Course, Matthew Harkins
A Brief Experiment With Reading Study Groups In An Introductory Literature Course, Matthew Harkins
Headwaters
This brief piece explores a method for incorporating reading study groups in an introductory college literature class. It concludes by questioning whether requiring such groups to meet regularly outside of class is the best pedagogical approach, or if making such groups optional helps students to “own” their own reading experience as part of a lower-stakes enterprise.
What Can Renaissance Studies Teach Us About Inclusivity?, Emily Kuffner
What Can Renaissance Studies Teach Us About Inclusivity?, Emily Kuffner
Headwaters
In this article I describe my pedagogical approach to sixteenth- and seventeenth-century Spanish texts. I contend that by studying the cultural output of a remote historical period, modern students can examine mechanisms of exclusion without feeling compelled to defend their own identity or group. Racial dynamics are significantly different in the early modern period, when structural inequalities targeted religious minorities—the ‘conversos’ who were descendants of Jewish and Muslim inhabitants of the Iberian Peninsula. Since students do not personally identify with either the hegemonic identity of the noble Spanish male nor with the converso, they are able to examine racial and …
A Brief Taxonomy Of Inclusive Pedagogies: What Faculty Can Do Differently To Teach More Inclusively, Jean Keller, Kyhl Lyndgaard
A Brief Taxonomy Of Inclusive Pedagogies: What Faculty Can Do Differently To Teach More Inclusively, Jean Keller, Kyhl Lyndgaard
Headwaters
At the All-Campus Forum in August 2016, President Mary Dana Hinton called for us to create an “ecosystem of inclusion” at the College of Saint Benedict and Saint John’s University (CSB/SJU). Faculty members’ work with students is central to creating such an ecosystem, but what do we mean by “inclusion?” In this essay, we provide an overview of our evolving understanding of “inclusive pedagogy,” as informed by our work administering and participating in multiple faculty development workshops funded by twin grants from the Andrew W. Mellon Foundation.1 “Faculty Formation to Support Liberal Learning for All” was awarded to CSB under …
An Introduction On The Mellon Grant, Mary Hinton, Michael Hemesath
An Introduction On The Mellon Grant, Mary Hinton, Michael Hemesath
Headwaters
No abstract provided.
Summer Resident 1, Richard M. Wielkiewicz
Effective Studying Is A Science, Not An Art: Teaching Students Scientifically-Based Study Techniques, Pamela L. Bacon
Effective Studying Is A Science, Not An Art: Teaching Students Scientifically-Based Study Techniques, Pamela L. Bacon
Headwaters
The typical student never receives formal instruction on scientifically-based study techniques. Instead, most students utilize ineffective methods such as rereading and highlighting. After discussing the research on effective and ineffective study techniques, the paper focuses on my attempts to help students change their study skills by providing them with optional reading material, developing an assignment that draws on the research, or requiring them to utilize the techniques on an exam. Based on my experiences, it appears that requiring students to utilize the study techniques in order to earn points resulted in greater adoption of scientifically-based study techniques than informing the …