Spreading Justice
Social Justice and the Language Curriculum: Toward Racial, Religious, and Gender Literacies
Paper Presentation in a Themed Session Gabi Kathoefer
This paper discusses the changing role of second language learning in higher education in the U.S. While language learning is still part of the general education requirements for undergraduate students at many institutions, colleges closed more than 650 foreign language programs between 2013 and 2016, according to a 2019 report from the Modern Language Association. This dramatic development has initiated a heated debate on the cultural and social significance of language education. While many scholars point out the importance of multilingualism and intercultural competence in today’s globalized and interconnected (business) world, this paper focuses on social justice education as the core of language learning. More specifically, this paper concentrates on the development of racial, gender, and religious competencies as key skills not only for intra- and interpersonal awareness but also for interpersonal and intercultural communication, locally and globally. On the one hand, this includes a reflection on the diverse racial, gender, and religious identities of learners in the classroom and the ways in which their identities influence individual learning as well as interrelationships among students. On the other hand, it calls for a language curriculum transformation that centers on inclusive excellence, diversity and critical literacies.
The McKenna Centre: A Case Study in Student Leadership View Digital Media
Paper Presentation in a Themed Session David C. Young
The Frank McKenna Centre for Leadership was established at St. Francis Xavier University in 2011, with its chief mission being to provide meaningful and impactful leadership opportunities for undergraduate students. Through a variety of programs and initiatives, students are mentored around what leadership entails, and how they might develop their own leadership style. The Xaverian Leaders Program is a cornerstone of the Centre and is a one-year opportunity for students from all disciplines to participate in two leadership symposiums led by a variety of leadership experts. Students then actualize the theory by designing and executing their own community-based leadership activity, under the supervision and guidance of the Director and student interns. The Centre also provides a series of leadership grants to support student led social justice initiatives. Grant recipients are mentored though the process by an expert in project management and receive additional support from the student interns. In sum, the Centre’s approach to mentoring is unique and benefits and empowers all the parties involved, thus leading to a positive sense of well-being. As a case study, this paper explores the role of the McKenna Centre and its approaches to mentoring students so that they become empowered and ready to become change agents.
