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
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.
An Archive of Abuse: Approaching American Eugenics through Restorative History in Post-secondary Education
Paper Presentation in a Themed Session Jess Gallagher
In higher education, addressing historical injustices and promoting inclusivity in curriculum design and pedagogical approaches are imperative. Historically, narratives within science and medicine have disregarded disabled individuals and people of color, perpetuating exclusionary practices within academic institutions. This research explores the intersections of disability studies and medical education, emphasizing the importance of incorporating disability narratives and perspectives into instructional strategies to foster a more inclusive postsecondary learning environment. Drawing upon Columbia University as a case study, this research investigates the history of human rights violations within medical schools from the eugenics movement to the present. To continually improve medical education, the author proposes the implementation of a new education model—a disability justice-centered restorative history curriculum. An evolving theory that centers educational access based on the principles of disability justice, aims to rectify historical injustices, and challenge dominant narratives across interdisciplinary fields. By integrating knowledge ecologies that bridge research, teaching, and medical humanities—educators can develop instructional strategies that acknowledge, rectify, and prevent the recurrence of past injustices within tertiary education settings. This study utilizes archival research and Universal Design models of Learning and contributes to discussions on the future of the university by highlighting the importance of addressing historical legacies, promoting citizenship, and shaping identity through inclusive practices and institutional accountability. By linking research and teaching in higher education, institutions can cultivate a more equitable and just learning environment that prepares students and educators to actively engage with issues of social justice and diversity in their academic and professional pursuits.
