Over winter break, Visiting Assistant Professor Sa’ed Atshan led students on a trip to Israel and Palestine. Check out the article in The Phoenix! Thanks to Therese Ton for the photo!
Inspire! With Professor Atshan: Teaching Peace
Posted by Anna Weber ’19 January 21, 2016 on her Voices of Youth blog (Reprinted with permission)
I walked into my Introduction to Peace and Conflict Studies class unsure. I was unsure if I had any of the answers to the conflicts we would study, unsure of the conflicts in my own life, unsure if this class would help me or leave me to continue to spin towards answers I couldn’t name. But the most eminent question once I walked into the class was where I was going to sit—front and invoke the possibility of having to speak or back and hide from the questions.
I changed my seat three times that day. The truth, however, was that it didn’t matter where I sat. Professor Atshan would have reached me all the way in the back corner because his passion is limitless. He quickly walked in the room, a smile spreading across his face, books and laptop in hand, spouting a metaphor about how this class was an airport and once it starts it is as if the plane has taken off. Trust me, you want to be on that plane.
Professor Atshan lives a life of incessant learning. He started college in the same place as me, Swarthmore College. He then graduated from Harvard University for his Ph.D. in Anthropology and Middle Eastern Studies. Next, he taught at Brown University as a post-doctoral fellow. Now, he is back at Swarthmore teaching students like me. Within his studies, Atshan has won multiple awards and fellowships including the National Science Foundation, the Woodrow Wilson National Fellowship Foundation, Social Science Research Council, the Paul and Daisy Soros Foundation, and a Kathryn Davis Fellowship for Peace. But really beyond his awards, it is kind of inexplicable to detail the impact Professor Atshan has on students. I can’t name it, but he stirs up some notion that tells us to partake in activism for human rights of all kinds; even if we are not personally affected, we have the power to lift the voices of those who are.
So, without further ado, I present you Professor Atshan and perhaps I’m also presenting a passion that he will bring out in yourself.
What do you do, and perhaps more importantly, why do you do it?
I am a professor of Peace and Conflict Studies. I love working with young people and supporting them in thinking about how to make the world less violent and more just.
In the first day of your Introduction to Peace and Conflict Studies class, you asked students to tell the class what they are tokens for, what they are often asked to explain or represent. What are you a token for?
I often have to explain what it means to be gay, to be Palestinian, to be Quaker, and am often met with a generosity of spirit, but every now and then I have to deal with all sorts of prejudices. But I do my best to remain patient and compassionate.
Can you explain where you come from and where you are going? This can be literal or metaphorical if you’d like.
I have always been a bookworm. But I try to escape the protective shell of libraries and to be engaged in activism in the real world. I hope to help build bridges between theory and practice.
As a Peace and Conflict studies Professor, can you tell us what the word “peace” means to you?
Peace is not only about the absence of physical violence—it is also about addressing structural violence. Positive peace, in its truest sense, takes intersectionality into account—understanding how all forms of oppression are interlinked.
What is one thing you hope your students will take away from your class, whatever the class may be?
I hope that they find their unique voice. That they recognize their value and their ability to make a difference in whatever domains they are passionate about. That they are the future—and that they give us hope.
As a student at Swarthmore, you scheduled every minute of your day to maximize studying. You then went to Harvard University and then taught at Brown University. How did you find the motivation to accomplish all of this, study so much, achieve success at some of the best institutions for learning in the United States?
I feel so privileged to have had access to these institutions and resources. With this comes a responsibility to help give voice to those who are voiceless. I try to ensure that my pursuit of knowledge is as ethical as possible and that it helps enact change in the world.
What advice do you have for your students beyond college?
I think it’s tremendously important to be true to yourself. Follow your heart, follow your gut, don’t be afraid to be fabulous, treat others with compassion, and recognize your own gifts and power.
From our friends in the Swarthmore College Peace Collection and Libraries
Queer Anthologies: Selections from Swarthmore’s Special Collections
The exhibit will be on display November 17 to December 22, 2015 in the McCabe Library lobby.
Pride Month and QSA will sponsor an exhibit reception at 4:30pm on November 17, 2015.
2015 marks the 50th anniversary of the earliest organized, recurring demonstrations for gay rights in the U.S: “Annual Reminders,” held at Independence Hall in Philadelphia from 1965 to 1969. As part of a city-wide celebration, “Queer Anthologies” explores some of Swarthmore College’s rich archival resources for the study of the history of LGBTQ activism.
Photographs, artist’s books, personal papers, organizational records, ephemera, periodicals, and other materials illustrate the history of queer communities at Swarthmore College, in the Society of Friends (Quakers), in the Peace Movement, and in the wider world.
Emeritus Professor Harold Pagliaro Reflects on Combat Experience
from Swarthmore News and Events
by Mark Anskis
November 11, 2015
Seventy-two years removed from his military service, the fear of combat still lingers with Harold Pagliaro, Alexander Griswold Cummins Professor Emeritus of English Literature and Provost Emeritus.
“I still have nightmares about being sent to the front,” says Pagliaro, who was drafted into the U.S. Army as a naïve and optimistic 19-year-old during the Second World War. In one particular dream, Pagliaro is redrafted and, when he tells the draft board officer of his true age, his appeals fall on deaf ears and he’s sent back into service.
Pagliaro’s anxiety is similar to that of many who return from combat. In an attempt to come to terms with his experience, Pagliaro turned his memories into a memoir, Naked Heart: A Soldier’s Journey to the Front, which was published shortly after he retired from teaching at the College in 1992.
According to Pagliaro, the book, which is available in McCabe Library, is a tale “of what it’s like to be sent to the front. Thousands like me, boys just becoming men. We went up to the front lines alone.”
The idea for a memoir came to Pagliaro on a trip home to his parents’ house in the early 1990s. While there, he discovered a box of 200 letters he sent to his parents during the war. The letters were in stark contrast to what he recalls feeling at the time.
“I couldn’t believe how little they said of what I was experiencing,” he says. “I held back, I think, to keep my family from worrying.”
Trained for the infantry at Fort Benning, Ga., Pagliaro was taken from his division and sent directly into combat as a front line solo replacement in a reconnaissance unit, alongside soldiers he did not know. While in Europe, he was sent on high-risk patrol missions, with little guidance from his superiors and often in the dead of night. He recalls the emotions he felt at the time: fear of death from the night patrols, frustration that he knew little of the objectives of his missions, loneliness from fighting next to strangers.
Despite the near-constant danger, Pagliaro survived. He was ultimately sent home after a German shell fragment severely injured his right leg during an attack near the town of Erckartswiller, France. Pagliaro recovered after a long hospitalization. He says that even today, arthritis flares in the wounded leg are more frequent than in the “good” leg.
After being discharged from the Army in 1945, Pagliaro resumed classes at Columbia University, where he earned an A.B., M.A., and Ph.D. and taught from 1948-63. He came to Swarthmore in 1964, where he taught 18th-century English literature and English romanticism. He also served as provost from 1974 to 1980.
In addition to his memoir, Pagliaro is the author or editor of numerous other books and articles, including Selfhood and Redemption in Blake’s Songs (1987), Henry Fielding: A Literary Life (1998), and Relations Between the Sexes in the Plays of George Bernard Shaw (2004). At 90 and a longtime Swarthmore Borough resident, he continues to work in his Parrish Hall office most days. Over the past few years, he has written and published sonnets.
Since its publication, Naked Heart has drawn praise for its honesty and unique perspective. Along with the praise, Pagliaro admits that he has also received letters from baffled readers who cannot believe he found his wartime service less than ennobling.
Looking back, Pagliaro agrees there were positives to his war experience.
“I did a lot of growing up fast,” he says. “If anything, war left me cherishing life all the more, maybe because I came close to losing it. But the experience of war is overwhelmingly destructive – war is a loser. Hitler and Mussolini had to be stopped, of course. But there remains the question many ask: why are humans so ready to go to war?”
We would like to share the following announcement. Prof. Elliot Ratzman, who has taught in Swarthmore’s Religious Studies Department and the Peace and Conflict Studies program, will interview Dr. Albie Sachs and the film’s Director after the screening on Saturday Nov. 21, 2015.
Date: Saturday, November 21
Time: 7:30 pm
Location: Kimmel Center for The Performing Arts – TICKETS
We close out this year’s Philadelphia Jewish Film Festival – Fall Fest with the 2015 Peabody Award-Winner, SOFT VENGEANCE: ALBIE SACHS AND THE NEW SOUTH AFRICA.
In this powerful documentary about the fall of apartheid and the rise of a free South Africa, Director Abby Ginzberg takes a different, but no less rewarding, route than most who have tackled the subject. A great many apartheid-related documentaries tend to focus on the larger-than-life Nelson Mandela, while simultaneously simplifying the conflict into a “blacks are good; whites are bad” scenario. Ginzberg moves this film in a more compelling direction, introducing us to the incredible true story of Albie Sachs.
Sachs, a Jew of Lithuanian descent, was born in South Africa and as a young man used his law degree to help those suffering under South Africa’s harsh racial laws. This made him a marked man to authorities, which directly led to his imprisonment, exile, and a brutal near-death experience. But this was only the beginning of Sachs’ life-affirming journey, which is told by Sachs himself, along with other notables, including Desmond Tutu and Ruth Bader Ginsburg.
Official Selection of the Atlanta Jewish Film Festival, Australia Jewish International Film Festival, DocNYC, International Women’s Film Forum, Movies That Matter Film Festival, Palm Beach Jewish Film Festival, Reframe Film Festival, South African Jewish Museum – Cape Town, Toronto Jewish Film Festival
Special Guests: Film followed by Tikkun Olam Award Presentation and discussion with Albie Sachs and Director Abby Ginzberg. All guests are invited to attend PJFF’s Closing Night Party at Hamilton Hall, The University of the Arts.
Sponsors: The Carole Landis Foundation for Social Action, David and Helen Pudlin, Pam and Tony Schneider, Sterling Trustees LLC
This piece by Anna Gonzales appeared in The Phoenix on November 12, 2015
Danny Hirschel Burns was the 2014 recipient of the Peace and Justice Studies Association Undergraduate Thesis Award for the thesis he talks about in this article.
Special majors forge own innovative academic paths
While most students at the college choose to major in one or more of its nearly fifty academic departments, some forge their own path. Pursuing their intellectual passions and often generating innovative interdisciplinary work, a handful of students graduate each year with special majors in subjects ranging across the humanities, social sciences, and natural sciences.
Some students with special majors can follow a relatively well-established existing curriculum, one created by previous special majors or with programs at Bryn Mawr, Haverford, or the University of Pennsylvania. Others, such as Claudia Lo ’16, who is a special honors major in gender and digital culture, design entirely new programs, working closely with faculty mentors.
Lo’s special major seems to have grown naturally out of her life experience and her penchant for academic analysis. As a child, Lo spent much more time playing video games than watching movies or television, or listening to music.
“That’s what I did, and so for me it was unthinkable not to study them,” Lo said. Growing up queer and Asian, Lo added, increased her desire to study video games — in which these representations are rarely included — and figure out her relationship to these works.
Lo first got the chance to take an academic approach to her fascination with video games during a film and media studies department seminar entitled Women in Pop Culture during her freshman year. The next year, Lo took another class in the department, the History and Theory of Video Games, and realized she could actually pursue video game studies as a potential major.
Video game studies, Lo explained, do not really exist at the undergraduate level in the area in which Lo is interested — these tend to cover game design rather than the theory-based critical approaches Lo takes. This was one of the challenges of designing Lo’s special honors major, she said, since besides the History and Theory of Video Games class, there were barely any courses which specifically related to what Lo wanted to study.
To meet the requirements for designing a special honors major, Lo combined a wide variety of different courses in film and media studies, sociology and anthropology, and gender and sexuality studies. She also conducted an independent study and is in the process of writing a double-credit thesis, looking at the relationships between video game players and the controllers they use and thinking about digital bodies, drawing on feminist theories of embodiment. Lo is also writing her thesis using a text adventure game engine called Twine.
Though the process has been complicated, Lo’s special major has allowed her to guide her work in her classes towards exactly the topics in which she is most interested. She greatly appreciates this flexibility and freedom.
“A large part of my major has been, ‘How far can I get away with this?’ It turns out, pretty far,” Lo said.
Lo has found the different departments her major fits under extremely supportive of her plan of study and her interests. All of her professors have been very excited, she said, by the prospect of reaching out to contacts who might have knowledge about the different areas Lo has studied in order to find Honors examiners.
Now, Lo is searching for and applying to graduate school programs relevant to her area of study. Part of this has been a hunt for the departments under which critical theory approaches to video game studies are housed — Lo says that these can range from “New Media” departments to “Screens, Arts, and Culture” to English literature and sociology departments.
“It’s incredibly interdisciplinary, on account of no one knowing what they’re doing. You can get away with anything, and that’s part of what makes it really exciting,” Lo explained.
Students can also create special majors in established programs, such as Black Studies, for which many courses are specifically cross-listed. Kara Bledsoe ’16 spent several semesters as a chemistry major before declaring a special major in Black Studies.
“I took a Black Studies course just on a whim, because I thought, I’ve never taken a class like this before,” Bledsoe said. She took both an introductory and a history class listed as Black Studies courses.
“I just really enjoyed the material and it felt like it was relevant to my life,” Bledsoe said. “I really felt like it informed my life experience and it gave me the framework I needed to actually study what I was interested in.”
Bledsoe has greatly enjoyed the professors, classmates, and material she has encountered in the course of pursuing her special major, in which she has combined courses from history, sociology, and English. A highlight included her independent study with Professor of History Tim Burke, in which Bledsoe and Burke researched and discussed Black American scientists throughout history.
“We talked about the implications of race for scientific discovery,” Bledsoe said. “Not just biological race and all of that nonsense, but asking, how has race shaped who does science? Who is science done for? Who has access to what science says and who defines it? That was really illuminating and wonderful.”
Bledsoe is currently working on her thesis, which has taken a nontraditional form. As Bledsoe’s interests in Black Studies lie at the intersection of science and historical and public representation (such as museums, libraries, monuments, archives, etc.) she is working to create documentary shorts and curating an exhibition focused on the historical experience of Black Americans working in science.
“I’ve been very, very satisfied just as a baseline but also pleasantly shocked by the support I’ve gotten,” Bledsoe said of her proposal to create a multimedia exhibition rather than writing a paper for her thesis. “Everyone has been like, ‘Great, this is a great idea,’ and then they challenge me to do it well. The relationships I’ve formed with the professors that have been mentoring me have been really positive, and that’s been nice.”
The challenge for Bledsoe has not been to find Black Studies courses but to find those that relate specifically to her interests. While some education courses and sociology/anthropology courses, for instance, address some aspects of the intersection of race, representation, and science, Bledsoe has not found the exact perspective she is looking for in these. Thus, she has had to broaden and make more abstract her interests, taking classes which she must work to make applicable to her major.
“It has been difficult to find classes, but the classes that I’ve chosen I think have been really compelling and interesting, even if they aren’t directly related to Black Americans in science,” Bledsoe said.
A large part of Bledsoe’s decision to declare a special major came from her desire to develop the specialized skills and knowledge she needs in order to achieve her eventual goals of curating a museum, where she hopes to engage with the creation of official memory and access the ways in which people interact with historical information.
In the immediate future, Bledsoe hopes to work at the new Smithsonian’s National Museum of African American History and Culture.
“They’re really shaping what history is going to be like in that museum,” she explained.
Overall, Bledsoe has no regrets about declaring Black Studies as her major. She believes that her experience of creating her own academic program has taught her advocate for herself and thinking through exactly what she wants to study.
“I’ve had to really concentrate on what it is that I wanted, and I’ve had to articulate that, and I think that’s going to be really useful going forward,” Bledsoe said. “You have to have a plan — you can’t just be like, ‘I want a special major,’ and then fuck around.”
As a special major, Bledsoe feels she has learned to continually push for the chance to focus on her academic interests, rather than allowing professors to steer her in a different direction.
“You have to be willing to say, in the face of professors, ‘These are great ideas, and I respect what you’re saying, but this is what I want to do,’” Bledsoe said.
As Bledsoe explained, much of the advantage of declaring a special major can come from the chance to do innovative interdisciplinary work and to focus more narrowly on exactly the courses and subjects one is interested in rather than fulfilling a more general established set of major requirements.
Danny Hirschel-Burns ’14, for instance, found that the biggest benefit of designing his own major in political conflict was the opportunity to write an interdisciplinary thesis on nonviolent strategies civilians could use to survive mass atrocities.
Hirschel-Burns knew going into Swarthmore that he was interested in international politics and mass violence.
“A big part of it is that my grandfather was a Holocaust survivor, so I’ve been hearing stories about those things as long as I can remember,” Hirschel-Burns said.
At the college, Hirschel-Burns took a class on nonviolent resistance which sparked his interest in social movements, and after taking classes with Visiting Assistant Professor of Political Science Shervin Malakzadeh, he became intrigued by broader forms of contentious politics. Additionally, Hirschel-Burns’ desire to think more deeply about violence developed through his membership in Students Taking Action Now: Darfur, a student-led movement to end mass atrocities, he said.
Hirschel-Burns’ decision to design a major in political conflict, which was housed in the Peace and Conflict Studies department and also incorporated classes from the Political Science and History departments, was motivated by his desire to take the exact set of classes he was interested in and ultimately apply them to his thesis.
“I knew my interests didn’t lie squarely in history,” Hirschel-Burns said.
Hirschel-Burns added that there were many classes he could have included in his major that he chose not to in the end because of the college’s 12-course limit on credits towards a major.
The interdisciplinary focus of his special major gave Hirschel-Burns the flexibility to write the thesis he had been thinking about since his sophomore year, he said.
“I think it would have been challenging to write that thesis as a history major, because of the lack of archival sources,” Hirschel-Burns said. “Even political science probably would have wanted a smaller scope and more rigid structure.”
The content of Hirschel-Burns’ thesis has guided his post-graduation experience as well. He spent one year working at a human rights foundation, conducting research on theories of atrocity prevention, which he said he would not have done without the familiarity with extant literature that came out of his thesis work. Now, Hirschel-Burns is applying to PhD programs in political science to study violence, governance, and state-building.
“Basically, my thesis was a scholarly jumping-off point to what I imagine I’ll be doing for the rest of my life,” Hirschel-Burns said.
As Lo, Bledsoe, and Hirschel-Burns all stated, special majors can provide students with a more tightly focused and more applicable knowledge for future academic and professional work. Eliana Cohen ’17, a special major in organizational behavior, hopes to pursue a career in business in the future, yet has been able to follow her more liberal arts-focused interests in psychology and sociology thanks to her special major .
Cohen has always wanted to understand how people are motivated, and how these individual motivations affect one’s ability to work together to create organizations, infrastructures, and societies, she said.
“When I came to college, I kept thinking about the question of motivation and its implications and soon found that it was not only central to what I was learning in my psych courses — I originally intended to become a psych major — but also to what I was learning in virtually all of my other courses and to my social interaction as well,” Cohen explained.
Cohen noted that Andrew Ward, professor of psychology at the college, was instrumental in her decision to pursue her special major. During her freshman spring, Cohen took Ward’s class in social psychology, which furthered her interest in organizational behavior.
“I became absolutely fascinated with studying how people work in groups since essentially everything we do as humans involves some sort of collaborative effort,” Cohen said. She also linked her interest in organizational behavior to the small size and emphasis on collaborative learning that are both characteristic of the college, contexts which she feels led her to see the role of individual motivations in shaping people’s ability and desire to work together.
Following her desire to gear her education towards what appeared to be a broad field, Cohen decided to declare a special major which would be housed in the psychology department but would incorporate courses from the economics and sociology departments as well.
Cohen felt that the college provided her with a great deal of resources in order to design her own educational path. The process involved meeting with a special major advisor; researching organizational behavior majors at other colleges and universities; choosing 12 courses that would meet the major requirement, including a course in organizational psychology not offered at Swarthmore but available at University College London, where Cohen is currently abroad; reaching out to a student who had majored in behavioral economics a few years previously and could give her advice on her proposed curriculum; and meeting with the chairs of the psychology, economics, and sociology departments along with the registrar, before her major could be approved.
At present, Cohen is deep in thought about her senior comprehensive exercise, a research project in which she hopes to examine the effect of individual personalities of group members on the efficacy of on-campus organizations and to see if her findings are supported by existing literature.
Despite enthusiastic professors and what seems like a solid amount of institutional support for students who wish to design special majors, there can be difficulties as well. Lo, for example, has occasionally felt isolated as a special major doing her thesis research. Unlike students working on their theses as groups within departments, who might be writing about vastly different subjects but all overlap in some way thanks to sharing a major, Lo relies solely on half hour meetings twice a month with her advisor for feedback on her ideas.
“I don’t have a lot of contact with other people doing similar things,” she said.
For all of this, though, Lo feels that the college possesses unique attributes, such as its size, the liberal arts environment, and the availability of close relationships with motivated professors, all of which enable students whose interests do not fit within established programs of study to pursue their ideal special majors. At another school, Lo added, she might have used her interest in video games to generate paper topics rather than designed an entire major around it.
“This isn’t something every institution has,” Lo said.
From our friends in Modern Languages and Literatures
Nefertiti’s Daughters: Street Art of the Egyptian Uprisings
Director Mark Nickolas will be joining us for a screening of his award winning documentary Nefertiti’s Daughters (2015, 40 minutes) followed by a Q&A session.
November 20, 2015; 2:15-4:00 p.m.
Kohlberg Hall Room 228
Swarthmore College (directions)
Nefertiti’s Daughters is a story of women, art and revolution in Egypt. Told by prominent Egyptian artists, this documentary witnesses the critical role revolutionary street art played during the Egyptian uprisings.
Focused on the role of women artists in the struggle for social and political change, Nefertiti’s Daughters spotlights how the iconic graffiti of Queen Nefertiti places her on the front lines in the ongoing fight for women’s rights and freedoms in Egypt today.
The film’s director Mark Nickolas is a long time veteran of US democratic politics, most notably to then Vice President Al Gore, before emerging as a prominent figure in the political media world.
Name: Benjamin Smith bsmith3
Egyptian cases of nonviolent resistance in Egypt are available at http://bit.ly/1SLrsLX
All events are free and will be hosted at the Scheuer Room in Kohlberg Hall. For more information please contact email@example.com
How to Build Your Group
December 7th, 5-9PM starting with dinner. Organizing on campus means busy schedules and lots of issues to choose from. Come gain skills on how to build interest and commitment in order to form a group actively fighting injustice. Philadelphia organizers Jay Masika (youth organizer, facilitator and organizer), Blanca Pacheco (with the New Sanctuary Movement) and Celia Kutz (TFC Trainer and organizer) will train you on how to build a group’s identity, clarify roles and determine priorities.
Moving Your Issue Forward:
January 30, 2016, 1-6PM with lunch. Groups working on immigration, the school to prison pipeline or other large issues may struggle picking one part to work on. Come learn how to pick an issue on campus, learn about campaign organizing, create reachable goals and explore what kind of tactics will be most effective to reach those goals. RSVP for this event at firstname.lastname@example.org.
For over 20 years, Training for Change has provided activist training for groups standing up for social, economic, and environmental justice through strategic nonviolence. We’ve led hundreds of workshops and trained thousands of people – from striking steelworkers to interfaith coalitions for immigrant rights – in the skills they need to effectively create change. For more information visit www.trainingforchange.org
From our friends in Educational Studies and the Native American Students Association
Discussion: Decolonizing Education
Educational Studies and the Native American Students Association present a discussion between Professor Edwin Mayorga and Dr. Sandy Grande on the role of education in colonialism and the process of decolonizing the education system.
November 19, 4:30-6PM, SCI 101.
Sandy Grande is an Associate professor and Chair of the Education Department and the Director of the Center for the Comparative Study of Race and Ethnicity (CCSRE) at Connecticut College. Her research and teaching are profoundly inter- and cross-disciplinary, interfacing critical Indigenous theories with the concerns of education. Her book, Red Pedagogy: Native American Social and Political Thought (Rowman and Littlefield, 2004) is currently being published in a 10th anniversary edition. She has also published several book chapters and articles including: “Accumulation of the Primitive: The Limits of Liberalism and the Politics of Occupy Wall Street,” The Journal of Settler Colonial Studies. ”Confessions of a Fulltime Indian,” The Journal of Curriculum and Pedagogy, “American Indian Geographies of Identity and Power: At the Crossroads of Indigena and Mestizaje,” Harvard Educational Review; and, “Red-ding the Word and the World” In, Paulo Freire’s Intellectual Roots: Toward Historicity in Praxis. Bloomsbury Academic. New York, New York. Eds. Robert Lake & T. Kress. (2013).
Edwin Mayorga is an Instructor in the Educational Studies Department and Latin American and Latino Studies (LALS) program at Swarthmore College. His research focuses on cultural political economy, U.S. Latinos and urban education & policy, racial/ethnic studies, teacher-lead social movements, and teaching for social justice. Much of his energies are focused on the Education in our Barrios Project, a digital, critical participatory action research (D+CPAR) project that centers on working alongside youth in Latino core communities in Philadelphia and New York City. He is co-editor of the book: What’s Race Got to Do with It? How Current School Reform Maintains Racial and Economic Inequality (Peter Lang; 2015; co-edited with B. Picower). At Swarthmore he is also co-leading the Critical Education Policy Studies group. Prior to Swarthmore, he was an elementary school teacher in New York City and was a member of the educator-activist group, the New York Collective of Radical Educators (NYCoRE).
From our friends in History and Music:
LOST YIDDISH SONGS OF THE HOLOCAUST
Tuesday, November 10
1:00 to 2:15
Lang Concert Hall
Lang Music Building
“Avant-bard” singer/songwriter/performer Psoy Korolenko and Professor Anna Shternshis of the University of Toronto bring to life lost Yiddish songs of the Holocaust in this combined concert and lecture. Written and transcribed by surviving Ukrainian Jewish writers of the Kiev Cabinet for Jewish Culture after World War II as a testament to their struggle for survival, these rare Yiddish artifacts were confiscated and hidden by the Soviet government in 1949. They have only recently come to light. Come learn about the incredible stories behind these treasures, savor the music, and revel in the creativity of Yiddish-speaking Holocaust survivors.
Sponsored by the Departments of History, Music and the President’s Office