Our guests speak from their expertise and experiences, drawing upon specific examples and situations to demonstrate the lasting impact of microaggressions and related topics implicated in how microaggressions can powerfully sting. Impact over intentions, lurking to learn, raising awareness, and prompting critical thought as we all strive to do better and engage mindfully with others.
Administrators Doing DEI Work: A Conversation with Directors Shantel Martinez (CU Boulder) & Bianca Zamora (Stanford Univ.)
In this episode, DMP founder Amanda R. Martinez hosts a conversation with two guests, who are Latina women of color in administrator positions, Dr. Shantel Martinez, Director of the First-Generation Programs and Enrichment for the University of Colorado, Boulder, and Bianca Zamora, Associate Director for Stanford University's School of Humanities and Sciences. They discuss how they found their way to their current DEI-centric roles within higher education, as well as their own positionality and how they choose to go against the common individualistic grains of academia that privilege an expectation of neutrality and objectivity to instead theorize and write from the flesh where identity occupies a central foundational space. These administrators work to create scholarship and applied policies to transform organizations and institutions of higher education in the spirit of diversity, equity, and inclusion. Other topics they discuss include the systems of power that are inherently messy and how well-intentioned activist efforts that bridge community-based organizations and academic institutions' agendas to do better and improve the quality of life for diverse populations can still include ongoing learning and growing pains to improve over time. They prioritize being trauma informed, healing, joy, connection, community, and ultimately being guided by a principle of centering peoples’ humanity. As women of color in high power administration positions, they express what it will take for advocacy work to be taken seriously, how people can thrive (and not just survive), the trials and tribulations of managing changing laws, policies, and the goals and expectations of colleagues and students. How can we continue to dare greatly in this work? Social justice is hard work because it’s heart work.
22 Dec 2023
Beyond Performative Gestures Towards Ongoing Learning & Action: A Conversation with Drs. Chen & Lawless
This podcast episode features an interview with two educators, Dr. Chen and Dr. Lawless, who are experts in intercultural communication, social justice, and critical communication pedagogy. They discuss their backgrounds, experiences, and how their intersecting identities shape their perspectives on power, privilege, and social justice in the classroom. They emphasize the importance of understanding Intersectionality and how it influences individuals' experiences and interactions in various contexts. They also explore the significance of advocating for marginalized communities while being critically reflexive about their own privileged identities. The interviewees emphasized the need for an ongoing process of learning and action rather than performative gestures. They discuss the importance of building authentic alliances and the challenges in doing so, particularly in a reward-oriented academic culture. They also explore the co-optation of diversity, equity, and inclusion efforts by institutions and the potential impact on marginalized communities. The interviewees emphasize the importance of reflecting on one's positionality and power dynamics in allyship work and call for a critical examination of neoliberalism's influence on social justice education. They highlight concerns about the lack of people of color teaching certain courses and the overworking of faculty of color on campus. They criticize the performative nature of diversity efforts without providing adequate support for students and faculty of color. They also emphasize the importance of addressing microaggressions in academic spaces and the need for early education on these issues. The speakers share personal experiences of being both the recipients and perpetrators of microaggressions and stress the significance of self-care and building supportive communities to navigate these challenges. They recommend adopting a collaborative approach to facilitation, using local examples to illustrate the issues, and not centering resistance voices that seek to undermine diversity efforts. Overall, the conversation sheds light on the complexities of addressing social justice issues in academia and encourages a continuous effort to create more inclusive and equitable environments.
22 Dec 2023
Inclusive Education & Navigating Ableism: A Conversation with Directors of the Academic Access & Disability Office
In this podcast episode by the Davidson Microaggressions Project, the host, Dr. Amanda R. Martinez, interviews two members of Davidson College's Academic Access and Disability Resources Office: Director Beth Bleil and Assistant Director Alysen Beaty. They discuss the educational and professional backgrounds that led them to their current positions. The conversation delves into the concept of accessibility, disability, and different learning styles, highlighting the importance of individualized approaches to support students. They emphasize Davidson College's commitment to accessibility while acknowledging challenges in implementing it practically, especially during the abrupt shift to remote learning due to the COVID-19 pandemic. The podcast touches on issues of ableism and other forms of discrimination faced by students with disabilities. It addresses the microaggressions that can arise in educational settings and explores ways to overcome resistance to implementing accommodations and creating more accessible environments. They also discuss how Davidson College, being a small and supportive environment, may differ from the broader world's perspectives on disability and inclusivity. Overall, the episode focuses on fostering a more inclusive and supportive educational environment for all students, regardless of their abilities.
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