CuRRents BRAVE WAVES
Common Ground WINTER 2017 A Publication of the Cross-Cultural Center
About Brave Waves
The Cross is known as a “brave space” and not a safe space, because one can’t control another’s words and actions. This inspired the theme of this quarter’s Common Ground issue: “Currents: Brave Waves.” “Brave Waves” reminds me of the quote, “Success is not final; failure is not fatal— it’s the courage to continue that counts.” Inspired by recent movements, I sought a way to incorporate waves of people uniting and taking action into this issue of the Common Ground. If you look closely at the wave graphic on this page and throughout the issue, you’ll see a “wave” of people within the wave shape. The people in the wave are from a photo of an anti-Trump protest in Austin, Texas. With the drastic changes this winter, now is the time for us to stand strong together when times are tough. We are rooted in our community and grounded by our work. Alone, a drop isn’t much, but together they can create a mighty wave. One strong enough to wear down even the hardest rock, with time and consistent resistance. SANDRA LUO Common Ground & Marketing Intern
In This Issue Vol. 22, Issue 2
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02 | Director’s Message 04 | Faculty-in-Residence: Luz Chung 08 | Volunteer Spotlight
12 | Social Justice Leadership Academy 14 | Community Submission: Talking White 16 | Community Gallery
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DIREctoR's messaGe
BRAVE WAVES: The currents of now
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A
s I write this introduction to our winter 2017 Common Ground the political waves are relentless with winds whipping back and forth at a feverish pitch. I feel battered by the sheer speed and scope of the changes; immigrants being banned, court challenges, talks of walls, increases in hate crimes, and a general sense that chaos is the new organizing principle. Are you feeling this way too? When the waves crash I often feel adrift, as if I’m just holding on for dear life. In these moments I turn to my life-rafts— family, friends, and work. Being in a community of caring and activist people and ideals keeps me whole, holds me up, and keeps me moving forward and hopeful. I am heartened by the dissent in the streets, the loud voices, the pink hats (I need one), the signs, the people at the airport, and at town halls. Something is stirring. With so much happening, is it ok to ask for balance? How do we laugh, cry, study, and finish those projects in these turbulent times? I have been thinking and reading a lot about this in the last few weeks. For me it’s picking a lane (mentoring 1 to 1, reading, posting to social media, calling my representatives, donating to non-profits). In the not so distant future, I am ready for this to look different. This is what ‘brave waves’ means. We all ‘hold on’ in different ways and we are also ready to shift as the currents change. I invite you to examine how you are holding on during this storm and how you will be brave. The beauty of this “movement moment” is that so many folks are around to support and keep you afloat. Cornel West once said, “Justice is what love looks like in public.” I invite you to name what this quote means for you as we embark on this uncertain journey. Personally, my new catch phrase is “ask for what you need.” Here at the Cross, we are here to catch and support you.
EDWINA WELCH February 2017
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Luz Chung
2016-17 Faculty-in-Residence Lecturer/Supervisor Secondary World Languages, Department of Education Studies at UC San Diego M.A. and Ed.D. in Teaching and Learning from UC San Diego
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WHAT DOES IT MEAN TO BE FACULTY-INRESIDENCE AT THE CROSS?
members in making clay calacas (skulls) and a community altar.
It is a great honor to [have] been given the opportunity to tie the work that we do in Education Studies with the goals, mission, and vision of the Cross-Cultural Center. This means that we are able to share content and events related to K-12 public education with the wider UCSD community.
WHAT ARE YOU CURRENTLY WORKING ON?
The work we do in Education Studies is studentcentered and is rooted in social justice and transformative education. This work is very much aligned with what the CCC stands for, as [it] is an intersectional space that provides multiple venues and opportunities for dialogue, education, and action. Some examples of this collaboration include two events we co-hosted last Fall quarter. The first event was part of my EDS/SOCI 117 class (Language, Culture, and Education). We held a panel on multilingual education in October [that] featured EDS faculty as well as bilingual teachers and administrators from local K-12 schools. The focus was to raise awareness of Proposition 58: California’s Multilingual Education Act, which sought to reinstate bilingual education for all children in California. The second event was part of my EDS 250 class (Equitable Educational Research and Practices in Elementary School Classrooms). We hosted a calaca making workshop to celebrate Día de los Muertos, and to understand the historical, cultural, and political significance of this holiday in our border community. We hosted celebrated activist, educator, and muralist Victor Ochoa who led my students [and] UCSD community
On February 13, we co-hosted an event on Restorative Justice practices. This [was] part of my EDS 136 class (Introduction to Academic Tutoring in Secondary Schools), and featured educators from the San Diego County Office of Education. The purpose of the workshop [was to] introduce participants to restorative justice practices and the use of restorative circles to promote safe spaces for dialogue, and to build positive learning communities. Outside the Cross, [a] project that I have been working on with my colleague from EDS, Dr. Cheryl Forbes for the past few years [is] a Spanish Literature Club at Garfield Continuation High School in downtown San Diego. El club de literatura en español emerged out of the need for adolescent Latinx students attending a continuation/alternative high school to build their Spanish language and literacy skills. One of the goals of this club is to promote appreciation of bicultural identities and cultural knowledge of literature of Spanish-speaking communities. As a continuation high school that primarily serves students whose life hardships have left gaps in their [schooling], the school’s primary focus is on helping students graduate high school and [motivate] them to attend college. Given these objectives, the school is constantly seeking opportunities to better expose their students to rich academic and cultural opportunities.
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Our hope is to engage UCSD undergraduates [and] we have had two wonderful UCSD Spanish Literature majors help us design and facilitate club activities— Franklin Mejía, now one of our UCSD M.Ed./Single Subject Credential students, and Oslín Licea Chávez, one of our EDS undergraduate tutors. Having UCSD undergraduates who are able to relate to the high school students makes the clubcontent much more relevant to the students’ experiences and relationships to their heritage language. WHAT DO YOU LOOK FORWARD TO DURING YOUR TIME HERE? I [look forward to] teaching my EDS 140/139 class (Introduction to Action Research in P-12 Schools and Communities) in the Comunidad Room this quarter. My students and I love the space. I love teaching all of my classes, and the classroom space at the Cross makes teaching even more special. There is something about the community/ family feel of the Cross-Cultural Center that immediately welcomes all of us, which enhances the teaching experience. The energy at the Cross is contagious. I truly enjoy brainstorming ideas with Nancy and Edwina. I thank them for willing to listen to my crazy ideas [and for making] awesome things happen! It is wonderful to run into students at the Cross, and to learn about the work that many of them are doing through different student collectives and organizations to promote social justice. HOW HAS THE CROSS BEEN SUPPORTING YOU AS FACULTY-IN-RESIDENCE? The Cross-Cultural Center has provided amazing support, from being open to hosting my EDS classes and events, to even giving me a space to store my instructional supplies. But more importantly, every single person at the Cross has been super supportive and welcoming. 6 | Currents
Ben, for example, has been instrumental in accommodating and finding appropriate spaces for my class. I am truly humbled to be part of this community, one that welcomed me from day one with open arms and one that truly works towards promoting inclusive practices. I thank everyone at the Cross for making me feel so welcomed! ¡Gracias! HOW HAVE YOUR EXPERIENCES IN TEACHING IN MIDDLE SCHOOLS IN LOGAN HEIGHTS AND CITY HEIGHTS SHAPED YOUR PERSPECTIVES IN EDUCATION? Teaching is not about “saving” students, but about working in solidarity with our communities to challenge the status quo, inequalities, and injustices that continue to oppress marginalized communities. I was able to experience how deficit narratives about students “South of Highway 8” can influence policies and practices that call for the closing of the “achievement gap” without fully addressing institutional inequalities and discrimination. My time teaching in K-12 public schools taught me that building safe classroom communities where all students are affirmed [and] loved should be central in the philosophy of all teachers. I also learned about the importance of building strong partnerships with families and community members in order to work collectively to support the well-being and the academic growth of their children. Teaching is not just about helping our students become lifelong learners, but about using education as a vehicle to enact social justice, and as a vehicle to help our students become agents of change. Teaching is hard, but it is an amazing profession filled with joy. Education is a complex topic, and it deserves to be addressed with respect and care.
“Teaching is...about using education as a vehicle to enact social justice, and as a vehicle to help our students become agents of change.”
“Teaching is not about ‘saving’ students, but about working in solidarity with our communities to challenge the status quo, inequalities, and injustices that continue to oppress marginalized communities.” Brave Waves| 7
Volunteer Spotlight Helping out with everything from front desk shifts to Thoughspots to much-needed event support, volunteers are a wonderful addition to the Cross family. We thank them all for their wonderful work and the energy they bring to the space. Here are some of this year’s volunteers in their own words.
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JENNA HUGO I’m a sophomore from San Diego with a Undeclared Science/Social Science major. I saw space shuttle Atlantis take off from NASA’s Kennedy Space Center on a family vacation. My favorite book is Mary Shelley’s Frankenstein. My current obsession in music is Korean pop. Why do you volunteer at the Cross? I was in the [Social Justice Leadership Academy] last year, and that experience is why I volunteer at the Cross. Nancy and the Social Justice Educators shared experiences and ideas that were completely new to me as a freshman. The Cross became a space where boundaries don’t separate us or reinforce our differences. People learn from each other and support one another. It was the first time I felt truly connected and accepted at UCSD. I decided to apply for a volunteer position because of my passion for dialogue that engages with social justice. Because of the Cross, I’ve learned so much about myself that helps me understand the experiences of women of color, of Americans, and of privilege that are extremely relevant outside of college. I will carry everything I learned about social justice into my future, in order to understand the complexities of life.
VIVIAN NGUYEN I’m a 3rd year chemistry major from San Jose. Some things I like to do are gardening and drawing. Also I really like dogs! What’s been your favorite moment as a volunteer? I really liked making the flyer for the Winter Wellness event. I like to draw and do graphic design in my free time but I never have time for it with school, so doing the winter wellness flyer was an opportunity for me to do so. As for learning new skills. I’ve learned how to work and communicate better in groups.
LEILAH CLARK I am a 2nd year Visual Arts major with an equal love for playing music and watching videos of dogs. I was born in Chicago, but I’ve lived in California for my whole life. HAZEL BAKER-HARVEY I’m originally from Seattle, Washington and I consequently love the rain and coffee. I’m a 3rd year with a major in cognitive science and a minor in critical gender studies. My favorite animal is the white tiger, and the first time I saw one I definitely cried. What’s been your favorite moment as a volunteer? My favorite moment was the first time I successfully gave a tour, feeling like I could educate others about this great space.
What’s been your favorite moment as a volunteer? Being able to take part in planning the Winter Wellness event. I have been able to understand what truly goes into planning events and the coordination that is required between groups. I have enjoyed the front desk shifts where I interact with people who come into the space as well as the CCC staff.
What has surprised you most about working with the Cross? What surprised me the most about being a volunteer was how quickly I recognize and was recognized by people in the Cross. Brave Waves| 9
GERMAN PARTIDA I am a second year, ERC student [and] identify as a first-generation, Chicano student. My major is Political Science with a minor in Global Health. I was born in Boyle Heights, CA and raised in La Puente. A fun fact about me is that I took a trip to Cuba and was sick for half of the time there. What’s been your favorite moment as a volunteer? My favorite memory as a volunteer would be the time I helped during a Dia de los Muertos event. This was my first time volunteering and did not know what to expect. However, I had fun getting to know the other volunteers and the staff. By the end of this shift, I was impressed and proud of all the work we had accomplished together in such a short time. What has surprised you most about working with the Cross? I was intrigued by the genuine attitude of all the staff at the Cross. I believe this is something that is not found in all parts of UCSD. Nonetheless, for the times I have volunteered, everyone really expressed an interest in the conversations I had with them. This definitely made me want to further volunteer at the Cross.
DEISY RODRIGUEZ I’m a third year sociology major with a concentration on social inequalities and minoring in critical gender studies. I was born and raised in LA. I have 2 dogs back home and I miss them a lot when I’m at school! Why do you volunteer at the Cross? I wanted to volunteer at the Cross because I really like it here. It’s a cool and comfy spot to have lunch in or just take a nap so I thought it might be a fun opportunity.
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ITZEL RODRIGUEZ I’m a first year from San Fernando, CA and I’m majoring in International Studies – International Business. Why do you volunteer at the Cross? I volunteer because the Cross because it is a diverse environment. I knew that if I became a volunteer it would be an experience that would help me grow as a person.
MELISSA LEYVA I’m a 2nd year Thurgood Marshall student majoring in International Studies-Economics. I’m from Tulare, California, a town in the Central Valley. Fun facts: I’m obsessed with Game of Thrones and my cats. What has surprised you most about working with the Cross? What has surprised me most has been the amount of people that I’ve had the opportunity to interact with: the staff, other volunteers, people from other organizations and resource centers, and people that attend CCC events. Another thing that has surprised me has been the amount of events that the CCC organizes and puts on for the community. I had only been slightly familiar with the Cross when I started volunteering and had no idea about all the programs and events that they put on. What would you tell someone who is thinking about becoming a volunteer? It’s a great way to meet people and develop skills [for] other areas of your life, [like] internships [and] careers. If you are willing to put in some time, you should definitely check it out.
CARINA QU I’m [a] second year studying Economics and Studio Arts. During my free time, I like doing sports and hanging out with friends. I love designing as well and one of my dreams is to become a designer. My hometown is Suzhou, China. Why do you volunteer with the Cross? Being a volunteer here at Cross is a really unforgettable experience. I have done lots of volunteering since high school, such as [teaching] children who live in the mountains and [helping to] raise funds. Here in the Cross, I want to help and know more people with different backgrounds. What would you tell someone who is thinking about becoming a volunteer? It will be a fun, meaningful and valuable experience for you. I get to learn about social justice issues and I enjoy the biweekly meetings with my peers. You not only [get to] know more people, but also be more involved in school activities and develop your personal skills.
YORDANOS TESFAI I’m a first year Mechanical Engineering major with a minor in Ethnic Studies from San Diego. I’ve been playing soccer since I was four years old. I am fluent in French and I love learning about different cultures and understanding the shared similarities and distinct differences with people from around the world!
BRENDA GUTIERREZ I was born and raised in Boyle Heights, Los Angeles. I am a third-year student majoring in Sociology with a minor in Education. When I’m not at school I love spending time in the kitchen trying new healthy recipes and spending time with my two cats. I am a certified yoga instructor and speak Spanish and French. What’s been your favorite moment as a volunteer? My favorite moment as a volunteer was assisting in a workshop that focused on self-care during midterms. Listening to the stories of how other students deal with stress not only helped me find new ways to manage my own stress, but [also] gave me a sense of comfort that I’m not in this alone. What has surprised you most about working with the Cross? I was surprised at how despite feeling tired at the end of the day, working a volunteer shift always seemed to put me in a better mood. Focusing on something other than school work for just 30 minutes or an hour helped me recharge. I think sometimes as students we get caught up in all the demands of the day and forget that taking a break and listening to other people’s stories is good for our souls.
What has surprised you most about working with the Cross? The most surprising moment of working at the Cross would be how I learned about the direction I want to take in terms of my major, by being exposed to individuals who are planning to use their major to help underserved communities, to promote social justice and equality to contribute to all communities. This has helped me guide myself to go into a field where I can help others. Brave Waves| 11
sociAL Justice Leadership ACAdemy
Now in its second year with increased participation, the Cross-Cultural Center Social Justice Leadership Academy (SJLA) is an interactive cohort of undergraduate student leaders invested in learning and applying skills addressing social equity, diversity, and inclusion, using a social justice framework. SJLA students learn concepts that combine theoretical framework, lived experiences, and apply knowledge of social concepts to past and current practices, including evolving trends and popular culture. The cohort meets a total of six times with three meetings each in Winter and Spring Quarter. Midway through the cohort, SJLA provides opportunities for these students to meet in small groups, discuss research, and facilitate teach-backs on a topic of their choice, applying the concepts learned in class.
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WHAT HAVE YOU LEARNED THROUGH THE PROGRAM ? LUCY WU: SJLA puts social justice into perspective for me. It gives me context, the how, and why an injustice exists, and offers a place for reflection of how all the different identities that make up who I am affects how I perceive the world. It’s an honor to be able to listen to how other people in SJLA talk about the same situations, or bring up new aspects of an issue I hadn’t thought about before.
WHAT ARE YOU LOOKING FORWARD TO IN SJLA? LAURA VALENZUELA: I’m excited to have a guided learning experience for learning social justice terminology. It’s something I’m really passionate [about] but being in STEM, [I] don’t get many opportunities to cultivate that part of your knowledge unless [I] actively seek it out [myself].
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TAlking White
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Gabe Schneider
Artist's statement
Created for the “#BLACKATUCSD” campaign in 2016, I wrote this piece as a reflection on Black Intersectionality. It is my own personal experience and although I didn’t consider this when writing the piece, it provided a platform to get out years of frustration. I don’t in any way think of myself as brave for living out my own experience, but I do resonate with the theme “Brave Waves” in that the #BLACKATUCSD campaign pushed me to dig deep and publish something personal. Instead of just talking to a close circle of friends, it inspired me to take it further -- I think that’s what this theme is all about. One day, you’re going to be successful. One day, you’re going to be in politics. One day, you’re going to change the world. This kind of praise isn’t unique — many children are propped with inspirational compliments when they’re young. The type of (unnecessary) praise that has always stuck with me, however, went a little bit something like this: “You’re black, but you ‘talk white,’ so ‘you’re going to be successful someday.’” Maybe it came from a friend of the family. Maybe it came in the form of a passive comment from someone during an event. Who it came from doesn’t really matter; what matters is how we discuss this issue moving forward. Let’s be very clear: there is no such thing as “talking white.” Being black is not a way of speaking and being black with a college degree and speaking with inflection doesn’t make you less educated. I grew up Black. I grew up Jewish. I grew up mixed.
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My Dad is Black. My Mom is White. This intersectionality — the overlap of social identities and how they cannot be simply expressed as one or the other — is relevant to this experience. My understanding of Black intersectionality is very much a part of how I approach the world and how I deal with this type of tokenism. This idea of, “you’re one of the good ones,” because you “talk white,” is not something that explains away racism, nor does it make any experiences of racism any better. For me, Black intersectionality is walking to my Mom’s car and being asked what I’m doing and why I’m “stalking around the area.” For me, Black intersectionality is the uncertain looks I receive from those in a synagogue, never quite sure if they’re judging why I’m there or simply looking over at me. For me, Black intersectionality is always feeling like the odd one out in some family photos, but never doubting for a moment that my family loves me.
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Just because I may “talk white,” doesn’t mean I don’t deal with problems of racism. Tokenism is still very much a part of our society as a whole and just because I’m your one black friend, that doesn’t mean you can say “Niggah” in front of me and expect a laugh. These comments still impact me, even if you don’t think I’m Black enough to care. I grew up in a household where, for most of my childhood, I was sheltered from actually noticing racism and often, what was happening right in front of my eyes. I was lucky in that my superheroes were not just Superman, but Static Shock, a black teenager from Dakota City who deals with his super powers through the lens of racism, among the normal tensions of a superhero. I wrote elementary-school reports, not just on FDR, but on Frederick Douglas. And when I spent my time reading, I never made assumptions about the characters race without context from the author.
I’m counting the days until someone says something to me about “talking white” again — or worse, until someone discusses why they don’t agree with a particular black person in the media because of the way they speak. How long is it going to take before Black Americans, college degree or not, don’t have their intelligence questioned because they don’t “talk white.” I’ve spent a lot of time thinking about how I wanted to address this issue from a personal standpoint. The #BlackAtUCSD campaign is the inspiration I needed to finally write something personal and act on those thoughts. I know who I am and I shouldn’t miss an opportunity to speak on it. So I guess the question I’m trying to pose to those who disagree is this — can you tell how black I am? How about my black friends? Do I write white too?
Editor’s Note: #BlackAtUCSD is a social media campaign that was hosted by the Black Student Union in Spring 2016. Event organizer Andre Thompson said, “Usually the conversation of Blackness is only brought up when racist events come up across the country and people quickly forget the reality of being Black on an everyday basis.” According to its Facebook event page, “the hashtag acts as an archive of Black life as well as Black experiences here at UCSD... #BlackAtUCSD is a two fold approach to build the consciousness of nonblack students and bring awareness about the Anti-Blackness that perpetuates itself at UC San Diego, as well as build the politics of current Black students at UCSD.” Sources: #BlackAtUCSD event page: https://www.facebook.com/events/1540972859535024/ “Students Launch #BlackAtUCSD Social Media Campaign” by Josh Lefler for the Guardian: http://ucsdguardian. org/2016/04/11/black-student-union-organizes-blackatucsd-social-media-campaign/
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