Walking Each Other Home: Part 1
Themes: mindfulness, social justice, culture awareness
Themes: mindfulness, social justice, culture awareness
There is an African proverb, “To go fast, you must go alone. To go far, we must go together.” I imagine that best describes what community and connection means to me on a very intimate level. Yet, the question that still begs to be answered is how do we find a way to connect with each other when we live in such separate and divided communities? How do we acknowledge and let go of the assumptions and stereotypes that we’ve accumulated about those who live outside our familiar communities and who are ethnically and culturally different from ourselves? How do we break the cycle of fear and distrust, so that we can come together authentically in friendship and connection?
These are but a few of the important issues that are needed to be talked about before we can truly come together as a nation, as a community and in our personal relationships. We cannot keep talking about each other without giving voice and hearing the voices of those we have been taught to be afraid of or to avoid.
There is no shortcut in the journey to create community and connection with those who we do not know or understand. We each must take the time to walk each other home.
Someone once said: “Once a seed has been planted and the dream of a better world is experienced, we can never go back. The heart wants more because it has seen what can be possible. No good dream has ever died, it has only gone asleep, waiting for one day to be awakened again.”
Themes: Nevada, environment, justice
Nevada has vast landscapes, both barren and beautiful. It is home to more than 3 million inhabitants, living in large urban centers, small cities, and remote ranches and communities throughout the state. Our state’s history has been linked economically, socially, and environmentally to industries like the railroad, mining, and large-scale ranching and agriculture. These issues continue to have a considerable impact on both local rural communities as well as the more densely populated urban centers. What are the environmental concerns of tribes, as well as urban and rural Nevadans? What are the local concerns and global issues related to mining, water, and urban development? Where do these environmental issues intersect with diversity and inclusion? Learn where you’re at by attending this session as we explore the issues of mining, water, and urban growth across Nevada.
Becky’s passion is environmental history and its ability to weave together social, economic, political, and environmental science issues of the past to create a more comprehensive narrative of our interaction with both built and natural environments.
Laura teaches in the environmental and resource science program at NSC. She is passionate about education and collaboration leading toward a sustainable use of resources. Her background in geology and chemistry led her to research related to caves, springs, and air quality in Mexico and the U.S.
Kate’s teaching and research experience is in water governance, environmental conflict analysis, the cultural politics of water, geographies of social identity, and Indigenous water issues. She has worked in the western U.S., Latin America, and the Pacific.
Themes: hegemony, diversity, equity
This session will guide participants in looking at their online classes (or even their face-to-face classes) and picking aspects that they want to be more equitable for students. It will also encourage participants and practitioners to understand how a majority of what we teach and how we teach it is situated in whiteness and will ask for a level of criticality from participants in order to ensure equity can be achieved.
Lindsay looks to provide more equitable learning opportunities for students by helping faculty be reflective practitioners in aspects of creating, designing, and implementing online courses. She has two amazing kids who are students within the Clark County School District. She is a product of Nevada education, having grown up and earning three degrees from UNR and UNLV combined. Lindsay is also a huge Trekkie.
Themes: anti-oppression; power-based violence; trauma-informed
Approximately 20–25% of female college students are sexually assaulted during college. More marginalized students are at even greater risk for experiencing power-based violence. Most students won’t report their assault to any official reporting office, meaning they exist “under the radar.” Therefore, we can be certain that we have, will, and are interacting with victim-survivors of power-based violence whether they disclose it or not. This workshop will empower office and department leadership to create a supportive environment for students who may be impacted by power-based violence, provide information on how to respond to disclosures, and how the care center can help.
Margaret received her doctorate in sociology from the University of Kentucky in 2019, where her research focused on using intersectional theory and methods to examine gender-based violence. She is particularly interested in connecting theory and methods to practice with a focus on the experiences of our most marginalized students.
Ashley has a background in education and advocacy, and she highly values community engagement strategies and inclusive seats at the table. Ashley specializes in developing trauma-informed supervision, policies, procedures, and programming such that the needs of those most marginalized are always being centered.
Bibiana is a care advocate alumna who joined the care center as the direct services coordinator in the spring of 2021. Bibiana provides all of our clients with services that are rooted in anti-oppression, and that are trauma-informed, and healing centered. Bibiana is responsible for case management services in response to students who have experienced power-based violence.