Tag Archives: social work education

50 / 50 ≠ Unity

Carol A. Hand

As I watched the electoral maps change when the election results were tallied this week, the micro-divisiveness within and among states was so obvious. So much for “the united states!” I was momentarily saddened because the “blue wave” that was supposed to end poverty, war, hunger, homelessness, imprisonment of migrant families, police brutality, and oppression didn’t happen. And then I realized that many of the races, especially at the national level, were almost equally divided between the “blue wave” and the “red tide.”

2018 U.S. Electoral Map

(Interactive maps, Huffington Post)

From the perspective of someone who has witnessed the divisive effects of 50/50 “democracy” for Indigenous forms of consensual governance, that’s not surprising.

While watching the maps change, I thought about the students I have taught in the past and continue to work with now who come from many of the slightly tinged “red” or “blue” communities. It’s a nation divided. It’s not what I want the next generations to inherit.

To be honest, I don’t have time to write a thoughtful well-researched analysis. But I do want to make a point about the value of education. Hopefully, education can help pass on the knowledge and skills that enable us to reach across divides to understand each other and build common ground. We do, after all, need to work together if we really want a peaceful world and healthy environments and communities.

These reflections bring to mind Jane Addams and the women of Hull-House. Their legacy is often unknown, even among newer generations of social work students. Together, they demonstrated how to work with knowledge, empathy, and passionate compassion to build solidarity and create respectful, inclusive alternatives to discriminatory, divisive, and punitive policies. They lived among the poorest new immigrant arrivals in Chicago. Instead of fostering divisions, they brought people together to learn and share. Among the issues they successfully addressed were child labor, unfair treatment of workers, infant and maternal mortality, tenant rights, city sanitation, and the creation of juveniles courts.

My hope is that the students I work with will learn from the examples of the Hulll-House women. Students are already familiar with life in divided communities in the forgotten little towns of this nation.

These are the kinds of students I prefer to teach. Early in my late-life career when I entered academia to become a scholar and educator, I made an important decision. Instead of choosing to work in prestigious research universities that served students from privileged backgrounds like the schools I had attended, I chose settings with students from backgrounds similar to mine. My father had a 9th-grade education, and although my mother did have a degree as a Registered Nurse from a prestigious university, she grew up poor on an Ojibwe reservation. Her education was made possible by the kindness of a wealthy Euro-American woman who owned a resort where my mother had worked as a teenager.

My mother repaid this gift by sending me off to school in the city where she studied decades before. Chicago. It was there that I met the educator who showed me how to teach, Sister Lorita. I wrote about her gift in an older post, “The wonder of life in a blade of grass.” Her example and caring affected me more profoundly than I realized at the time. I was my grandson’s age then, 19.

I am much older now. And I am very fortunate to still be able to teach a subject that is perhaps the most important foundation for life, research. As a former colleague, Maxine Jacobson,  observed, we are born researchers, inquisitive about the world around us. We lose our sense of wonder and curiosity as we age, though, through the processes of socialization. My job as an educator is to try to unlock those gifts once again, to help students remember how to be curious. To notice, explore, observe, reflect, and test the limits of what they’ve been taught and what they know.

I wonder what would happen in all of the “red” and “blue” communities if the people who lived there had a chance to be curious. The phenomenon I would like them to consider and explore is the miracle of life in a drop of pure water. Water is something that connects all life on our plant. We can’t live without it. I wonder if there is a way to refocus peoples’ attention on things that really matter.

***

Amity Creek – September, 2018

***

This semester, my colleague and I are trying an experiment. Students are working as teams to explore the quality of water in their communities by designing little research studies, talking to community members and staff in local agencies in charge of water treatment about the quality and threats for this resource, and planning community awareness activities. As “emic” (insider) researchers in their communities, what they learn is more likely to be useful to other residents including their own families.

I also wonder what would happen if education focused on awakening curiosity sooner than college. Youth would grow up more aware about the health of their communities. That is exactly what happened in a Photovoice study of water that involved Indigenous youth. I wonder if similar initiatives during elementary and high school years could bring the children from red and blue families together to understand, care about, and protect a precious resource they all need in order to live.

I do envision the possibility of a “blue wave” in the future, but it isn’t one that divides people along political ideological lines. It’s one that unites us to care for each other and the “pale blue dot” we all share in common.

***

Advertisements

The First Day of Fall – September 22, 2018

Carol A. Hand

“Stewardship is an ethic that embodies the responsible planning and management of resources. The concepts of stewardship can be applied to the environment and nature, economics, health, property, information, theology, etc.” ( Wikipedia)

***

Teaching requires discipline
“Acting when the time is right”

***

Looking East at the sun rising – September 22, 2018

***

I arise early on class day
to give myself time to reflect and prepare
greeting the morning just before sunrise
gazing up at the cloudy grey skies
transforming miraculously before my eyes
ever pinker flowing clouds glowing above
trees of shimmering gold, orange, and red
an important foundation for
contemplating the things I love

*

Preparing enough to put stage fright aside
(still a constant despite decades of teaching and public speaking)
enabling me to be present in the moment
to adapt approaches spontaneously
and address whatever needs arise
trusting the step by step process
of opening hearts and minds
to creative, constructive possibilities

***

Looking west at the sun setting – September 22, 2018

***

Giving thanks at the end of the day
for opportunities to model stewardship
for the sake of future generations

***

Sunset – September 22, 2018

***

Reflections on a Rainy Thursday in September

Carol A. Hand

Who would believe it?

That inspiration for grading student papers

would come from advice inside a fortune cookie?

“Nine tenths of education is encouragement.”

I will just have to wait and see

if following this advice helps students

overcome at least some of their fear

about taking a course in “research”

***

Rain-kissed Petunias – September 20, 2018

***

An apt quote from my horoscope on an unremarkable day a while ago:

“Research is what I’m doing when I don’t know what I’m doing.” (Wernher von Braun, rocket scientist)

***

 

Exploring Connections – Clean Water and Healthy Communities

Carol A. Hand

Autumn is always a busy time with gardens to harvest and a college course on research that needs to be updated. My colleague and I always try to consider what students will need to know for their work with people in the future. This year, we decided to focus on weaving our courses on research and community practice together even more tightly to help reduce confusion and workloads for our students. The shared focus we chose was exploring the connections between access to clean water and healthy communities.

Of course that means I have an opportunity to learn more about research on another topic that is relatively new to me. Fortunately, working collaboratively, my colleague and I discovered a number of important resources that we plan to share with students. Because this topic is so crucial for all of us, I’m sharing some of those resources here, too.

Lake Superior (Hawk Ridge Bird Observatory) – Autumn 2017

Following is an overview of what we have drafted thus far for our classes.

***

The focus of our work this semester will be on the connections between access to safe water and community health. Water is essential for life on our planet, yet many of us have grown up in communities where we learned to take it for granted. This is not the case for many people around the world. As climate changes accelerate and water supplies become endangered by pollution from many sources, issues affecting water quality are beginning to affect all of us. The question we need to consider as social workers (and members of communities) is what can we do to assure access to clean water before it is too late.

It is estimated that 80 percent of the world’s population lives within sixty miles of the coastline of an ocean, lake or river. (Wallace, 2014, p. 9)

Coastline communities are profoundly affected by the cleanliness and quality of the nearby water. Proximity to water doesn’t mean that access to clean water is a simple matter, even in countries that are classified as “economically and/or technologically developed,” like the United States. Outdated plumbing and pollution from natural or anthropogenic (human-caused) disasters have threatened water supplies. Communities that are economically or technologically disadvantaged face a host of other challenges.

Picture a day without clean water: You wake up to dirty clothes and bedding, as laundry is limited. You don’t take a shower, you can’t wash your face, and there is no coffee. As a woman in some places, you must take your daughter on a six-kilometer trek to fetch water for the day’s cooking, drinking, and caring of ill family members. To go to the bathroom, you wander deep into the fields, which is not only an inconvenience—it’s a safety risk. Besides snakes, spiders and aggressive animals, there are also ill-intentioned men. Sexual harassment and rape are not uncommon. (WWF, n.d., para. 1)

Wallace’s (2014) research points out that there are deeper connections between human communities and water beyond the physical necessity of water to sustain life.

There’s something about water that draws and fascinates us. No wonder: it’s the most omnipresent substance on Earth and, along with air, the primary ingredient for supporting life as we know it… Water covers more than 70 percent of Earth’s surface [96 percent of it saline]; 95 percent of those waters have yet to be explored. From one million miles away our planet resembles a small blue marble; from one hundred million miles it’s a tiny, pale, blue dot. ‘How inappropriate to call this planet Earth when it is quite clearly Ocean,’ author Arthur C. Clark once astutely commented. (pp. 8-9)

Our innate relationship to water goes far deeper than economics, food, or proximity, however… [W]e spend our first nine months of life immersed in the ‘watery’ environment of our mother’s womb. When we’re born, our bodies are approximately 78 percent water. As we age, that number drops to below 60 percent – but the brain continues to be made of 80 percent water. (p. 10)

Lake Superior (Palisade Head) – Summer 2017

Without access to clean, safe water, life itself is at risk. Research and community practice provide us with a valuable opportunity to learn from the experiences of people in our local region, in our nation, and around the world. Communities both near and far have had to deal with disasters that left them without access to safe, life-sustaining water: hurricanes, droughts, forest fires, wars, toxic chemical spills, or faulty water and sanitation systems. From a social work perspective, access is important for the people we will serve at both the micro and macro levels of practice. This semester, in both research and practice with community systems, we will identify ways to explore issues affecting access to clean water and related consequences, as well as the effectiveness of organized community-awareness initiatives and innovative solutions among communities and community systems.

***

One of the most powerful videos I have watched about the connection between clean water and community health is the story of what happened to the Pima and Tohono O’odham peoples in southern Arizona when the river that once flowed through their homeland was diverted to provide water for white settlements and cities. After decades of fighting to restore the tribe’s water rights, Attorney Rod Lewis negotiated a settlement with the state of Arizona that guaranteed the return of water and funding to build the necessary infrastructure. The following video clip, from Unnatural Causes – Bad Sugar, tells the story of one of the tribe’s recovery initiatives:

https://www.unnaturalcauses.org/video_clips_detail.php?res_id=47

In case anyone is interested in finding out how safe drinking water is in the U.S., the following article includes an interactive map with county-level data that lists reported violations: http://www.sciencemag.org/news/2018/02/millions-americans-drink-potentially-unsafe-tap-water-how-does-your-county-stack .

“Thousands have lived without love, not one without water” (W. H. Auden, 1957, First Things First)

Works Cited:

Nichols, Wallace J. (2014). Blue mind: The surprising science that shows how being near, in, on, or under water can make you happier, healthier, more connected, and better at what you do. New York, NY: Little, Brown and Company.

WWF (n.d.). Stories – Clean water for healthy communities. Available from https://www.worldwildlife.org/stories/clean-water-for-healthy-communities.

Without Warning

Carol A. Hand

The long-awaited spring is finally here
Kneeling on earth, hands in the dirt
tending resting gardens with love
not knowing what has survived winter
or what will grow once planted

Blissfully unaware in the north wind
that disaster struck just across the river
I’ve grown accustomed to dark smokestack clouds
billowing toxic fumes from factories to the east
I’ve learned not to breathe deeply
when the wind blows from the east

View of the refinery fire from my yard across the St. Louis River, April 26, 2018

***

Those to the south were not so lucky yesterday
Black toxic towers rose and blew south
when the oil refinery exploded and caught fire
Though the disaster was just a few miles away
no warning sirens sounded in my neighborhood
I guess the city saves those for periodic tests

People on this side of the river went on with their lives
not knowing the city of Superior shut down schools
or that a “shelter in place” order for my neighborhood
was issued for this morning when the wind
was due to shift and blow from the east

Another view of the Superior fire from my neighborhood

***

I think of people in Syria, Palestine, and Puerto Rico,
Houston, Florida, and San Bernadino
Lives lost and homes destroyed with little warning
yet we live unaware of disasters waiting to happen
hoping that we won’t be downwind when they do

Addressing the threat is not a simple undertaking
Assigning blame and expecting others to fix this
are not constructive responses to complex predicaments
Perhaps this is a topic for students and all of us to explore
How can we bring communities together to dialogue?
To listen respectfully to diverse perspectives,
negotiate a shared future vision, and find common ground
that inspires wise collective action?

The imminent danger has passed here – this time

Connections and Synchronicity?

Carol A. Hand

This morning, the odd synchronicity of disparate experiences came to mind. “The simultaneous occurrence of events which appear significantly related but have no discernible causal connection,” played out recently in both a serious and amusing way. Students in the macro practice lab I am co-teaching (focused on organizational, community, and social change) were required to watch a video, “The Century of the Self- Part 1: “Happiness Machine.”

Exposing people in their 20s and 30s who have lived in rural communities most of their lives to the video is not always effective. It presents information that is new and not easily understood. Yet as future social workers, it is crucial for them to have some critical awareness of the larger social forces that affect them and the people they will serve in their careers.

Reading the notes the most recent class wrote confirmed the difficulty. So I took my own notes and included them in the Power Point for class discussion. Excerpts are below.

Consumer – Microsoft WORD Clip Art

The Century of the Self – Part 1: “Happiness Machine”

This is “the story of the relationship between Sigmund Freud and his American nephew, Edward Bernays. Bernays invented the public relations profession in the 1920s and was the first person to take Freud’s ideas to manipulate the masses. He showed American corporations how they could make people want things they didn’t need by systematically linking mass-produced goods to their unconscious desires” (YouTube overview, emphasis added).

Consider the subtitle of this first part of the documentary, “Happiness Machine” How does this relate to the overall message of this video?

The preface to the video introduces Sigmund Freud’s theory about human nature. Simply stated, Freud theorized that all people carry primitive sexual and aggressive forces hidden deep inside. If these forces are not controlled, societies will be filled with chaos and destruction.

What are your thoughts about Freud’s perspective? Our guess is that it’s easy to conclude that the theory has merit if one views society today. Now consider the same question from the perspective of your ancestral roots. Do you think Freud’s theory explains your ancestors’ motivations and your own?

The preface of the video also explains that the purpose of this series was to raise awareness about the ways in which Freud’s ideas have been used by those in positions of power “to control the dangerous crowd in an age of mass democracy.”

How does the timeframe of Bernays’ work fit with shifts in the focus of social work practice and social welfare policies? Can you see any links to your ancestors’ experiences during this historical era?

Part 1 describes the central role that Bernays played in popularizing and applying Freud’s theories to “manipulate the masses,” working both with politicians and corporations.

What are some of the ways Bernays employed theories to promote US entry into war, increase cigarette sales for tobacco corporations, or buffer corporations from overproduction when WWI ended?

Strategies for social control in times of peace followed, involving “the engineering of consent.” How was this done?

Stuart Ewen, historian and author, noted that the emergence of democracy had changed the relationship of power that governed the world. He described how Bernays’ strategies gave back power to the ruling elite by “giving people some kind of feel good medication that did not alter their objective circumstances … even if it meant stimulating the irrational self.”

The Great Depression ushered in by the 1929 stock market crash required a different approach to governing. Franklin D. Roosevelt believed people were rational and he wanted to know what they thought as he began to initiate a series of interventions to address massive social issues that affected them. He turned to George Gallup who had developed a way to poll peoples’ opinions scientifically without introducing emotional bias. It gave citizens a rational voice so they could take part in government.

With Bernays’ help, “big business” fought back with an ideological attack on the New Deal to regain power by creating emotional ties to corporations. The 1939 World Fair presented an opportunity to manipulate people to believe that democracy would not exist without capitalism and the goods it produces.

“Active citizenship” was replaced by “passive consumers.”

Consumer – Microsoft WORD Clip Art

A day after I posted the notes, I found myself face-to-face with the consequences of consumerism. My granddaughter’s birthday was coming up. She has discovered therapeutic coloring books and loves the challenge of using her new pens to create intricate patterns of many colors. For her birthday, I offered to let her choose a new coloring book. She was excited. Off we went to a “big box” store to see what we could find.

The store was filled with people browsing art supplies, plastic flowers, craft kits, and aisles of yarn. We perused all of the merchandise several times unsuccessfully. The only three staff in sight were womanning the cash registers, nonstop. There were no roaming staff to ask for help, so I asked a young girl if she had seen any coloring books.

“She’s my daughter,” boomed a woman’s voice behind me. “She doesn’t work here.”

I turned and smiled. “I didn’t think she worked here. But I thought maybe she had seen coloring books. My granddaughter and I are trying to find them and we haven’t been able to find any staff people to help.”

The woman came up to us and asked her daughter to help us look, so they both joined the search. Even with more people looking, we still had no luck.

“I know how to get their attention,” the woman finally said. She walked over to the rows of yarn and grabbed two huge balls of yarn and stood below the surveillance camera posted high on the wall. She shoved the balls into the top of her shirt and held up her arms and waved them at the camera. “This should get someone’s attention!”

She was right. A humorless dour-faced man walked through a hidden side door. “Where are the coloring books,” she shouted.

“By the cash registers,” he replied before he turned without further comment and disappeared again.

Tears from laughter were clouding my vision as we headed to see if we could find coloring books. No luck. My granddaughter was undaunted. Despite the long lines at the registers, she asked one cashier to help us. The books we found were for little children and not at all what she wanted, so we ended up buying a gift card for a bookstore instead.

The connections between the legacy of Bernays’ machinations and big box stores are quite obvious, although that’s not a lesson that seemed timely for a little girl turning 11 who loves the challenge of coloring and creating something beautiful.

My granddaughter’s portrait of her Ahma – July 8, 2017

Hopefully, there will be times in the future when we can laughingly recall our adventure and discuss the deeper implications. For the time being, she can enjoy an activity that doesn’t involve dangerous and addicting technology.

Ah how I wish I were as courageous as the woman who helped us. I can only imagine what her daughter thought, though. And I am left wondering what Bernays would think of the man hidden away to merely watch customers and do little to help them consume…

 

Exploring Our Roots

Carol A. Hand

Celebrities have never inspired me. I may appreciate their prowess or art, their courage, discipline or tenacity, but I wonder why that somehow makes them more worthy of admiration than the hard-working people we meet in our everyday lives. Fame-seeking behavior is not the best attribute for those who would be leaders or role models for others. “Making it big,” “being a winner,” in a society that worships status at any cost doesn’t mean one is kind, generous, wise or compassionate. Those are the hard-won characteristics I value far more than media recognition and acclaim.

The greatest gifts in my life have come from thoughtful neighbors, teachers, friends, or random kindhearted strangers who shared their wisdom and kindness because that’s what they do. They give of themselves to others without expecting recognition or fame. I only hope that I can learn from their examples to be humbler, a little wiser, and compassionate enough to do the same. To listen, to care, to give what I can without expecting anything in return.

Yet if I were to choose a role model to admire, it wouldn’t be Steve Jobs, it would be Jane Addams. Steve Jobs made a fortune by developing technnological devices that have, over time, increasingly distracted people’s attention away from their immediate surroundings. (In class yesterday, many students pulled out their iPhones or iPads to look at pictures of trees for an assignment rather than gazing out the window at the tree-filled college grounds surrounding us.) Jane Addams, on the other hand, used her inheritance to live among some of the poorest immigrants in Chicago during the tumultuous years at the turn of the nineteenth century to address serious health and social justice issues. She, and her friend, Ellen Gates Starr, wanted to be good neighbors in their new home. They wanted to help build a healthier, more inclusive sense of community.

“The essence of immorality is the tendency to make an exception of myself” (Jane Addams).

*

“… the good we secure for ourselves is precarious and uncertain, is floating in mid-air, until it is secured for all of us and incorporated into our common life” (Adams, 1961, p. 76).

*

“Social advance depends as much upon the process through which it is secured as upon the result itself” (Jane Addams)

*

“Nothing could be worse than the fear that one had given up too soon, and left one unexpended effort that might have saved the world” (Jane Addams).

Hull House, Chicago, Illinois – Wikipedia

 

Addams’ work has been a beacon of hope to many. Following is a poem written by Gwendolyn Brooks, an award-winning poet and author, to honor Addams’ many contributions.

Jane Addams (by Gwendolyn Brooks)

I am Jane Addams.
I am saying to the giantless time –
to the young and yammering, to the old and corrected,
well, chiefly to the children coming home
with worried faces and questions about world survival –
“Go ahead and live your life.
You might be surprised. The world might continue.”

It was not easy for me, in the days of giants.
And now they call me a giant.
Because my capitals were Labour, Reform, Welfare,
Tenement Regulation, Juvenile Court Law (the first),
Factory Inspection, Workmen’s Compensation,
Woman Suffrage, Pacifism, Immigrant Justice.
And because
Black, brown, white, red and yellow
Heavied my hand and heart.

I shall tell you a thing about giants
that you do not wish to know;
Giants look in the mirror and see
almost nothing at all.
But they leave their houses nevertheless.
They lurch out of doors
to reach you, the other stretchers and strainers.

Erased under ermine or loud in tatters, oh,
money or mashed, you
matter.

You matter, and giants
must bother.

I bothered.

Whatever I was tells you
the world might continue. Go on with your preparations,
moving among the quick and the dead;
nourishing here, there;
pressing a hand
among the ruins
and among the
seeds of restoration.

So Speaks a giant, Jane.

Source:  neenywritesagain, blogspot.com

*

In these times, US leaders whose ancestral roots originated in other “lighter-skinned” nations around the globe are spreading fear about newer “darker-skinned” immigrants, fomenting hatred and divisiveness. My colleague and I are countering those messages. We are asking our students to learn about their ancestral roots and the historical roots of the profession they wish to enter.

***

Module I – Exploring Personal Roots and the Roots of Social Welfare Macro Practice

How many of us wonder why people behave the way they do? Certainly as future social workers this is an obvious question we must answer. If we’re thoughtful, though, we quickly realize that there is no one easy answer. In a very real sense, how we think and behave depends on when and where we were born, what we experienced as a result of our inherited statuses in our particular social context, and how we have been socialized.

Understanding each client and colleague we encounter is only possible when we understand our own values and perspectives and how they were formed. Knowing more about our ancestral roots and how they have changed over time in response to changing circumstances provides a crucial foundation for beginning the ongoing journey of understanding who we are. The purpose of Module I is to help you begin to explore the importance of your ancestral roots within the context of changing historical environments.

Our work with clients is also influenced profoundly by the dominant values and beliefs embodied in the social institutions that prevail during our life time. Like the lives and circumstances of our ancestors, the values and goals of social welfare institutions have shifted throughout history. Changes in institutional values and beliefs have not always been beneficial from the perspective of social workers or the vulnerable clients they serve.

In order to assess where we are now, it is essential to consider the roots of social welfare and the shifting roles of social work in the US. The course readings for Module I describe the values and institutions adopted by the US in the early years, and the pioneering efforts of Jane Addams and the women of Hull House to address compelling human suffering, exploitation, and marginalization.

Perhaps your ancestors were among the thousands of immigrants who benefited directly from their work. Certainly all of our lives were affected in largely positive ways by the many policy and institutional reforms they inspired. It is our hope that a deeper understanding of your personal and disciplinary roots will prepare you to meet the challenges ahead in creative ways to foster healthy, inclusive communities as Addams and her colleagues did more than a century ago.

***

The work of Jane Addams, Ellen Gates Starr, and “the women of Hull-House” is an essential foundation for understanding how to build understanding and inclusive communities. No jobs were too demeaning.

“We were asked to wash the newborn babies, and to prepare the dead for burial, to nurse the sick, and to ‘mind the children.’” (Addams, 1961, p. 72).

Listed below are some of the resources my colleague and I have shared with students in case you are interested in sharing them:

Jane Addams – Biographical by Nicholas Murry Butler that is posted on the Nobel Prize Laureate website in honor of the Nobel Peace Prize she was awarded in 1931.

“Publicly opposed to America’s entry into the war, Miss Addams was attacked in the press and expelled from the Daughters of the American Revolution, but she found an outlet for her humanitarian impulses as an assistant to Herbert Hoover in providing relief supplies of food to the women and children of the enemy nations, the story of which she told in her book Peace and Bread in Time of War (1922).”

Chicago 1880s – 1930s: A Tale of Two Cities (5.42 minutes)

The Women of Hull House – Part 1 (12.46 minutes)

The Women of Hull House – Part 2 (15.01 minutes)

Although my colleague and I need to rely, to a large degree, on technological innovations Steve Jobs made possible, we are using those tools to enlighten rather than to divide and distract. Our integrated learning hybrid program helps students who work, care for families, and commute to access college education that might otherwise be unattainable. I just wish education was more affordable, or preferably, free. Perhaps someday it will be…

Acknowledgement:

After reading this post, my dear friend and colleague, Cynthia Donner, gave me permission to publicly thank her for being a supportive, inspiring partner in our ongoing experiments to make learning more engaging and relevant.

Afterword:

Tragically, Hull-House finally closed its doors in the spring of 2012. It was a warning sign of hard times ahead without the visionary leadership of gentle and unlikely giants like Jane Addams. (For more information, please visit the following link: World Socialist Web Site, wsws.org)

Work Cited:

Jane Addams (1961). Twenty years at Hull-House. New York, NY: Signet Classic.

 

 

Dealing with Change

Carol A. Hand

Banyan Tree, Lahaina, Hawaii – Photo by Melikamp – Own work, CC BY-SA 3.0, 15 November 2009 (Wikipedia)

***

Greeting the morning contemplating Lahaina’s Banyan Tree
removed from its homeland, an involuntary out-of-place refugee
planted on an island far away commemorating colonial supremacy

***

Banyan Tree Plaque, Lahaina, Hawaii – Photo by Nvvchar, 19 October 2014 (Wikipedia)

***

Once I stood beneath its massive protective canopy
unaware of its suffering and symbolic history
grateful for its beauty and the cooling shade it accorded me

***

Banyan Tree – Lahaina, Maui, Hawaii – 1998

***

Now I ponder colonial displacement from different frames
considering both the grievous irredeemable losses and potential gains

 

***

What does it mean to stand alone in a land that’s not one’s own?
removed from the environment one’s species has always called home?
unable to return to be among protective kindred, thus resigned?
to serve, without a choice, the frivolous hubris of mankind?

***

In changing times Lahaina’s Banyan Tree symbolizes resilience and adaptability
surviving storms and droughts in a foreign land for more than a century
touching hearts throughout the years, inspiring kindness and creativity
giving others who are also displaced a sense of home, community
beneath an ever-expanding crown of a now deep-rooted beloved tree

 

Note:

This poem was inspired by a class I am revising for the upcoming semester. I have been thinking about ecosystems, communities of living organisms nested within specific environments forming an interactive network with the elements (earth, air, and waters) available in their surroundings. The myriad of living interactive systems around the globe have had to adapt to ever-changing conditions throughout history. Some plant and animal species have become extinct in this ongoing process.

Often, these changes are viewed and portrayed primarily by what has been lost, perhaps forever. Much as I sometimes romantically imagine that we can return to earlier ways, I know we can’t go back. The world has changed. But there are things that we can learn from our ancestors and from the trees that help sustain the health of the world.

***

Banyan Tree – Lahaina, Maui, Hawaii – 1998

***

I remember the Banyan tree that so amazed me when I visited Maui and Oahu with my daughter in 1998. The plaque pictured above tells a little bit about the tree’s history and symbolism. It was planted in 1873 to commemorate the 50th anniversary of the first Protestant mission in Lahaina. What I found most heartening in the brief historical accounts I read is the growing awareness among people about the need to take better care of the Banyan.

Note the changes visible in the photos from 1998 and 2009. The tile pavers have been removed, allowing the earth to breathe, although more work may be needed to assure adequate moisture and nourishment.

”The tree has been subject to severe stress due to drought conditions, soil compaction from foot and vehicle traffic in the park, and also due to developmental activities in the vicinity. As a result, restrictions have been imposed … Its sustenance has been ensured by the Lahaina Restoration Foundation by installing an irrigation system in the park” (Wikipedia).

I don’t believe we can turn back time, but we can learn how to welcome and care for those who are displaced like the Banyan by forces outside of their control. This is one of the key lessons I hope to pass on to my students next semester.

***

“Name one interesting thing that you noticed today”

Carol A. Hand

The research class I teach class meets every other week for 2 hours on Saturdays. During the intervening weeks, students have online activities and assignments to complete. That may sound easy, but it’s actually quite challenging. Establishing and maintaining interpersonal connections, building meaningful online content, and creating and grading strategically-designed sequential assignments, are thought-provoking, time-intensive jobs.

***

Class Assignment Diagram

***

We begin our face to face classes with a check-in. The first question has already become a ritual. “Name one interesting thing that you noticed today.”

Students are now eager to share as soon as the Power Point slide appears. “I knew you were going to ask us that today, so I made it a point to pay attention and notice things this morning!

Hearing that is music to my heart!

It’s so important to listen to the different perspectives around the room as we reconnect with each other after the weeks we spent living our everyday lives in different places. Building meaningful connections with others and “doing re-search” both require attentive presence. Noticing what’s around us is a necessary first step. Listening intently to other views in order to expand our understanding of the world is the second.

Being witness to these “processes of practicing presence” is a precious gift. I’m so grateful for the students and colleagues who make it possible.

***

White Pony Reflections

Carol A. Hand

Fall is really here. It was time to take my little “White Pony” in for a check-up and oil-change today. Yes, my 11-year old car has a name thanks to my granddaughter and an Ojibwe friend I haven’t seen in years. Here’s an excerpt from a poem that describes my car’s naming ceremony.

***

La Joie de la Vie

My Granddaughter Dancing in the Rain – July 2015

“What can we do that’s fun in the rain?
Do you think we should wash the car?”
“Oh yes, oh yes!,” you said.
So I grabbed a bucket and two new sponges,
yours orange and mine purple.

Carefully Washing “White Pony” – July 2015

“Does your car have a name?”
I thought quickly of one of your favorite toys – Pink Pony!
And I remembered an Ojibwe friend from long ago
who teased me about riding my White Pony
when I drove another white car
through the forests, past lakes and farmlands
to tribal communities and the State Capitol
in our work on tribal social justice issues.

So my car was given its predecessor’s name – White Pony.
But this White Pony mostly stays in the driveway now
even though it once climbed mountain passes
as it brought me, in a round-about way, to my new home.

***

I had time to read as I waited for my car to be serviced. The book, Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants (Kimmerer, 2013), is one of the most beautiful ones I have ever read. Perhaps it’s because Kimmerer blends science, poetry, and spirit from an indigenous perspective.

“A people’s story moves along like a canoe caught in the current, being carried closer and closer to where we had begun. As I grew up, my family found again the tribal connections that had been frayed, but never broken, by history. We found the people who knew our true names.” (Kimmerer, p. 36).

Decades ago, when I first entered college, my major was a blend of chemistry and biology. Nature has always fascinated me. I wanted to learn more. I wanted to be an ecologist, but that was not a subject the college I attended offered or even recognized. Nonetheless, my advisor and botany professor, Sister Lorita, offered me much more even though I didn’t realize it at the time. I described her lesson in a previous post

***

Teaching and the Wonder of Life…

Through example, she taught me what it means to teach. Students made fun of her because of her weight and because of her enthusiasm for her subject, a subject they found boring. One day when we were meeting, Sister Lorita looked at me and said, “I know students laugh at me, but I don’t care if people make fun of me. It’s worth it to me if they learn to see the wonder of life in a blade of grass.”

Wikimedia Commons

***

It would be many years before I would realize what a precious gift she gave me that day. Instead of becoming an ecologist or botanist who saw the wonder of life in plants, I ended up in social work, focusing on gerontology and organizational theory. I finally earned a Ph.D. in social welfare, although it took me an extra ten years. First, life led me “home” to my roots through a series of divergent events. It’s how my first white car ultimately got its name.

I was working as a teaching assistant and official note-taker for a diversity class at the university I attended. As I rushed up the hill to class one day in fall, I was contemplating a successful career in academia. I had just received notice that I was awarded a grant-funded position as a research assistant on a prestigious study. It was a fast track to likely success in the world of academia. Here’s an excerpt from an old post that describes the pivotal event.

***

You Need to Remember…

(There were no public domain photos of the plaque…)

As I crested the top of the hill, I neared the site of the last battle of the Black Hawk Wars. Just shy of the plaque commemorating the war, a tribal elder appeared dressed in an unlikely outfit – blue jeans and a plaid flannel shirt. He looked at me with severity and simply said, “You need to remember what is really important.” I didn’t have time to reflect on the message then, but in the decades since it is something I contemplate often, although this isn’t a story I share with others for obvious reasons. The challenge of walking in two worlds, one based on rationality and empirical evidence and the other based on a deeper spiritual awareness are not easily reconciled. It turns out that I didn’t finish my degree based on elder caregiver issues. It would take more than a decade and many experiences later to finally complete a study on Indian child welfare, but that’s another story.

***

Reading about Kimmerer’s experience with academia connected me with my own. I made a connection that I hadn’t even contemplated before. Perhaps I would have dismissed the elder’s appearance as too bizarre to consider. It would have been easier to simply ignore the message even though it made me feel a tinge of guilt.

In all likelihood, the study I would have been working on wouldn’t really have made a difference for people who were marginalized. It might, at best, have added to scientific knowledge about caregivers of adult children with mental retardation. But I doubt that I would have based a life-changing decision solely on a “vision” I couldn’t scientifically verify as “real.” At least at that point in my life. Fortunately, life had already set in motion a context that would lead me home in my yet-to-be named White Pony, both to seek refuge and to work on issues close to my heart. Tribal social justice issues. Following are excerpts from older posts that describe the context.

***

We’re Honoring Indians…

When my daughter was a senior in high school, she received a commendation notice from her French teacher. This was not the first or last, but it was the one I noticed on a different level. I remember “seeing red” when I noticed the logo on the top, yet I immediately reflected on the message – my daughter had demonstrated excellent work. So I complemented her. Then, I contacted the Wisconsin Department of Public Instruction (WDPI) to explore what protections they had in place to prevent racial stereotyping of indigenous peoples. The response from WDPI changed my life.

A Mixed Message

At the time, I was working on a federal grant to address elder abuse in eight pilot counties in Wisconsin. In an effort to promote awareness about the project, I met with a reporter from a local paper. In the process of talking about the project, “Tools of the Trade for Men Who Care,” the reporter and I became friends. We were both outsiders in the largely white, Christian community. She was Jewish, and I was Ojibwe. I mentioned the appalling name and logo used by the local high school, and mentioned that I had been advised by WDPI to wait until my daughter graduated to pursue any action. But, I was told, there was a state statute, the Pupil Nondiscrimination Act that I could use as the basis of a complaint. The WPDI staff added that although the statute had never been tested for its relevance to discriminatory logos and team names, filing a complaint under this statute could set an important precedent. My friend asked me to let her know if I ever decided to pursue the issue.

The months passed and my daughter graduated and went off to a university. I stayed in touch with my friend at the newspaper as the project I was working on gained momentum. Then, I added another job. I was completing my doctorate in social welfare at the time, and began as a teaching assistant in a sociology class on diversity and discrimination. As I faced the 465 students, I realized that ethically I needed to walk the talk and address the discriminatory use of logos by public schools in the state.

My education thus far had taught me two things that appeared relevant to this issue. First, when approaching community change, it is always best to start on the assumption that others may easily agree if approached from a position of collaboration. So I drafted a letter to the superintendent of schools in the district. I asked my diplomatic and thoughtful university advisor to review the letter, and when he commented that it was well-reasoned and balanced, I sent it off. I also sent a copy to my friend at the newspaper.

Second, I expected a thoughtful diplomatic response from the superintendent of schools. If one believes the physics theory that every action results in an equal and opposite reaction, a well-reasoned letter calling attention to unintentional discrimination toward Native Americans should result in the willingness to dialogue, right? That was not the case. The response of the superintendent was to send a copy of my letter to the weekly newspaper in the local community. My friend also broke the story in a larger newspaper on a slow news day. Within a week, I was the topic of hundreds of letters to the editor in local and state newspapers, and featured on the nightly TV news. The community reaction included nasty, degrading personal attacks and threats.”

***

Memories and Prophesies

When my partner lost his job as an assistant manager of a lumber retail company, in all likelihood a response to my very public and unpopular advocacy, I was forced to withdraw from the university in the final stages of completing my doctorate in order to get a full-time job. I wanted to escape from the world of Euro-Americans for awhile and accepted a position as the deputy director of health and human services for an inter-tribal agency. I moved to the Ojibwe community where my mother was born and bought an off-the-grid cabin in the woods…

Amik Lake, Lac du Flambeau, WI – Early 1990s

***

Life circumstances led me to a place where I felt at home. The animals, trees and earth sometimes spoke to me. Although my job was not an easy, I had a clear sense that what I was learning and doing mattered. Perhaps the elder who visited me by Blackhawk’s memorial marker would agree.

“There was a time when I teetered precariously with an awkward foot in each of two worlds – the scientific and the indigenous. But then I learned to fly. Or at least try. It was the bees that showed me how to move between different flowers – to drink nectar and gather pollen from both. It is this dance of cross-pollination that can produce a new species of knowledge, a new way of being in the world. After all, there aren’t two worlds, there is just this one good green earth.” (Kimmerer, 2013, p. 47)

My old White Pony drove so many miles she finally had to be replaced. These days, the White Pony I drive doesn’t travel far. I make sure she’s taken care of because I rely on her to get me to and from the tribal and community college where I teach research and co-teach social work macro practice. I often think of Sister Lorita’s example as I try to weave science and wonder together, encouraging students not only to count and measure, but also to see, feel, hear, and sense the wonder of life all around.

Hawk’s Ridge, Duluth, MN – October 13, 2017

 

I am grateful to Sister Lorita and thankful for the memories sparked by Kimmerer’s eloquent book today. I appreciate the opportunity to continue learning from yet another generation and the chance to share some of what I have learned in exchange. Ah. But that reminds me of the papers I have to grade today…

Work Cited

Robin Wall Kimmerer (2013). Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge, and the Teachings of Plants. Minneapolis, MN: Milkweed Editions.