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“Spectrums of Color,” a series of three vignettes focused on people of color with neurological disorders. With this production, Watts places both herself and other people of color like her in the faces of those willing — and not so willing — to learn about the autistic experience. Watts always had a hunch that something was different about her, and so did her family. “My mom knew something about me was different,” Watts recalled, “Around the time children develop language and such, I was quiet.” Growing
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and Bjørknes College. The 1700 members of the PLU Scandinavia Alumni Organization will no doubt agree that moving abroad, mastering a second language, and making new friends across borders is a most rewarding and life-changing experience. The fact that over 50 % of PLU students venture abroad, and that you have students from every continent, is a reflection of the institution’s openness to the world. In good times and in bad times, America always attracted some of the world’s best and brightest
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On Exhibit: 2020 “Interrupted” Wang Center Photo Contest Winners Posted by: Holly Senn / March 15, 2021 March 15, 2021 PLU Wang Center for Global Education’s 2020 “Interrupted” Photo Contest Winners During the 2019-2020 academic year, 350 PLU undergraduate students participated in global and local study away programs to acquire new perspectives on critical global issues, advance their language and intercultural skills, form valuable new contacts and lasting connections, and advance their
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Association of University Women, sponsored by Pantene to implement the My Language My Choice: Gender Edition Campaign at PLU and Keithley Middle School as well as bringing poet-activists collective DARKMATTER to PLU. “I was only able to implement and manage this program with a diverse team, mentors and supervisors. Shout out to Angie Hambrick, Lace Smith and Jen Smith—without each of you this wouldn’t be possible. These experiences have shaped me to be a stronger, more loving, vulnerable and passionate
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lived in Sudan, Kenya and Uganda combined.” David still speaks the language of his Dinka tribe, but has forgotten many words and “elements of conversation,” he says. He worries that America’s influence on him, and his struggles with his native language, will lead family members to question his identity. My family members are going to be disappointed in me if they feel as though I’ve forgotten my values and what it means to be a Dinka and to be from our part of the world. That’s when I will be hurt
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with you, as I think the message is very relevant to the challenges we face as a community and as a country. Some of you may have seen billboards on the highways or posters on campus bulletin boards in the past year that reference the “My Language, My Choice” campaign, which started in PLU’s Diversity Center as a way to call attention to words and expressions that are hurtful to other people. It started with a poster campaign featuring pictures of students—many of them student-athletes—holding
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for granted or aren’t aware of it. But it is an incredible gift for which we should be grateful and which we should seek to use on behalf of a world in desperate need of it. Remember that the Lutheran Reformation began in a university. Martin Luther was a teacher committed to making sure people could read and write and study the Scriptures in their own language so that they could learn for themselves about the same steadfast and loving God that Solomon prayed to. That commitment to critical study
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from Happy Valley, Ore. He plans to study away in Oaxaca, Mexico, this fall. Josh was a typical candidate for the honors program. He’s a strong student with a desire to study away. He’s pursuing advanced language study. He’s very interested in social justice issues. When he saw the opportunity to view some of the issues he cares about from many different perspectives, he couldn’t pass that up. In some ways, he got more than he bargained for. But he’s enjoying every minute of it. “I’m humbled. The
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middle school, I disassociated with being Asian. In high school, I had to work harder to be confident in my cultural identity,” Chan says. “I reflected on what I’d been through, the microaggressions that piled up.” Students asked if she ate dogs; a teacher asked her to contribute thoughts on China. The language arts curriculum presented just two books for her Asian identity, more specifically her Chinese culture — through “Joy Luck Club” and “Born Chinese” — but in-depth classroom discussions on
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the years ahead. Educator & CheerleaderTeaching During a Global Pandemic Read Previous Encouraging Biliteracy Through Online Learning Read Next Scholarship, Sleep, and Self in the Pandemic LATEST POSTS Gaps and Gifts May 26, 2022 Academic Animals: Making Nonhuman Creatures Matter in Universities May 26, 2022 Gendered Tongues: Issues of Gender in the Foreign Language Classroom May 26, 2022 Introduction May 26, 2022
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