Pedagogical Partnership for Equity and Justice transcript

WEBVTT

1
00:03:18.210 --> 00:03:27.540
Margin Zheng (they/them): You will probably be a smaller crowds here on board because of the
technical difficult. So maybe people will join us later.

2
00:03:28.680 --> 00:03:33.420
Margin Zheng (they/them): Yes, yeah. Continue to introduce yourselves in the charts on

3
00:03:34.860 --> 00:03:45.630
Margin Zheng (they/them): My name is margin junk. Now you say to pronounce, and I am a pseudo
Haverford um and I am one of the students co facilitators here um

4
00:03:46.680 --> 00:03:48.450
And yeah material.

5
00:03:50.040 --> 00:03:50.850
Margin Zheng (they/them): Did you see yourself.

6
00:03:52.140 --> 00:04:03.180
Mathilde Denegre: Hi, I'm a teal. I'm not pronounced how it's spelled. Sorry about that. I am a senior
history major, and he her pronouns.

7

00:04:05.340 --> 00:04:08.340
Mathilde Denegre: When the professors like to introduce themselves.

8
00:04:08.940 --> 00:04:12.360
Chanelle Wilson: Hi I'm Chanel Wilson. I teach in the Bible education program.

9
00:04:13.380 --> 00:04:17.070
Chanelle Wilson: She, her pronouns and happy to see everyone here today.

10
00:04:19.020 --> 00:04:28.350
Alison Cook-Sather: I'm Allison cook safer also in the psycho education program and in our teaching and
learning Institute, and as I put in the chat. I'm inspired by student leadership.

11
00:04:33.240 --> 00:04:33.660
Margin Zheng (they/them): Okay.

12
00:04:33.840 --> 00:04:34.140
Heidi Jacob: You just

13
00:04:36.240 --> 00:04:36.720
Heidi Jacob: A margin.

14

00:04:37.530 --> 00:04:40.860
Heidi Jacob: I'm Heidi Jacob I'm music faculty director by college

15
00:04:41.640 --> 00:04:50.850
Heidi Jacob: Instrumental program and good to be here and no need to ever apologize for zoom. It's
always messes things up. It can be crazy.

16
00:04:51.450 --> 00:04:52.800
Margin Zheng (they/them): Thank you for being here. Heidi.

17
00:04:53.010 --> 00:05:07.500
Margin Zheng (they/them): Thank you. Your presence, delete, it's helping me I'm yes I'm home.
Welcome to St. Chen um yeah on building relationships pedagogical partnership for equity and justice
obey this

18
00:05:08.040 --> 00:05:29.610
Margin Zheng (they/them): I'm teaching will be a lot of interactive like look like definitely go co creation
of wording here as as I'm like we value in like partnerships. Um, I think, first, especially considering the
kind of. It also happens with zoom. I'm just like to

19
00:05:31.260 --> 00:05:35.190
Margin Zheng (they/them): Start with just a moment of silence, just to center ourselves.

20
00:06:11.400 --> 00:06:11.820

Okay.

21
00:06:13.500 --> 00:06:14.010
Um,

22
00:06:22.980 --> 00:06:23.400
So,

23
00:06:28.110 --> 00:06:37.620
Margin Zheng (they/them): During this on the station on the query, SOMETHING LIKE IT'S LIKE JOHN you
like all of us again to this on and they can always move

24
00:06:38.430 --> 00:06:49.740
Margin Zheng (they/them): On what about the partnerships before our have been in partnerships. Some
of us might have just been like, oh, that sounds like an interesting. Interesting concept of the
description, um,

25
00:06:50.760 --> 00:06:51.450
Margin Zheng (they/them): So,

26
00:06:53.370 --> 00:06:54.150
I think we, yeah.

27

00:06:55.260 --> 00:07:11.910
Margin Zheng (they/them): We would like to start with the some individual rating first just just like to
do, like, so we can think about like how how. Are we entering into this. I'm considering partnership. So
like you could write like I'm

28
00:07:13.140 --> 00:07:14.760
Margin Zheng (they/them): So, where, where do you

29
00:07:17.550 --> 00:07:24.330
Margin Zheng (they/them): Where do you really feel like you feel that you are important ship. What
does it look like and what does it feel like

30
00:07:27.240 --> 00:07:31.200
Margin Zheng (they/them): What kinds of partnerships for equity and justice. Could you imagine forging

31
00:07:33.060 --> 00:07:35.850
It from this moment or later on.

32
00:07:39.270 --> 00:07:43.350
Just write this like anywhere on the kind of book or someplace.

33
00:07:44.370 --> 00:07:45.600
Mostly just for yourself.

34
00:07:47.340 --> 00:07:48.240
To ground ourselves.

35
00:10:05.010 --> 00:10:08.070
If you want to also just to consider, like we have some

36
00:10:09.390 --> 00:10:14.220
We have just a general calls for a session. Some questions and also just like

37
00:10:15.510 --> 00:10:30.990
Listening. If you want to engage with like in your rating or or just say to have in mind these are just
some, like, just some guiding questions in the chat. I've received a message in the chat on someone
asking, What do you mean by partnership.

38
00:10:32.280 --> 00:10:36.750
Margin Zheng (they/them): Well, I mean, that's one thing. I mean, that's probably what we're exploring
here, but also

39
00:10:39.180 --> 00:10:54.300
Margin Zheng (they/them): There is, um, it is not one particular definition and in a moment. I'm going to
have like the to faculty facilitators give examples of partnerships that they've been

40
00:10:55.410 --> 00:10:57.120

Margin Zheng (they/them): Part of I'm

41
00:10:59.100 --> 00:11:00.540
Margin Zheng (they/them): Like there's no

42
00:11:02.040 --> 00:11:12.420
Margin Zheng (they/them): prescription of what a partnership looks like everything's unique or world
like unique human beings, their unique situations been advocating on

43
00:11:17.910 --> 00:11:30.570
Margin Zheng (they/them): So it's really like I mean even the session is teaching is it's not so much. I'm
like giving you giving any of us like answers separately, except except perhaps what we might

44
00:11:32.490 --> 00:11:33.930
Create ourselves or

45
00:11:35.220 --> 00:11:36.720
Margin Zheng (they/them): It's more of an exploration

46
00:11:41.760 --> 00:11:47.850
Mathilde Denegre: Allison and Chanel do want to give your examples of partnerships now.

47

00:11:49.530 --> 00:11:54.510
Chanelle Wilson: Sure. Do we want to share the Google Slides yet or we're going to wait on that.

48
00:11:56.100 --> 00:12:01.350
Mathilde Denegre: We're going to wait on the app, we don't have anything like written for this part.

49
00:12:02.430 --> 00:12:02.850
Chanelle Wilson: So,

50
00:12:02.940 --> 00:12:04.020
Chanelle Wilson: Allison, you want to go first.

51
00:12:04.980 --> 00:12:05.790
Alison Cook-Sather: You go ahead enough

52
00:12:08.370 --> 00:12:11.850
Chanelle Wilson: Alright, so, so, so an example I've been

53
00:12:11.850 --> 00:12:14.700
Chanelle Wilson: In different partnerships, specifically in my time here.

54
00:12:14.880 --> 00:12:21.810

Chanelle Wilson: And the bike. Oh, the one that I'm currently engaged in. And I always forget to say this
when I'm introducing myself.

55
00:12:22.350 --> 00:12:26.970
Chanelle Wilson: But I'm also directing the Africana Studies Program. And so my current partnership is
very

56
00:12:27.930 --> 00:12:37.350
Chanelle Wilson: interesting and unique and other partnerships. I co taught with students, or I've had a
student who was an observer in my classroom and it was my try consultant

57
00:12:38.160 --> 00:12:47.850
Chanelle Wilson: In my pedagogical work specifically in a classroom space and I'm really excited. Our
partnership, because it looks very different from the ones that I have been doing. And so I am

58
00:12:48.240 --> 00:13:02.760
Chanelle Wilson: Working with the Africana Studies steering committee at Bryn Mawr College to deepen
the infrastructure of the program and create processes for sustainability, so that it can be established
well enough to at some point become

59
00:13:03.360 --> 00:13:17.100
Chanelle Wilson: A major right now. It is just a minor and it has been for a long time and the potential
for it to be a major is evident. But there are other processes in place. So I'm working right now with the
student who is in Africana studies minor and who was helping me to

60
00:13:18.300 --> 00:13:27.030

Chanelle Wilson: To really see from see and understand from a student's perspective what the program
needs to be considering as we are working

61
00:13:27.270 --> 00:13:38.250
Chanelle Wilson: To solidify it and so it's not just faculty thinking together and talking together and
making decisions, but really inviting students into that conversation and a student who has gone
through the process and so

62
00:13:38.640 --> 00:13:47.700
Chanelle Wilson: I mean, we were part we do everything together. So she and I work together on the
mission, the vision, the goals. The principles different programming events.

63
00:13:48.150 --> 00:13:56.700
Chanelle Wilson: Social media outreach and different campaigns that we are that we were starting in
our pausing right now in order to grow minor membership.

64
00:13:57.570 --> 00:14:05.850
Chanelle Wilson: And really even so we text like 10 and 11 o'clock at night just different things that
come to us in time. And then we have a time where we meet every week.

65
00:14:06.090 --> 00:14:14.610
Chanelle Wilson: But it has been really great. I'm a person who I have a tough time making decisions and
sometimes just like, Okay, I'll just do one in LA live with the rewards the consequences. That's how it
goes.

66
00:14:14.910 --> 00:14:20.520

Chanelle Wilson: So for me is really lovely to be able to be in conversation with someone and not to
have that burden.

67
00:14:21.450 --> 00:14:36.690
Chanelle Wilson: Of feeling is if I have all the power and that I have to have all the power. So thinking
about this partnership specifically right now for equity and for justice and many ways I feel like we have
created

68
00:14:38.280 --> 00:14:44.130
Chanelle Wilson: A relationship where we do trust each other where she is able to say

69
00:14:44.730 --> 00:14:53.040
Chanelle Wilson: I don't think that makes a lot of sense. And I'm just like, Okay, you tell me what to do.
And so that that idea of both of us, bringing to the table what we have, but

70
00:14:53.460 --> 00:15:02.520
Chanelle Wilson: But respecting what each other needs and respecting more so that common goal of
growing the program has been great. And of course, we're like,

71
00:15:03.210 --> 00:15:14.340
Chanelle Wilson: We're deep an anti racism decolonization and abolition, so that's always a theme for
us. And I've, I've actually known her since her first year. So right now, we've got something really good
going on and I'm really enjoying it.

72
00:15:18.390 --> 00:15:27.210

Alison Cook-Sather: So I'll talk a little bit about me Chanel actually referred to the kind of partnership
that I've been doing primarily since 2006 actually in the bike. Oh.

73
00:15:27.510 --> 00:15:39.690
Alison Cook-Sather: Back in 2006 the administration at Bryn Mawr wondered why we didn't have any
kind of formal support for students and faculty to be thinking about teaching specifically for faculty
reflection.

74
00:15:39.960 --> 00:15:45.690
Alison Cook-Sather: On their teaching. And I said, well, I would develop a program like that if students
could be partners with me.

75
00:15:46.140 --> 00:15:58.290
Alison Cook-Sather: If everything we did was students and faculty working together. So that's how this
program came into being. And specifically, it came into being through some focus groups with students
who at the time.

76
00:15:58.680 --> 00:16:05.130
Alison Cook-Sather: Identified as feeling underrepresented and underserved by the college and I
gathered a group of people

77
00:16:05.850 --> 00:16:12.630
Alison Cook-Sather: Together group of students and said, What do you think this program should look
like when we get started and who should be the first student partners.

78
00:16:13.050 --> 00:16:21.780

Alison Cook-Sather: And they said the first student partners should be black students. And so we had
five black students who worked with five different faculty members.

79
00:16:22.350 --> 00:16:25.710
Alison Cook-Sather: And what they did with what Chanel referred to the students.

80
00:16:26.160 --> 00:16:34.920
Alison Cook-Sather: Visited the faculty members classrooms sat into classrooms took notes on what was
happening in the classrooms met weekly with the faculty to talk about

81
00:16:35.160 --> 00:16:41.610
Alison Cook-Sather: What's happening in their classrooms and met weekly with me and each other to
talk about what they see.

82
00:16:41.850 --> 00:16:54.600
Alison Cook-Sather: And how those classrooms already are, and could be more responsive to the
diversity of students who are enrolled in the class. So from the very beginning. Back in 2006 this
program was committed to equity.

83
00:16:54.840 --> 00:17:02.490
Alison Cook-Sather: And it was committed to listening to students experiences of their lives and of their
learning and having that inform

84
00:17:02.730 --> 00:17:09.510

Alison Cook-Sather: What happens in our classrooms. Right. And there are a number of you here who I
know know this very well because you are student partners in the program now.

85
00:17:09.900 --> 00:17:16.950
Alison Cook-Sather: Right. And that program has gone on a couple hundred students have been in that
role. Couple hundred faculty have participated in it.

86
00:17:17.550 --> 00:17:32.670
Alison Cook-Sather: And the goal is really become increasingly explicit in terms of working towards
equity and justice when we started the language was about culturally responsive teaching right back in
2006 2007. That was the language we used

87
00:17:32.970 --> 00:17:39.660
Alison Cook-Sather: And then we've moved and evolved into using much more explicit language around
anti racist education.

88
00:17:40.020 --> 00:17:44.520
Alison Cook-Sather: And it's been very interesting to see at least the rhetoric of the college has come in
line.

89
00:17:44.880 --> 00:17:54.000
Alison Cook-Sather: With the commitments to the program. And now what this is about. Clearly is
bringing our practice more into line with the rhetoric and with a program

90
00:17:54.360 --> 00:18:03.270

Alison Cook-Sather: Like this that has been all along, trying to create these kinds of spaces for
partnership. So it's really about students and faculty working together to create the most

91
00:18:04.710 --> 00:18:13.110
Alison Cook-Sather: productively challenging inclusive and equitable learning environment possible
toward education for justice.

92
00:18:17.040 --> 00:18:18.960
Mathilde Denegre: Thank you for sharing.

93
00:18:19.200 --> 00:18:22.410
Mathilde Denegre: And those of course are examples of the kinds of partnerships that like

94
00:18:22.920 --> 00:18:38.010
Mathilde Denegre: consorted before them by people in even minor positions of power, who have the
ability to kind of get the university to work with them and to like create opportunities and I want to
thank you both for

95
00:18:39.120 --> 00:18:52.680
Mathilde Denegre: Using positions to like bring like marginalized students along and spread the decision
making power around. I think that's a very important thing for faculty to do

96
00:18:54.780 --> 00:19:10.920
Mathilde Denegre: Okay, now we are going to discuss a few quotations that we all thought were very
essential for kind of like grounding us and and we think like really well. Describe the

97
00:19:11.400 --> 00:19:24.600
Mathilde Denegre: The colonial environment that we are all part of here in the United States and at a
university is a margin. Do you want to share your screen share the slides. If not, I can

98
00:19:28.350 --> 00:19:29.010
Margin Zheng (they/them): Already share it.

99
00:19:29.310 --> 00:19:30.240
Mathilde Denegre: Oh yeah, it's good now.

100
00:19:31.290 --> 00:19:34.860
Mathilde Denegre: I was staring at the laptop page.

101
00:19:35.040 --> 00:19:36.030
Mathilde Denegre: Okay. Hi.

102
00:19:36.240 --> 00:19:36.660
I'm

103
00:19:38.160 --> 00:19:45.870

Mathilde Denegre: All right. Does anyone here want to read out loud this quote from a third university
as possible.

104
00:19:47.640 --> 00:19:57.840
Mathilde Denegre: And just like because it's shared I can't like see everyone. So just like either like raise
your hand like through zoom or honestly just start reading. If you want to

105
00:20:11.220 --> 00:20:22.650
Chanelle Wilson: My mission is impossible. A colonialist by of Empire. He colonizing desires. I am and
maybe you are to produce colonialist

106
00:20:23.160 --> 00:20:42.600
Chanelle Wilson: I am also a byproduct of colonization as a colonist scrap I desire against the assemblage
that meeting this impossibility motivates this analysis, which seeks not to resolve colonialist dilemmas,
but to acknowledge that they include specific machined privileges that may be put to work.

107
00:20:44.640 --> 00:20:45.300
Chanelle Wilson: My computer

108
00:20:45.510 --> 00:20:47.070
Chanelle Wilson: That would be put to work in the service of

109
00:20:47.070 --> 00:20:47.940
Chanelle Wilson: Decolonization

110
00:20:48.660 --> 00:20:50.670
Chanelle Wilson: In recognition of impossibility means to

111
00:20:50.670 --> 00:21:02.370
Chanelle Wilson: theorize contingent Lee. That is my thinking is temporary, my right to think aloud is
contingent on the apparatus of legitimated colonial knowledge production that ought to be abolished.

112
00:21:06.180 --> 00:21:06.960
Thank you.

113
00:21:09.750 --> 00:21:14.520
Mathilde Denegre: And we'll have a chance to discuss that in a second. But there's a second quote

114
00:21:16.890 --> 00:21:21.240
Mathilde Denegre: Chanel, would you like to read this one as well. Or does anyone else wish to for

115
00:21:21.720 --> 00:21:22.890
Sovigne Gardner: I can read this one.

116
00:21:23.070 --> 00:21:34.110

Sovigne Gardner: Awesome, thanks oppressed people, whatever their level of formal education have
the ability to understand and interpret the world around them to see the world for what it is and to
move to transform it.

117
00:21:35.100 --> 00:21:49.140
Sovigne Gardner: You didn't see me on TV. You didn't see news stories about me, the kind of role that I
tried to play was to pick up pieces or put together pieces out of which I hoped organization might come
my theory is strong. People don't need strong leaders.

118
00:21:50.910 --> 00:21:51.630
Mathilde Denegre: Thank you.

119
00:21:54.180 --> 00:21:54.660
Mathilde Denegre: Okay.

120
00:21:58.890 --> 00:22:13.110
Mathilde Denegre: All right, now we are doing a group discussion of the quotes I want everyone to
choose phrases or terms that that resonate with you from the text.

121
00:22:14.130 --> 00:22:19.860
Mathilde Denegre: And please place them in the chat and we are also going to annotate these quotes as
a group.

122
00:22:24.780 --> 00:22:28.320
Mathilde Denegre: Um, do people know how to like annotate via zoom

123
00:22:30.510 --> 00:22:44.100
Mathilde Denegre: Okay margin. Do you want to like walk us through that or on before I do, so I
reminded because of this quote, and we should have done this earlier. I just want to acknowledge that,
um,

124
00:22:44.160 --> 00:22:53.070
Margin Zheng (they/them): I think a lot of us are Latins have the monopoly um you publish additional
homelands will not pay and I

125
00:22:53.190 --> 00:22:57.060
Mathilde Denegre: Do want to recognize. I mean, this is when you're one of the

126
00:22:58.620 --> 00:23:09.060
Margin Zheng (they/them): The demands for to have a French strike is to return the lines of the college
to indigenous peoples and go to

127
00:23:10.230 --> 00:23:23.580
Margin Zheng (they/them): Um, it's not just about as acknowledgement, but I'm recognizing that the
wind up here and indigenous peoples on like aren't have been caretakers of lens.

128
00:23:26.010 --> 00:23:31.500
Mathilde Denegre: Thank you. You're right. We should have started with that. And then the specific like

129
00:23:32.040 --> 00:23:46.920
Mathilde Denegre: Sort of policies and histories of a university threat def def native lands are actually
discussed in a 30 university as possible, which we will be providing links to at the end of the session. And
it was a very illuminating read, I would highly recommend it.

130
00:23:48.600 --> 00:23:52.860
Chanelle Wilson: And all these links. I've also just been added to the spreadsheet to

131
00:23:53.460 --> 00:23:54.120
Mathilde Denegre: Thank you.

132
00:23:57.690 --> 00:24:12.690
Margin Zheng (they/them): In terms of zoom annotation with a quote on. So the top of the screen, you
think, or what if you're on a computer employees, you should be able to see me like View Options.

133
00:24:14.160 --> 00:24:19.470
Margin Zheng (they/them): And there is an option to annotate and you'll be given some tools.

134
00:24:20.880 --> 00:24:24.360
Margin Zheng (they/them): That, for example, you can draw

135
00:24:26.520 --> 00:24:28.530
Margin Zheng (they/them): Something like this.

136
00:24:30.750 --> 00:24:31.620
Margin Zheng (they/them): If you see that heart.

137
00:24:34.140 --> 00:24:34.410
So,

138
00:24:36.240 --> 00:24:41.910
Mathilde Denegre: If you who would like this is just one of the options. You can also share in the chat,
some of your thoughts, you can

139
00:24:42.630 --> 00:24:59.430
Mathilde Denegre: annotate the text. Yeah, or write it down privately or if you want to speak aloud.
That's fine. You can either just speak or like, like, raise your hand via participants and I will like call on
you, though. I think it's fair to just have a big discussion often

140
00:25:35.940 --> 00:25:41.610
Mathilde Denegre: That was meant to be an exclamation mark. I'm not brilliant at zoom annotating yeah

141
00:25:43.500 --> 00:25:44.040
Mathilde Denegre: But yeah

142
00:26:15.450 --> 00:26:18.930

Sorry, I think I'm my computer.

143
00:26:20.070 --> 00:26:23.280
Margin Zheng (they/them): If you can't see the screen anymore than me. Okay.

144
00:26:25.980 --> 00:26:27.510
Mathilde Denegre: Moment, we can move to the

145
00:26:28.620 --> 00:26:31.440
Mathilde Denegre: Like second quote to I just realized that it's not possible to

146
00:26:33.330 --> 00:26:37.290
Mathilde Denegre: Look at two to two sides of the ones which I guess I should have asked earlier.

147
00:26:38.280 --> 00:26:45.000
Chanelle Wilson: And what we can do. I forget who either material and margin. You can save this one.
That way we can have keep

148
00:26:45.000 --> 00:26:47.400
Chanelle Wilson: Track of it and then clear it, and then we'll go to the next one.

149
00:26:58.530 --> 00:27:17.400

Mathilde Denegre: Yeah, I find the phrase by product, especially interesting because it really illuminates
the way the Empire functions as a technology as a giant factory and the way like human lives are often
just seen as like waste and byproduct, and that

150
00:27:18.540 --> 00:27:19.560
Mathilde Denegre: Grief machine.

151
00:27:37.980 --> 00:27:41.430
Margin Zheng (they/them): Safety image if anybody else wants to

152
00:27:44.010 --> 00:27:48.810
Margin Zheng (they/them): Share like maybe why was something why something resonated with them.

153
00:28:09.030 --> 00:28:11.640
Okay, so we'll move on to the next quote

154
00:28:23.700 --> 00:28:24.330
Same thing.

155
00:28:42.990 --> 00:28:51.660
Mathilde Denegre: Strong. People don't need strong leaders is so powerful. I wouldn't be surprised if it
ends up underlined in every color of the rainbow.

156

00:29:36.150 --> 00:29:38.220
Want to be allowed in the chat.

157
00:29:44.100 --> 00:29:52.290
Margin Zheng (they/them): One says, I feel like this quote speaks to the contradictory existence of living
in a colonial empire that you seek to deconstruct

158
00:29:59.160 --> 00:30:03.060
Mathilde Denegre: Yeah, I agree. Really lives and

159
00:30:04.890 --> 00:30:06.780
Mathilde Denegre: It looks at the paradox.

160
00:30:11.460 --> 00:30:14.520
Mathilde Denegre: Did the texture advantage advantage for anyone else.

161
00:30:14.610 --> 00:30:16.890
Margin Zheng (they/them): Yes. I don't know what's going on there. I'm

162
00:30:17.160 --> 00:30:17.850
I'm

163

00:30:20.760 --> 00:30:21.270
Margin Zheng (they/them): Okay.

164
00:30:24.930 --> 00:30:31.050
Margin Zheng (they/them): There it is. If used as a blank slide in between two slides that we have. Okay.

165
00:30:33.060 --> 00:30:33.420
Mathilde Denegre: Here.

166
00:30:33.480 --> 00:30:40.950
Margin Zheng (they/them): I see someone has noticed emergent strategy by AJ Murray branches, a
great book on on

167
00:30:42.630 --> 00:30:50.520
Margin Zheng (they/them): Whoever put that there. I'm curious what what in this quote, did you see
like resonate with with mercury strategy.

168
00:31:05.400 --> 00:31:22.440
Maria Bohan (she/her): Hi, that was me. I was thinking about, specifically the line like picking up pieces
and putting together pieces. And I see that as essentially being emerging strategy. It's about these small

169
00:31:23.100 --> 00:31:29.880
Maria Bohan (she/her): Changes and small movements that put together create a larger movement. So I
really do recommend everybody read that book.

170
00:31:36.810 --> 00:31:37.410
Margin Zheng (they/them): Thank you.

171
00:31:38.460 --> 00:31:50.460
Margin Zheng (they/them): I see here and that on various ticket pieces PUTTING TOGETHER, PIECES. It
resonates to me with the other quote on the part about like colonialists scrap that like we are.

172
00:31:51.450 --> 00:31:59.160
Margin Zheng (they/them): Working importantly within systems, but like putting things together in in
ways that we're attempting to create something new.

173
00:32:02.910 --> 00:32:03.990
Mathilde Denegre: Completely agree.

174
00:32:18.420 --> 00:32:19.800
Mathilde Denegre: All right, now we should

175
00:32:22.500 --> 00:32:36.660
Mathilde Denegre: Transition into discussing specifically how these the elements discussed in these
quotes elements of the criminalization can help us transform

176
00:32:38.430 --> 00:32:39.780

Mathilde Denegre: Our relationships into

177
00:32:41.070 --> 00:32:42.270
Mathilde Denegre: Partnerships.

178
00:32:49.230 --> 00:32:56.490
Mathilde Denegre: Right. And we finally have an actual definition on the next slide. And so if y'all are
ready for that.

179
00:32:57.870 --> 00:32:59.940
Yeah, this is just one

180
00:33:01.110 --> 00:33:04.740
Margin Zheng (they/them): Definition like I'm like a definition, in a sense.

181
00:33:06.960 --> 00:33:07.830
Margin Zheng (they/them): It's like, I guess.

182
00:33:08.670 --> 00:33:14.550
Margin Zheng (they/them): I'm thinking more like the like one facet of a of a gem perhaps one facet. If
it's like

183

00:33:14.640 --> 00:33:20.280
Mathilde Denegre: Yes, we believe in a descriptive speech. Yeah, and not prescriptive.

184
00:33:21.810 --> 00:33:25.230
Margin Zheng (they/them): If someone wants to read aloud. I'm

185
00:33:27.150 --> 00:33:29.340
Margin Zheng (they/them): Like the definition here offer it's

186
00:33:41.820 --> 00:33:42.480
I can read it.

187
00:33:44.520 --> 00:33:50.790
Kate Scully: underpinned by the Commission's of respect responsibility and share responsibility
pedagogical

188
00:33:51.240 --> 00:34:07.350
Kate Scully: Partnership is a collaborative reciprocal process through which all participants have the
opportunity to contribute equally, although not necessarily in the same ways to curricular pedagogical
conceptualization decision making implementation investigation or analysis.

189
00:34:13.410 --> 00:34:14.880
Thank you, um,

190
00:34:21.390 --> 00:34:28.770
Margin Zheng (they/them): As well, what, what does this would do. What does this like definition is
offered here like

191
00:34:30.390 --> 00:34:35.040
vocab for for y'all. Um, are there things that you feel like

192
00:34:36.150 --> 00:34:40.830
Margin Zheng (they/them): I'm wrestling with what we were just the goal is being

193
00:34:42.180 --> 00:34:50.610
Margin Zheng (they/them): Discussed her is hated with like engaging with it with the quotes the PDS
quotes just seemed like there were things that you have questions about

194
00:34:52.830 --> 00:34:55.260
Margin Zheng (they/them): Or even like possibly like adults like

195
00:34:56.490 --> 00:35:01.170
Margin Zheng (they/them): It is possible it is possible ever as possible in particular situations.

196
00:35:03.120 --> 00:35:06.840
Margin Zheng (they/them): If you want to offer something in the in the chat. I'm

197
00:35:08.130 --> 00:35:09.810
Margin Zheng (they/them): We can you can vocalize it

198
00:35:18.900 --> 00:35:34.590
Mathilde Denegre: And if you're not comfortable with speaking at a such a large group, we are about to
create breakout rooms rooms for smaller discussions and then we'll come back as a big group. Once we
have all a generated more ideas.

199
00:35:35.550 --> 00:35:38.820
Margin Zheng (they/them): Another option as far as going to make

200
00:35:39.120 --> 00:35:40.950
Margin Zheng (they/them): It all together is to

201
00:35:42.060 --> 00:35:47.910
Mathilde Denegre: Like directs my private message like either me where material and you can read

202
00:35:47.970 --> 00:35:49.620
Margin Zheng (they/them): About would you want to say.

203
00:35:50.640 --> 00:35:52.920

Margin Zheng (they/them): Honestly, honestly, um,

204
00:35:57.150 --> 00:36:03.750
Margin Zheng (they/them): Yeah, for me, like, looking at this quote. Like, it seems quite idealistic. I
mean,

205
00:36:05.340 --> 00:36:17.670
Margin Zheng (they/them): Yeah, I mean it sounds very cool like a collaborative process, um, everyone
in potential view it's equally other not necessarily the same ways. I mean, that

206
00:36:19.140 --> 00:36:20.280
Margin Zheng (they/them): Like, what does that mean

207
00:36:21.180 --> 00:36:21.750
Mathilde Denegre: Yeah.

208
00:36:21.810 --> 00:36:25.530
Margin Zheng (they/them): Like, what does it mean to contribute equally if like in the same ways

209
00:36:27.180 --> 00:36:34.800
Margin Zheng (they/them): How is how is it. How can things be equal help, um, because tell us as
possible when

210

00:36:36.090 --> 00:36:39.930
Margin Zheng (they/them): When we're coming from different places or where

211
00:36:41.280 --> 00:36:42.480
Margin Zheng (they/them): A whole different like

212
00:36:43.650 --> 00:36:51.810
Margin Zheng (they/them): I'm like position ality. Is it is it is whether it's like differences in power,
whether it's like sexualized or otherwise.

213
00:36:55.080 --> 00:37:04.470
Mathilde Denegre: Yeah, especially in the university under capitalism. There are so many rigid power
structures that it can sometimes take all of our effort.

214
00:37:06.270 --> 00:37:14.700
Mathilde Denegre: To just have to burn them that there's no more room left over for like partnerships
to emerge out of it.

215
00:37:37.530 --> 00:37:40.860
Mathilde Denegre: Would you like to support them other breakout rooms now margin.

216
00:37:44.130 --> 00:37:44.310
Margin Zheng (they/them): With

217
00:37:44.550 --> 00:37:49.320
Mathilde Denegre: That. Okay. All right. Actually, someone I just messaged me a question.

218
00:37:49.470 --> 00:37:50.640
Mathilde Denegre: Okay. All right.

219
00:37:52.080 --> 00:38:08.820
Mathilde Denegre: When we think a pedagogical partnership, are we thinking of it as one on one
student and professor or is it more student body and faculty is groups with Allison or Chanel like to
answer that I can read it again. I was do speedy

220
00:38:09.270 --> 00:38:10.350
Chanelle Wilson: Yeah, can you read it again.

221
00:38:10.470 --> 00:38:10.890
Sorry.

222
00:38:12.240 --> 00:38:24.030
Mathilde Denegre: Um, when we think of a pedagogical partnership, are we thinking of it as one on one
student and professor or is it more student body and faculty as groups.

223
00:38:26.520 --> 00:38:27.420
Chanelle Wilson: Allison, you can take that

224
00:38:28.680 --> 00:38:36.900
Alison Cook-Sather: I would say both. I would say that, certainly there the program that I was talking
about typically

225
00:38:37.320 --> 00:38:45.090
Alison Cook-Sather: Its individual students and individual faculty, but it's also collective because of the
group of individuals who are working together at that time.

226
00:38:45.510 --> 00:38:53.190
Alison Cook-Sather: But for instance over the summer we had pairs of student partners working with
cohorts of faculty to be thinking specifically about

227
00:38:53.820 --> 00:39:11.250
Alison Cook-Sather: trauma informed anti racist pedagogy, so it can also be more collective like that.
And personally, I would love to see it as the guiding ethos of the institutions that everything we do is in
partnership. So I think there are different levels that you can think about it.

228
00:39:12.120 --> 00:39:20.730
Chanelle Wilson: And I think I would add to that the way that I think about like pedagogy is the the doing
of the teaching how it is happening.

229
00:39:20.970 --> 00:39:26.610
Chanelle Wilson: And I want to make sure that we understand that that is not only and solely the
responsibility of faculty

230
00:39:26.880 --> 00:39:42.030
Chanelle Wilson: Students are right now. Students are teaching faculty. Yes, but students are also in
positions where they're teaching each other. So this idea of partnership and people coming together is
not something that necessarily has to be that faculty even have to exist in

231
00:39:43.830 --> 00:40:01.380
Chanelle Wilson: And I hope that we can remember that sometimes it is in the ways that we are in this
colonialist way of thinking about education we think about it as someone who's maybe older or
someone who has more experience or a particular degree as as the one who is worthy and

232
00:40:02.700 --> 00:40:06.960
Chanelle Wilson: Validated and producing knowledge and that is just not

233
00:40:07.830 --> 00:40:17.070
Chanelle Wilson: That's not real, for real life is real for the colonias way of understanding colonialist way
of thinking. And so if we recognize that everyone has something to offer.

234
00:40:17.670 --> 00:40:23.790
Chanelle Wilson: No matter what their level of experience, no matter their age, no matter if they do or
do not have a degree, which is why the Ella Baker.

235
00:40:24.780 --> 00:40:36.600
Chanelle Wilson: Quote resonates with me. It's not about formalized and traditional is education. It's
about what someone has to offer and how willing are we to be in partnership to learn from them to
understand and then also to contribute.

236
00:40:37.650 --> 00:40:39.960
Chanelle Wilson: In a contribute something as well.

237
00:40:55.170 --> 00:40:56.730
Mathilde Denegre: Thank you. I should now.

238
00:41:01.320 --> 00:41:05.010
Heidi Jacob: Can I speak briefly about what I've been doing for years.

239
00:41:05.130 --> 00:41:05.580
Mathilde Denegre: Yes, please.

240
00:41:05.940 --> 00:41:19.440
Heidi Jacob: Ponder music. I don't really do it in orchestra, but it always has had this element of
partnership with my students. In fact, I always tell them that that when we work this

241
00:41:20.550 --> 00:41:27.090
Heidi Jacob: Is a little different with orchestra. But this I want their ideas I you know right margin.

242
00:41:28.020 --> 00:41:47.070

Heidi Jacob: It's, it's not it's not about me telling them what to do, but it's more an exploration. Here is
what we're doing. They always have one hour of student led rehearsals. Right. So, and that is just, I've
been doing that for over 20 years on, so

243
00:41:48.150 --> 00:42:00.090
Heidi Jacob: Yeah, I feel like I've. This is a very important process. And I think one of the things that it
provides partnerships provide a real intellectual personal growth.

244
00:42:00.750 --> 00:42:11.040
Heidi Jacob: So if you allow people to speak up. I also have sometimes problems with internally within
the music groups of some people being more dominant

245
00:42:11.220 --> 00:42:12.750
Mathilde Denegre: In the student that rehearsals.

246
00:42:13.410 --> 00:42:21.000
Heidi Jacob: So that's an interesting thing, how to make it equal is is is is an interesting process.

247
00:42:22.800 --> 00:42:25.980
Heidi Jacob: But I think it's very important, and always have

248
00:42:27.060 --> 00:42:37.110
Heidi Jacob: Asking my students, their ideas and giving them opportunities to make the decisions within
the chain.

249
00:42:38.670 --> 00:42:46.530
Heidi Jacob: Sick lessons. So I don't know if margin. You want to comment on that because they have
been part of my chamber music groups. So that's personally what I've done.

250
00:42:50.280 --> 00:42:53.790
Heidi Jacob: Also, you know, it looks like Biden has one, do we just get the nose. Yeah.

251
00:42:53.850 --> 00:42:57.360
Mathilde Denegre: So yeah, I was about to. I was like, do I interrupt.

252
00:42:57.840 --> 00:43:03.750
Mathilde Denegre: And especially because like we're in Pennsylvania. So it's, it's pretty exciting.

253
00:43:04.410 --> 00:43:07.830
Heidi Jacob: Some of this because a friend of mine called so I was on the phone. All right.

254
00:43:08.010 --> 00:43:10.470
Mathilde Denegre: Okay, yeah, my phone has been blowing up.

255
00:43:11.010 --> 00:43:14.430
Heidi Jacob: That's it for now. People can. Yeah, yeah.

256
00:43:15.300 --> 00:43:20.670
Mathilde Denegre: I want to read that thing that that someone in the chat room.

257
00:43:21.180 --> 00:43:34.230
Mathilde Denegre: Everyone has a lifetime of experience to draw from. We are species that learns and
learns and relearned as our nature. And I think that's so important. And I think that the structure of
education in this country under capitalism.

258
00:43:34.620 --> 00:43:49.230
Mathilde Denegre: Like really wants us to believe that we stop learning. Once were like 25 and we know
everything. But now we learn until the day that we die. And I think that is so essential to remember

259
00:43:57.840 --> 00:44:01.410
We're going to offer. Oh wait, did we

260
00:44:04.620 --> 00:44:10.080
Mathilde Denegre: Did we have something else. No, I think this was a point where we were going to
break off.

261
00:44:10.320 --> 00:44:11.610
Mathilde Denegre: Into breakout rooms.

262

00:44:11.970 --> 00:44:13.530
Mathilde Denegre: To discuss it in small groups and

263
00:44:13.530 --> 00:44:15.120
Mathilde Denegre: Then return

264
00:44:15.240 --> 00:44:16.050
Mathilde Denegre: Yeah, I'm

265
00:44:18.420 --> 00:44:19.230
Mathilde Denegre: A big group.

266
00:44:19.650 --> 00:44:21.540
Margin Zheng (they/them): Yes. Okay, so I'll make the

267
00:44:22.020 --> 00:44:23.640
Mathilde Denegre: Paper call yeah we'll have like

268
00:44:25.980 --> 00:44:29.790
Mathilde Denegre: I'm based breakout rooms. I think if I people each.

269
00:44:32.250 --> 00:44:36.180

Chanelle Wilson: In our breakout rooms are we discussing, they were discussing these goals. These here.

270
00:44:37.020 --> 00:44:38.370
Mathilde Denegre: Yes, yes.

271
00:44:39.000 --> 00:44:46.500
Chanelle Wilson: I'll just put them here in the chat and people can copy and paste them to take it with
you when you go into your rooms.

272
00:44:46.740 --> 00:44:48.960
Margin Zheng (they/them): Wait, it is I'm actually not the

273
00:44:49.140 --> 00:44:50.670
Mathilde Denegre: Host So I don't do

274
00:44:50.700 --> 00:44:51.600
Margin Zheng (they/them): Yeah, oh yeah.

275
00:44:51.780 --> 00:44:52.530
Okay.

276
00:44:53.610 --> 00:44:59.640

Chanelle Wilson: Here are some questions that you can consider suggestions. Of course you can, you can
talk about whatever you'd like.

277
00:45:00.300 --> 00:45:10.200
Chanelle Wilson: But just if you need something that will guide your conversation. And if someone can
take notes and type those notes out sometimes in breakout rooms I hand write my

278
00:45:10.530 --> 00:45:17.730
Chanelle Wilson: Notes and then I realize I'm supposed to put them in the chat and then it just takes
forever. So if someone can type those those that'd be great. And then when you come back.

279
00:45:18.690 --> 00:45:24.930
Chanelle Wilson: You can type it into the chat so that we all have access to ideas, even if we don't get a
chance to talk about them all out loud together.

280
00:45:25.560 --> 00:45:33.990
Mathilde Denegre: Okay cool and fellow breakout rooms will have the facilitators and them. So we will
watch

281
00:45:57.090 --> 00:45:59.340
Mathilde Denegre: I guess we aren't included. Hello.

282
00:46:05.220 --> 00:46:07.560
Mathilde Denegre: Okay, so I guess we aren't included a breakout room. What's up,

283
00:46:08.940 --> 00:46:11.820
Margin Zheng (they/them): Well, I am in a brick home just not leaving. I'm

284
00:46:12.000 --> 00:46:12.510
Mathilde Denegre: Okay.

285
00:46:12.570 --> 00:46:13.080
Margin Zheng (they/them): Cool, yeah.

286
00:46:13.350 --> 00:46:18.840
Mathilde Denegre: I'm gonna be completely Beyonce, but I've never like hosted a zoom meeting that
had Ray Got it was before.

287
00:46:19.470 --> 00:46:19.860
So,

288
00:46:21.720 --> 00:46:22.080
Margin Zheng (they/them): Um,

289
00:46:23.220 --> 00:46:23.550
Margin Zheng (they/them): Yeah.

290
00:46:27.840 --> 00:46:30.510
Margin Zheng (they/them): I don't know. I think maybe we're being a little bit tooth ache.

291
00:46:31.440 --> 00:46:36.570
Mathilde Denegre: Yeah, I don't know how to be more specific, though. It's kind of a big topic I'm

292
00:46:37.890 --> 00:46:40.620
Mathilde Denegre: Also its way smaller than the other.

293
00:46:42.090 --> 00:46:43.830
Mathilde Denegre: meetings have been

294
00:46:43.950 --> 00:46:44.580
Mathilde Denegre: You think

295
00:46:44.880 --> 00:46:56.850
Mathilde Denegre: Alice Lee think that's just because it's a Saturday morning. And also, since they just
called it from. I didn't expect a bunch of people have have eaten to like go call their parents or get drunk
or whatever. Um,

296
00:46:58.110 --> 00:46:58.530

Mathilde Denegre: But

297
00:46:59.790 --> 00:47:05.400
Margin Zheng (they/them): I think maybe when we come back I should like not to like the speaker view
and gallery view, maybe they'll be a little bit easier.

298
00:47:05.430 --> 00:47:07.770
Mathilde Denegre: Yeah, yeah, I think. Yeah.

299
00:47:15.120 --> 00:47:15.540
Mathilde Denegre: I'm

300
00:47:15.900 --> 00:47:16.980
Margin Zheng (they/them): Let me stop the recording.

301
00:47:31.560 --> 00:47:34.650
Margin Zheng (they/them): Yes analysis started. Yeah, like we can

302
00:47:35.670 --> 00:47:36.120
Margin Zheng (they/them): I'm

303
00:47:37.200 --> 00:47:39.240

Margin Zheng (they/them): A share in the chat. I'm

304
00:47:41.070 --> 00:47:41.580
Like would

305
00:47:44.550 --> 00:47:48.000
Margin Zheng (they/them): Well, thanks. Kim. Kim evolving. You're in a breakout rooms.

306
00:48:04.680 --> 00:48:18.210
Margin Zheng (they/them): So we'd like to welcome anyone to read allow like a phrase where
something that's in the chat. Especially something that someone else has posted and something that
resonates with you.

307
00:48:38.160 --> 00:48:40.950
Margin Zheng (they/them): Focus on creating connections trauma informed.

308
00:48:46.110 --> 00:48:48.660
Mathilde Denegre: Chanel. Could you expand on on what

309
00:48:50.190 --> 00:48:53.250
Mathilde Denegre: trauma informed teaching looks like.

310

00:48:56.100 --> 00:48:56.820
Chanelle Wilson: Kelly.

311
00:49:03.960 --> 00:49:04.890
Kelly Wilcox (she/hers): I couldn't, I couldn't find

312
00:49:06.540 --> 00:49:07.620
Kelly Wilcox (she/hers): My computer's slow

313
00:49:10.710 --> 00:49:13.860
Kelly Wilcox (she/hers): I'd mentioned one of the partnerships was to expand.

314
00:49:15.390 --> 00:49:26.670
Kelly Wilcox (she/hers): work in partnership unless silos around student, there's been more attention
recently in student affairs in terms of trauma informed student affairs work and trauma informed
pedagogy and

315
00:49:29.280 --> 00:49:33.960
Kelly Wilcox (she/hers): Wanted to have to be more universal approach and and partnership.

316
00:49:35.310 --> 00:49:48.720
Kelly Wilcox (she/hers): And that includes partnership between faculty and staff as well as our students
and their perspective. So I don't want to gloss over a really important topic, but that was the overview of
that initial conversation and thought process.

317
00:49:51.930 --> 00:50:12.570
Margin Zheng (they/them): Yeah, I just wanted to name that a lot of the trauma that I'm that like camo
comes to light in the traditions were just in general, um, have to do with systemic racism this
generation, a lot of the generational trauma that I'm locking people of color.

318
00:50:14.160 --> 00:50:37.050
Margin Zheng (they/them): It Carrie, I'm starting to recognize that, like we like even even white people
like carrying trauma from from, like, I'm like, there's, there's also a trauma in in imposing violence invite
like I'm perpetuating violence on on to others, not like it's like you

319
00:50:38.070 --> 00:50:46.320
Margin Zheng (they/them): Told me. When from that know if there's trauma in in all of this, and me
personally, I noticed

320
00:50:48.510 --> 00:50:51.120
Margin Zheng (they/them): Like a lot of a lot of times

321
00:50:52.620 --> 00:51:08.130
Margin Zheng (they/them): We all are carrying a lot of hurt him like various different things. I mean not.
I mean, like, yeah, it's like, like the systemic things on generational things also personally and it can be
very hard to carry and and sometimes

322
00:51:09.570 --> 00:51:11.790
Margin Zheng (they/them): Sometimes like like don't know

323
00:51:12.210 --> 00:51:17.730
Margin Zheng (they/them): How to deal with this hurt you can lead us to more hurt or just simply

324
00:51:18.990 --> 00:51:21.660
Margin Zheng (they/them): It means it's really hard tonight and that's

325
00:51:22.980 --> 00:51:40.560
Margin Zheng (they/them): Oftentimes I guess what, like this, the challenges of what like relating to to
one another in like exploring like potential partnership, given the these this heart. These hurts that we
carry and also given

326
00:51:41.580 --> 00:51:42.150
Margin Zheng (they/them): Given that

327
00:51:44.910 --> 00:51:45.600
Margin Zheng (they/them): That like

328
00:51:47.820 --> 00:51:48.300
Margin Zheng (they/them): I'm

329
00:51:51.270 --> 00:52:01.740

Margin Zheng (they/them): As I mentioned, yeah like different position entities or like it's a very to be
very different experiences that that we, that we have

330
00:52:03.120 --> 00:52:05.430
Margin Zheng (they/them): And yet still trying to

331
00:52:07.140 --> 00:52:07.860
Margin Zheng (they/them): See the is

332
00:52:10.050 --> 00:52:11.190
Margin Zheng (they/them): Is there a way to

333
00:52:12.360 --> 00:52:14.070
Margin Zheng (they/them): Communicate to collaborate

334
00:52:16.950 --> 00:52:27.570
Margin Zheng (they/them): And interestingly, I, I've been like, I've just been thinking through this
recently. Like is this actually possible. I'm like partnership.

335
00:52:29.640 --> 00:52:31.380
Margin Zheng (they/them): I mean like even just like I'm just

336

00:52:32.790 --> 00:52:34.620
Margin Zheng (they/them): Want to name it here. I feel like

337
00:52:35.730 --> 00:52:48.930
Margin Zheng (they/them): Like this teaching like a lot of like in like was other teachings this teaching
has a lot of white people in it. I mean, that's not necessarily a fault. It's just, I'm it's an observation and
I'm observing that that like the language, a partnership.

338
00:52:50.580 --> 00:52:56.760
Margin Zheng (they/them): Um it. I mean, there are different languages sometimes I'm talking about like
different like different approaches.

339
00:52:58.680 --> 00:53:01.830
Margin Zheng (they/them): It can seem like like a

340
00:53:05.250 --> 00:53:12.450
Margin Zheng (they/them): Something that's harder to talk about a harder to access for people who are
marginalized or or who

341
00:53:14.160 --> 00:53:24.960
Margin Zheng (they/them): don't already have, like, access to like institutionalized power are privileged
to like deconstruct that like me. That's it. That's great. To do that, that's necessary.

342
00:53:27.450 --> 00:53:27.870

Margin Zheng (they/them): I just

343
00:53:29.160 --> 00:53:33.360
Margin Zheng (they/them): Think it might not be totally coherent here for the seven some thoughts.

344
00:53:33.900 --> 00:53:43.260
Chanelle Wilson: Can I add some thoughts. So I'm thinking about trauma informed practices. And
oftentimes, I'm thinking about K 12 schooling. Oftentimes people

345
00:53:44.700 --> 00:54:00.030
Chanelle Wilson: consider trauma informed practices as, like, oh, students bring all of this stuff with
them and we have to now fix them and and and rarely see the trauma that students experience in those
academic spaces and don't take account for it and

346
00:54:01.200 --> 00:54:10.890
Chanelle Wilson: And thinking specific like schools in general colonized schooling, but also academia. It's
very traumatic for many people, like the culture is you leave your family.

347
00:54:11.340 --> 00:54:15.840
Chanelle Wilson: You come to this new place you stay in this new place with new people who you do not
know.

348
00:54:16.080 --> 00:54:24.900

Chanelle Wilson: And if you're a black indigenous person of color, not yours. You stay in this oftentimes
at a predominantly white institution hostile place with the people who you do not know away from your
family.

349
00:54:25.140 --> 00:54:37.500
Chanelle Wilson: People congratulate you for leaving your family and making it to this space and then
treat you as if you don't belong there. Many people, students, faculty and staff really don't think that

350
00:54:38.280 --> 00:54:41.790
Chanelle Wilson: That these students belong there. So that is traumatic and as Martin said like

351
00:54:42.120 --> 00:54:52.320
Chanelle Wilson: Putting creating that space of violence is not something that only the traumatized
person experiences. And so when we think about partnership.

352
00:54:52.590 --> 00:55:00.030
Chanelle Wilson: Like I've been in in my original partnership group there were some people in there who
were really resistant to the idea of partnership and that was just faculty

353
00:55:00.300 --> 00:55:08.040
Chanelle Wilson: And and I didn't understand it because I'm all about working with other people, but
probably what was happening, they were bringing their trauma to that space and

354
00:55:09.090 --> 00:55:15.660

Chanelle Wilson: They were mostly it was mostly white. It was mostly white in that room, but they were
bringing that the trauma that they had experience in

355
00:55:15.660 --> 00:55:17.130
Chanelle Wilson: Academia to that place.

356
00:55:17.310 --> 00:55:25.530
Chanelle Wilson: Which made them resistant to building trust or building relationship with their student
partners. And so it makes it inhibited.

357
00:55:26.700 --> 00:55:33.930
Chanelle Wilson: Partnerships and margin, you're right and and us making sure to remember that it's not
going to be easy.

358
00:55:34.380 --> 00:55:41.970
Chanelle Wilson: And that there is work that needs to be done on the part of the person who holds this
institutionalized conception of power.

359
00:55:42.300 --> 00:55:49.590
Chanelle Wilson: And the person who oftentimes is marginalized, or does not have hold as much power
because we're all bringing our own stuff to it and we have to be

360
00:55:49.920 --> 00:55:58.890

Chanelle Wilson: Thinking about what does it mean to confront it. What does it mean to name it. And
once we begin to do that within we can think about healing. But even now during the strike. There's so
much

361
00:56:00.060 --> 00:56:07.440
Chanelle Wilson: I'm very frustrated by all of the faculty resistance that I'm hearing and seeing and and I
know that

362
00:56:07.830 --> 00:56:12.780
Chanelle Wilson: Those people are experiencing trauma, because they've never been told by someone
else, what to do.

363
00:56:13.170 --> 00:56:19.830
Chanelle Wilson: Especially the a person who do they don't think holds any power and they don't think
should have that level of power, what trauma has that

364
00:56:20.130 --> 00:56:36.750
Chanelle Wilson: These faculty experience that is making them be so resistant and then in their
resistance. What further trauma. Are they causing on students who began this strike. Anyway, as a as a
as a resistance to the trauma. So yeah, it's all their

365
00:56:40.740 --> 00:56:43.830
Chanelle Wilson: Other. Other thoughts, people who aren't facilitators who want to pull

366
00:56:54.720 --> 00:56:55.830

Chanelle Wilson: Out loud or in the chat.

367
00:56:56.100 --> 00:57:06.570
Mathilde Denegre: Yeah, everything. The people have been writing in the chat has been very insightful.
So if anyone wants to read their or their mates comments are allowed. I think that would be great.

368
00:57:09.660 --> 00:57:19.980
Taj Aurora (she/they) Bi-co Post-Bacc Education: I'm just curious, is there a way to like like poll the
students. I'm a post back and I feel very, very disconnected from the undergraduate students, but I'm so
curious because

369
00:57:20.670 --> 00:57:30.270
Taj Aurora (she/they) Bi-co Post-Bacc Education: Even in just this little bit of discourse over the past
couple of days. I keep hearing the same names of the faculty members I you know I haven't been here
since 2016 and it's

370
00:57:30.840 --> 00:57:41.190
Taj Aurora (she/they) Bi-co Post-Bacc Education: Within the STEM fields. It's the same people. So there's
like a predictable pattern of behavior and trajectory. If we want to get, you know, scientific about it and
it's like

371
00:57:42.390 --> 00:57:51.120
Taj Aurora (she/they) Bi-co Post-Bacc Education: I try very hard not to come at this from a place of anger
and come at this from like a more solution oriented approach, but

372
00:57:53.130 --> 00:57:59.100

Taj Aurora (she/they) Bi-co Post-Bacc Education: Yeah, the word that keeps coming up is like
accountability, which we have students here all the time. So it's like

373
00:57:59.670 --> 00:58:11.010
Taj Aurora (she/they) Bi-co Post-Bacc Education: If, if we're going to be holding students so highly
accountable, like we would hope that there's some accountability with the professors and if we're going
to be understanding about students and allowing them space to

374
00:58:11.550 --> 00:58:21.780
Taj Aurora (she/they) Bi-co Post-Bacc Education: To mess up sometimes and not learn perfectly because
learning is such a messy and imperfect process them like, you know, I try to temper my anger by

375
00:58:22.830 --> 00:58:35.250
Taj Aurora (she/they) Bi-co Post-Bacc Education: By, you know, trying to say, Well, I want professors to
be understanding with my imperfect learning, like I would like them to do that too. So trying to sort of in
Compute confuse some

376
00:58:36.630 --> 00:58:49.440
Taj Aurora (she/they) Bi-co Post-Bacc Education: Now, confused, I'm combined compassion and
accountability and how we approach this because it's, it's, I haven't been in the collagen and like four
years and it's still really predictable so

377
00:58:50.520 --> 00:58:52.620
Taj Aurora (she/they) Bi-co Post-Bacc Education: So yeah, I just, I feel like

378
00:58:54.240 --> 00:59:03.090

Taj Aurora (she/they) Bi-co Post-Bacc Education: I would really be curious to like do some polling and
figure out how to how to pull students in like like figure out what like who is being

379
00:59:03.690 --> 00:59:11.640
Taj Aurora (she/they) Bi-co Post-Bacc Education: Marginalized specifically and how it's happening and
what teachers, it's coming from and when and why and what circumstances because that stuff can be

380
00:59:12.630 --> 00:59:22.920
Taj Aurora (she/they) Bi-co Post-Bacc Education: Defined to not just talked about, more broadly, but we
can kind of hone in and then maybe have more information to know how to address it. So it's so that the
the teachers that are falling through the cracks.

381
00:59:24.420 --> 00:59:26.550
Taj Aurora (she/they) Bi-co Post-Bacc Education: Stop doing so and stop.

382
00:59:27.750 --> 00:59:40.890
Taj Aurora (she/they) Bi-co Post-Bacc Education: Like negatively pulling down departments where there
are people who want to learn. And there are people who maybe they just haven't seen the right sort of
way models, but they're like willing to to learn some

383
00:59:42.270 --> 00:59:43.500
People. Those are my thoughts.

384
00:59:46.800 --> 00:59:56.280

Mathilde Denegre: I know that there's some resistance to pulling among students because we are very
used to be ignored by the poll givers and right people run plenary or stuff. So like

385
00:59:56.670 --> 01:00:02.880
Mathilde Denegre: A lot of people just don't answer the polls that show up in our emails anymore. I
think the last one that got good coverage was the

386
01:00:04.710 --> 01:00:07.830
Mathilde Denegre: Openness one from a couple of years ago.

387
01:00:11.580 --> 01:00:18.840
Taj Aurora (she/they) Bi-co Post-Bacc Education: Just for information that's good to know that there's
going to be some like self selecting based on trust.

388
01:00:18.870 --> 01:00:30.840
Taj Aurora (she/they) Bi-co Post-Bacc Education: And who responses. But, and who responds. Um, but,
like how I guess my, my question is a little like a like logistical how, how would I go to to access the

389
01:00:32.100 --> 01:00:33.690
Taj Aurora (she/they) Bi-co Post-Bacc Education: Email database if I

390
01:00:34.680 --> 01:00:41.010
Chanelle Wilson: Good create a survey and send it out to the student you meet you heard this from me.
I don't care.

391
01:00:42.330 --> 01:00:49.680
Chanelle Wilson: And just send it out to the send it out to the student list, sir. But of course, there'll be
two different list serves or Bryn Mawr, and for Haverford

392
01:00:50.010 --> 01:01:03.540
Chanelle Wilson: You can get the student listserv information from the dean's office at Bryn Mawr, I
imagine the dean's office here would also have the the specific, you know, just like that username or
whatever, like the specific address for the listener.

393
01:01:05.220 --> 01:01:17.970
Chanelle Wilson: And students a habit for it at the beginning of the strike. They sent out a survey that
was not necessarily sanctioned by the school and the school made that clear, but it's not

394
01:01:19.080 --> 01:01:24.840
Chanelle Wilson: As far as I know, it's not like illegal and may be frowned upon, but whatever. Yeah.

395
01:01:25.410 --> 01:01:27.030
Mathilde Denegre: We aren't really here to talk about

396
01:01:28.110 --> 01:01:29.070
Mathilde Denegre: Logistics

397

01:01:30.540 --> 01:01:31.140
Mathilde Denegre: Later on,

398
01:01:35.340 --> 01:01:36.450
Chanelle Wilson: Allison, were you gonna say something

399
01:01:51.600 --> 01:01:52.170
Mathilde Denegre: Um,

400
01:01:54.090 --> 01:02:08.430
Mathilde Denegre: I realized we only have a few minutes left, so if anyone else wants to either share
something that the discussed or share a commitment to action that they hope to take with them from
this session, now's the time to do so

401
01:02:19.530 --> 01:02:28.650
Elena Marcovici: One thing I guess I've been thinking about throughout this is like a really small thing is
when I'm confused in class to just vocalize it

402
01:02:29.760 --> 01:02:31.650
Elena Marcovici: I think a lot of times when

403
01:02:32.670 --> 01:02:42.060

Elena Marcovici: Other students say things or even the professor says stuff. I don't really know what's
going on. And I think it's taken me I'm a senior now but it's taken me three years to realize that it's not
just me.

404
01:02:42.810 --> 01:02:59.160
Elena Marcovici: Who's confused because I always felt like if I was the only one who didn't understand.
And I should just get on board, somehow, but I think vocalizing that and then just asking the professor to
start over or to put a student's comment in context.

405
01:03:00.210 --> 01:03:07.350
Elena Marcovici: Might get add some of that equity stuff because we aren't all coming with the same
knowledge, even if we all have something to contribute.

406
01:03:08.460 --> 01:03:10.350
Elena Marcovici: We don't have that same basis.

407
01:03:13.320 --> 01:03:19.110
Heidi Jacob: You know, it's interesting coming from music. One of the things we did talk a little bit about
on our breakout room is

408
01:03:19.920 --> 01:03:27.810
Heidi Jacob: Making things more inclusive for people who don't have a background right we're talking in
an acapella and the Jazz Ensemble and of course

409
01:03:28.170 --> 01:03:34.860

Heidi Jacob: I tried to do. I've been doing that for years in my orchestra, but it actually does create some
tension. It's interesting.

410
01:03:35.490 --> 01:03:48.840
Heidi Jacob: To see because I have students who have less experience. I always say the word not, you
know, they aren't as good. Always use less experience. I always use that in all of my communication
about what I do.

411
01:03:49.710 --> 01:03:55.080
Heidi Jacob: But it's always like, you know, there's always this tension, but also when it comes to making
mistakes.

412
01:03:55.440 --> 01:04:09.300
Heidi Jacob: Just try music were always everybody makes mistakes. It's kind of intro. We all have to get
used to make mistakes and it's okay because in music. You just can't be perfect. I mean, so it's kind of
interesting. I feel music is a bit different.

413
01:04:11.070 --> 01:04:28.080
Heidi Jacob: how I go about things and how we go about things as a performer, we're kind of on the
outside to we've always been a little bit on the outside of the academic cannon being performers. I want
to say that so it's it's it's been interesting. So I don't know if that's helpful or not.

414
01:04:29.190 --> 01:04:39.720
Heidi Jacob: But I'm surprised it's it's hard. I feel bad when students can't say it'd be are afraid right to
say to say things

415

01:04:40.890 --> 01:04:55.680
Heidi Jacob: Because everybody's making mistakes and orchestra every single person. So we have to
rehearse right margin. I don't watch. And if you want to weigh in on this because you come from that
background too. So we're a little bit different.

416
01:04:57.480 --> 01:04:58.800
Heidi Jacob: And Beatrice. I see some other

417
01:05:01.890 --> 01:05:10.410
Heidi Jacob: Is Lily here too. I saw, I saw where were some other members of the orchestra. So I don't
know if they want to weigh in on some of these things. It's interesting.

418
01:05:10.710 --> 01:05:14.190
Margin Zheng (they/them): Yeah, I mean, we only have a couple of minutes here.

419
01:05:14.430 --> 01:05:16.020
Heidi Jacob: Maybe this is important. Yeah.

420
01:05:16.830 --> 01:05:17.400
Margin Zheng (they/them): I guess I

421
01:05:19.530 --> 01:05:24.780
Margin Zheng (they/them): Did offers making the child. And if anyone else wants to, it can just, um,

422
01:05:26.850 --> 01:05:27.300
Sick.

423
01:05:29.400 --> 01:05:29.910
Margin Zheng (they/them): I

424
01:05:31.710 --> 01:05:38.820
Margin Zheng (they/them): Like I really do believe that, like, all, all of you here. I mean, there's reason
why you joined here like you're all doing

425
01:05:40.320 --> 01:05:43.740
Margin Zheng (they/them): Great work. If really wanting you

426
01:05:44.790 --> 01:05:56.760
Margin Zheng (they/them): Believe in what you're doing. I'm in many ways I think like the strike and
you're like, just like the I'm

427
01:05:59.340 --> 01:06:06.750
Margin Zheng (they/them): Just at this moment is a challenging us to to think, what, how can I think
about what I'm doing differently.

428
01:06:07.650 --> 01:06:17.760

Margin Zheng (they/them): Um, it's pretty much like what sorts of knowledge, like arts or creativity, or
the practices are just ways that ways of being do we value.

429
01:06:18.420 --> 01:06:35.760
Margin Zheng (they/them): Like how do you say like less experienced vs vs on like, I don't know, they
cannot go to something like that like it. Like, even though it might it it is definitely an improvement upon
the alternative. It also implies itself. A second set of standards.

430
01:06:36.330 --> 01:06:37.020
Mathilde Denegre: And I think

431
01:06:37.440 --> 01:06:40.350
Margin Zheng (they/them): A lot of like with like partnership work. There's a

432
01:06:41.460 --> 01:06:41.940
Margin Zheng (they/them): Um,

433
01:06:43.710 --> 01:06:53.460
Margin Zheng (they/them): There's like there's this part of, like, what, what I think, like, um, if there's
opportunity to explore partnership work. It's like what are other things.

434
01:06:54.090 --> 01:07:06.360
Margin Zheng (they/them): That we can we can value different like different Lee, especially because
colonial like systems. Couple of systems will value certain certain things for others.

435
01:07:12.000 --> 01:07:16.410
Margin Zheng (they/them): I think I just, I'm relating to that. I just want to add something into the

436
01:07:17.550 --> 01:07:35.340
Margin Zheng (they/them): Channel. So, um, this is sort of like an interweaving of various different
quotes, it's because I mean like we're all in there. And in this work like interweaving like things. Um,
yeah, like again like there's there's pieces, putting together, um,

437
01:07:36.390 --> 01:07:40.290
Margin Zheng (they/them): And you know the great, it gets. Yeah, we're not perfect.

438
01:07:41.490 --> 01:07:45.060
Margin Zheng (they/them): We're not necessarily aiming for perfection. Um,

439
01:07:46.350 --> 01:07:48.540
Margin Zheng (they/them): But the process.

440
01:07:49.680 --> 01:07:50.280
Margin Zheng (they/them): And

441
01:07:51.660 --> 01:07:54.090

Margin Zheng (they/them): Doing and also just naming

442
01:07:55.170 --> 01:08:07.950
Margin Zheng (they/them): Like they close it and what is put to the chat, because it's naming that like,
like this, like students at because teachers approaches. It's the we are we are focusing on anti racism
focus on decolonization

443
01:08:09.000 --> 01:08:10.290
Margin Zheng (they/them): Breaking down white supremacy.

444
01:08:12.510 --> 01:08:18.150
Margin Zheng (they/them): The which is light to a more radical elsewhere. And what does that mean i
mean it's, I don't know.

445
01:08:19.560 --> 01:08:26.760
Margin Zheng (they/them): We all have we all you all have amazing powers of imagination and

446
01:08:27.810 --> 01:08:32.070
Margin Zheng (they/them): And like schooling and stuff and and colonialism and like

447
01:08:34.350 --> 01:08:36.660
Margin Zheng (they/them): this broken world tells us that it's

448

01:08:39.210 --> 01:08:44.790
Margin Zheng (they/them): We don't have that power but like you do you do your magical

449
01:08:48.000 --> 01:08:50.160
Mathilde Denegre: Um, before everyone has to head out.

450
01:08:50.190 --> 01:08:52.680
Mathilde Denegre: The Strike organizers asked me to

451
01:08:53.310 --> 01:08:56.460
Mathilde Denegre: Put in a survey about speaking of surveys about how the

452
01:08:57.720 --> 01:09:01.170
Mathilde Denegre: Session went so I will paste that into the

453
01:09:03.870 --> 01:09:23.910
Mathilde Denegre: Chat and then I will also paste in the really, really great list of resources that are
professors put together like this is such a good syllabus for like anti racist, anti colonial education. I
would especially like to

454
01:09:25.200 --> 01:09:33.750
Mathilde Denegre: Stand up a person and Eve tuck. Both of them have like sort of changed the way I
think about the world.

455
01:09:35.580 --> 01:09:38.370
Mathilde Denegre: Or the form of Facebook. Thank you. I did not realize that I was just

456
01:09:40.290 --> 01:09:53.460
Mathilde Denegre: Sending that whole thing and all right and if anyone wants to talk about this further,
or get more resources or get like the recording or anything, please email any of us and we will pass the
information along

457
01:09:54.780 --> 01:09:55.650
Chanelle Wilson: And I just want to

458
01:09:56.160 --> 01:10:04.740
Chanelle Wilson: One more. I'm just going to put it here. One more time. This quote that we thought of
as we were planning is an African proverb now quite sure which culture.

459
01:10:05.340 --> 01:10:13.050
Chanelle Wilson: But, but they use it all over the continent. So if we if you want to go fast, go alone. If
you want to go far, go together. And I hope that that's something that we can

460
01:10:14.670 --> 01:10:22.200
Chanelle Wilson: Take in and embody and all that we do there is there is another person there or there
are other people who that who we can be working with

461

01:10:22.950 --> 01:10:36.360
Chanelle Wilson: To move farther along and if we know that and we recognize it and we continue to
seek it out. Then we absolutely will move far so hopefully throughout our time and however long the
strike persists. We are working together, or we're creating

462
01:10:36.960 --> 01:10:41.550
Chanelle Wilson: The possibilities for us to to speak in and with and through other people

463
01:10:45.930 --> 01:10:51.180
Chanelle Wilson: Thanks so much everyone for being here. I don't know if that's if we're that I get to see
the final word. I didn't want that, but

464
01:10:53.070 --> 01:10:54.000
Mathilde Denegre: Go ahead. Yeah.

465
01:10:54.750 --> 01:10:57.450
Margin Zheng (they/them): Yeah. Testers are seeking final words.

466
01:11:03.270 --> 01:11:03.990
Janice Lion: Thank you.

467
01:11:05.730 --> 01:11:06.630
Sovigne Gardner: Thank you.

468
01:11:07.110 --> 01:11:07.620
Yeah.

469
01:11:08.940 --> 01:11:09.660
Heidi Jacob: Thank you.

470
01:11:25.980 --> 01:11:26.910
Chanelle Wilson: Amazing job.

471
01:11:27.060 --> 01:11:27.990
Mathilde Denegre: I'm gonna stop recording

472
01:11:28.230 --> 01:11:29.730
Alison Cook-Sather: Yeah. Yep.