Global Engagement Night: Indigenous People’s Day

I attended a Global Engagement night event which discussed Indigenous People’s Day and Columbus Day. The Global Engagement night focused on debunking the holiday of Columbus Day and the origins of the holiday. The workshop started with a brief discussion of the preconceived perceptions of Columbus and what previous school curriculums covered. In our small group we discussed how during our early childhood education, Columbus was portrayed as a hero who went on a grand adventure and discovered an entirely new continent which had no prior inhabitants. These misconceptions were perpetuated through our elementary education. Most members of our group talked about how when learning about early colonization indigenous people are rarely ever mentioned in a positive light. Our small group talked about how, as children, we celebrated Christopher Columbus as an American hero despite his active role in genocide. 

    After our small group sessions the presenters covered the history of Columbus Day in America. Originally the holiday was celebrated by Italian American’s who viewed Columbus as a national hero. During the time that Columbus Day was first celebrated, Italian Americans were strongly discriminated against in America. They viewed the holiday as a way to celebrate national pride in a climate that was hostile to them. Today there is a strong push to have Columbus Day renamed to Indigenous People’s Day. Indigenous People’s Day celebrates the cultures of the people who lived on this land before colonization, the struggles they have had, and recognizes the crimes that have been perpetrated against them. Indigenous People’s Day gives different groups of indigenous people chance to raise awareness and share their amazing cultures with other Americans. There is a strong backlash in some communities in America, which has made the transition to Indigenous People’s Day increasingly difficult to do in many areas.

    The presenters also gave a short summary of the history of indigenous people in the Americas. Almost all of their history is ignored by history courses in primary and secondary education. The presenters detailed some of the different tribes that once lived in Ohio. They also covered the creation of reservations and the current conditions of the reservations. We learned that substance abuse and mental illness statistics are significantly higher for those living on reservations, but resources for getting help are few and far between. We also briefly discussed the Dakota Access Pipeline and how it disproportionately affected the Sioux tribe. We learned about the activist movements in America and how they are working to spread awareness and pass legislation benefiting Indigenous People. We also watched a video made by singer and rapper Supaman which showcased different tribes cultures and their struggles, especially the fight against the Dakota Access Pipeline. 

Genocide in Rwanda

I attended Jacob Caponi’s lecture and presentation on the Rwandan Genocide. This qualifies as an academic event. I had previously heard Jacob’s lecture in my IA Scholars seminar freshman year. It was still fascinating to learn more in depth about the Rwandan Genocide and the continuation of Jacob’s research. In his lecture Jacob covered what classifies as a genocide and how the U.N. and world governments decide when to label a genocide. To label a conflict a genocide it must by U.N. definition  be “any of the following acts committed with the intent to destroy, in whole or in part, a national, ethnic, racial or religious group, as such.” A genocide also can include killing members of the group, causing serious bodily or mental harm to members of the group, deliberately inflicting on the group conditions of life calculated to bring about its physical destruction in whole or in part imposing measures intended to prevent births within the group, or forcibly transferring children of the group to another group. 

Jacob mentioned that the rest of the world considers America (rightly) responsible for two major genocides. The first being the genocide against the Indegenous people in North and South America, and the second being American slavery. I had never heard anyone refer to slavery as a genocide before. The American education system glosses over the massive scale of death and human rights abuses that our country perpetrated. Now that I have heard that slavery is classified as a genocide, it is impossible to view it through any other lense. Jacob also mentioned that in Rwanda, the conflict was only named a genocide after the fact so that international actors would not have to expend resources to end the conflict or help the victims. Rwanda themselves does call the conflict the “Rwandan Genocide” they call it “The genocide against the Tutsi”, which I think is a much more accurate name and better represents the conflict. When the international community refers to it as the Rwandan Genocide, it is another way the international commuting downplays what happened. When the genocide happened the international community pretended it was an “ancient tribal conflict” and not the horrific genocide it was. 

Another aspect of Jacob’s research that I found interesting was the after effects of the genocide. The perpetrators of the genocide in Rwand are now being released back into the community after on average 30 years in prison. The male inmates were trained on nonviolence and how to reintegrate themselves into their families. In these classes the male inmates were taught how to treat their wives, how not to become domestic abusers, and how to interact with their now grownup children. Jacob noted however, that female inmates were not given these classes. Another thing that surprised me about Jacob’s research was that victims of the genocide are throwing welcome back parties for the perpatrators who were responsible for killing their families and neighbors. This baffles me because the victims of the genocide never received any training or counseling to help them deal with the trauma. The national conscience is so focused on healing from the horror of the genocide that forgiveness is almost expected or commonplace. 

 

Welfare and Societies Under Stress: Welfare and Penal Policies amid Rising Insecurity

I attended a talk hosted by the Mershon Center for Security Studies on the subject of attitudes towards welfare and penal policies in South Africa. The talk was based on the research project “Welfare and Societies Under Stress: Welfare and Penal Policies amid Rising Insecurity”  by Sarah Brooks from Ohio State and Marianne Ulriksen from the University of Southern Denmark. The two women spent time abroad in South Africa studying post Apartheid attitudes towards redistribution and penal policies. Post Apartheid South Africa has an incredibly high crime rate and mass amounts of gang violence as well as “extreme socio-economic inequality”. Brooks stated that in violent societies such as South African citizens are typically less likely to support welfare policies such as redistribution. Brooks and Ulriksen noted, however, that in South Africa this is not the case.  South Africa has high levels of support for redistribution from all socio-economic and racial groups. 70% of people fear crime but at the same time support redistribution. The current government spends 17 million rands (the South African currency) on child care and healthcare support. The conundrum of South Africa is best explained by looking at its authoritarian roots.

Brook and Ulriksen attribute the support for redistribution to the 2 distinct legacies of the Apartheid state. The first legacy the women touched on was the authoritarian values which support harsh punishments, such as the death sentence and vigilantism, for criminals. According to focus groups in South Africa, a majority of people believe that criminals have luxurious accommodations in prison. They support groups like PAGAD who deliver mob justice to members of gangs. The citizens who live in constant fear of gangs feel that the gang members have more rights than they do and that they were safer during the Apartheid when the police force was more unforgiving. Brooks stated that the nostalgia for the apartheid was similar to that of former USSR states who longed for the stability of their lives during the Russian regime.

The second legacy of the Apartheid is the current democratic society. The democratic legacy promotes the feeling that the government is responsible for handling the rampant crime. People who subscribe to the democratic ideals are typically young people who were not raised in the apartheid years. They believe that the government should intervene to reduce inequality and that grants are a basic right of citizenship. Both groups of citizens, those that stick to authoritarian ideals and those that adhere to democratic ideals, have a strong belief that the government owes them. During the talk, the question was posed “How does race effect redistribution attitudes?” The answer was surprising. Brooks and Ulriksen stated that the rich white minority were more likely to support redistribution and welfare policies because of lingering white guilt from the Apartheid.  According to the presentation, most of the welfare grants go to ethnic Africans who were previously oppressed by the government. They also mentioned in their talk that colored South Africans, those of not of white or ethnic African descent, felt that they were worse off in the present. Proportionally they receive very little of the welfare grants because they were “less” oppressed. The two women concluded their talk by acknowledging that their research was far from complete. Because Dr. Brooks is an Ohio State professor, I hope to follow their research.

Involvement Fair

I attended the Mini Involvement fair hosted for the International Affairs scholars outside of Smith Steeb. I was able to meet with a few clubs that really captured my interest and have inspired me to join. These booths were very beneficial because they were catered towards the interests of someone in the IA program. I even found some clubs that I had completely missed during the hubbub of the Involvement Fair. The booth that most interested me was the MUNDO booth. MUNDO, I learned, is a student organization and “a Residence Life initiative and student organization for students who want to learn about and become involved with social change at the local, national and global level using service, learning, and leadership”  They invited me to their event and study abroad info session about Castles, Celts, and Curries: Multicultural Histories and Legacies of the United Kingdom.

I also talked to the Undergraduate Anthropology Club. They had a variety of skulls (3D printed) laid out on the table in front of them. The members explained that there are two types of anthropology that they discussed and taught in the club, cultural and physical anthropology. Cultural anthropology, the study of human societies, cultures, and their development is what most interested me. Cultural anthropology seemed to closely relate to my interests in the classics and in archeology. The ladies at the booth talked about how the anthropology club goes to COSI and to local high schools with their learning carts and teaches the kids about anthropology.

I also met with the Alexander Hamilton Society. The Alexander Hamilton Society is a group of undergraduate students interested in academic debates on international affairs, economics, and security. In the past, I have attended a few of their meetings as a non-voting member and listened in on their debates. I also attended their panel discussion about America’s rising trade war with China. My brief talk with their representative reminded me that I would like to become more involved and active in this organization. They are holding another panel on Yemen and the humanitarian crisis that has been happening there. The handout that they have said that they were bringing in an expert in Saudi-American relations which will be interesting because the US is supplying the weaponry to Saudi Arabia, who intern supplies the weapons to the Yemeni government to fight the Houthi rebels.

I also talked to the Project Nicaragua representatives at the behest of my roommate, who is in the club. Project Nicaragua aims to improve the quality of life in Nicaragua through a “holistic approach to health through public health, education, and economic empowerment”. They strive to make lasting changes and improvements to Nicaraguan life and infrastructure. They sell handwoven bags from families in Nicaragua to the students of OSU and all proceeds go to the families who made them. The Project Nicaragua team at OSU works in the Rancho Grande community and has helped establish an agricultural and technical school called Escuela Tierra Prometida (ETP). I am very interested in looking more into this club and their fundraising projects.

Alexander Hamilton Society: Rising China: Trade and America’s Pacific Posture

I attended the discussion on American and Chinese trade relations presented by Dr. Phil Levy, a Senior Fellow for the Chicago Council on Global Affairs, and Dr. Bin Yu, a Professor of Political Science and East Asian Studies at Wittenberg University. Prior to this event, I had a limited understanding of the trade relations between China and America. The moderator of the event, Dr. Peter Mansoor, gave a brief background summary of America’s tumultuous economic relationship with China. Dr. Mansoor discussed how American businesses and production have made the jump across the sea to China. Dr. Mansoor also explained briefly Donald Trump’s sanctions on China. Mansoor explained that Trump views China as a direct competitor that requires aggressive actions against. Trump has placed sweeping tariffs of $34 Billion dollars on China’s economy.

Dr. Phil Levy explained this trade war from an American point of view. His view point, however, was not in support of the Trump administration’s decisions regarding the trade war. Dr. Levy feels that action must be taken against the growing influence of China on our economy. Dr. Levy made many good points about how the entire production chain is reliant on China. He used iPhones as an example. The parts and computer chips that are used in iPhones are made in China. The glass screens are made in China. Then these parts are assembled and made into an iPhone in China. Dr. Levy says that if America goes further into a trade war like this, these industries will suffer greatly. He also talked about Chinese allegedly stealing American designs and information. This was an issue I had never heard about before.

Dr. Bin Yu approached this issue from a different perspective. He stated that America has more money invested in China than China can retaliate against America. He also brought up the overall GDP of China. When China was inducted into the WTO and other multinational organizations it was a developing nation. The economy in China is one of the largest in the world, however, the average per capita GDP, or household GDP, is somewhere between 4,000 and 6,000. Dr. Bin Yu also stated that when the WTO placed environmental and developmental restrictions on China it was when China was still a developing nation. China has since moved on from being a developing nation, however, the WTO has not authorized new restrictions on China to fit its new status.

I learned a great deal from this lecture. Both of the guest speakers brought about points I had never considered before. I, admittedly, did not know much about the trade war side from Trump’s actions. I had also never considered the trade war from a Chinese perspective. They have quite a lot of money and jobs in American companies and enterprises. One new thing I learned was that China and the US have been fighting over stolen technology and information for years. This lecture was highly informative and has led me to try to further my understanding of global economics.

 

Year in Review

[ “Year in Review”  is where you should reflect on the past year and show how you have evolved as a person and as a student.  You may want to focus on your growth in a particular area (as a leader, scholar, researcher, etc.) or you may want to talk about your overall experience over the past year.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

G.O.A.L.S.

[ “G.O.A.L.S.” is a place where students write about how their planned, current, and future activities may fit into the Honors & Scholars G.O.A.L.S.: Global Awareness, Original Inquiry, Academic Enrichment, Leadership Development, and Service Engagement. For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.

  • Global Awareness: Students cultivate and develop their appreciation for diversity and each individual’s unique differences. For example, consider course work, study abroad, involvement in cultural organizations or activities, etc.
  • Original Inquiry: Honors & Scholars students understand the research process by engaging in experiences ranging from in-class scholarly endeavors to creative inquiry projects to independent experiences with top researchers across campus and in the global community. For example, consider research, creative productions or performances, advanced course work, etc.
  • Academic Enrichment: Honors & Scholars students pursue academic excellence through rigorous curricular experiences beyond the university norm both in and out of the classroom.
  • Leadership Development: Honors & Scholars students develop leadership skills that can be demonstrated in the classroom, in the community, in their co-curricular activities, and in their future roles in society.
  • Service Engagement: Honors & Scholars students commit to service to the community.]

Career

[“Career” is where you can collect information about your experiences and skills that will apply to your future career.  Like your resume, this is information that will evolve over time and should be continually updated.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]

Artifacts

[Artifacts are the items you consider to be representative of your academic interests and achievements. For each entry, include both an artifact and a detailed annotation.  An annotation includes both a description of the artifact and a reflection on why it is important to you, what you learned, and what it means for your next steps.  For more guidance on using your ePortfolio, including questions and prompts that will help you get started, please visit the Honors & Scholars ePortfolio course in Carmen. To get answers to specific questions, please email eportfolio@osu.edu. Delete these instructions and add your own post.]