I viewed the International Perspectives on the Coronavirus Pandemic Zoom event. During the event I heard citizens of various countries share their experiences with the current global pandemic in the context of their situations and societies, as well as their outside perspective on the events taking place in the United States. Throughout the discussion, I was repeatedly overwhelmed with how real this situation is. That is not to say that I was unaware of what was going on around the globe, but rather, it was apparent that no other event during my lifetime has affected every area of the world to this degree. This is a terribly difficult situation for individuals around the globe, but it is also an event that is connecting the world in no way I have seen before. Ideally, I would imagine this shared international experience to lead people to work together and cross previously solid barriers to show support and mutual understanding. In some ways, like through this zoom discussion, that is what is happening. Unfortunately, some of the stories that I heard from the discussion participants presented the opposite of the idealistic unification I was imagining. I couldn’t help but cringe from my seat on the United States side of the discussion, when representatives from both France and Germany shared that different shipments of masks on their way to France and Germany had each been intercepted by American representatives and redirected to the United States using a large sum of cash. While I understand that these representatives were sent to benefit the United States, it was extremely disappointing to hear about the events. 

Another foreign perspective that was especially interesting was on the protests occurring throughout the United States. I was surprised that multiple individuals shared that, from an outside perspective, it seemed that the protests were possibly a result of the “workaholic mindset” that other countries sometimes associate with the United States. I was unaware that this perspective existed. From my point of view, I did not consider that people wanted to get back to work simply because work is what they are used to doing. I had assumed that protesters simply did not believe in the severity of the projections about the pandemic or believed that their constitutional rights were being infringed by regulations. Growing up in a mostly conservative community, I am extremely familiar with the prevalence of mistrust and disdain for governmental regulations on life activities. I appreciated hearing fresh perspectives about various aspects of the pandemic. The individual currently residing in Germany stated at one point, “If you stay in a certain bubble it’s easy to forget the whole picture.” I was certainly grateful for this opportunity to take a step outside of my bubble to learn about how this global issue is affecting people in every corner of our world.

Recently, I spent an afternoon volunteering with the Buckeye Food Alliance. A group of other International Affairs scholars and I walked over to Lincoln Tower where the food pantry specifically for the use of Ohio State students is located. Any Ohio State student may access the food pantry during their hours of operations. There is no need to provide financial information or demonstrate need. I learned that there are many students on campus who require their services. According to the Buckeye Food Alliance, 15% of all Ohio State students identify as food insecure. This is an especially troubling statistic considering the actual number of individuals represented by 15% of Ohio State’s huge student population. 

Volunteering with the Buckeye Food Alliance was not the first time that I was made aware of the number of food insecure students around campus. At the beginning of this semester, my Social and Economic Justice professor spent a few minutes describing his no-eating policy during class. During high school many of my teachers also had no food in class policies, but it was exclusively described as being because it was a “distraction.” My Social and Economic Justice professor explained that he does not allow eating in the class because of the statistical probability that there are students in the class who are food insecure. This particular class is a three hour lecture, so he did clarify that if students in the class have a medical condition like diabetes that requires them to eat periodically, then he encouraged them to do so by stepping outside of the classroom during the scheduled hourly breaks in lecture. I have always been distracted when students pull out entire meals during class, but I never considered how that might negatively affect someone’s focus beyond simply drawing his or her eyes to the pasta bowl two rows ahead. For a student who is food insecure, it may be especially stressful or frustrating to be surrounded by peers eating dinner in their learning environment. While the prevalence of food security is the true problem that must be combated in this scenario, I believe that all students deserve a learning environment that is as conducive to learning and success as possible. Not eating meals in class is courteous regardless of if those around you were forced to skip lunch themselves that day or not. This semester, I have a four back-to-back classes that go from 9:30-5:00 PM, and after discovering the likelihood that someone sitting near me in those classes may have their learning inhibited by my eating during class, I figured out how to plan ahead so that I can eat in the few minutes between classes or during scheduled class breaks. Ideally, every student at Ohio State would have access to sufficient aid to be food secure. In the meantime, I hope to contribute to efforts to support the success of my fellow buckeyes, whether that be by taking inventory of 3,500 cans of peaches for the Buckeye Food Alliance on a Sunday afternoon, or sharing the ways planning out your meals outside of classes may benefit those learning next to you in the classroom.

If you would like to learn more about Buckeye Food Alliance, or know someone who could benefit from their services, please visit their website: https://www.buckeyefoodalliance.org/

Earlier this month I volunteered with other International Affairs Scholars to work on a mural at a school outside of Columbus. My good friend Anne Knellinger worked with the Community Refugee and Immigration Services (CRIS) to design, plan, and execute the creation of the mural. I was ecstatic to offer my time to support this project and its goal to encourage and empower young students. The elementary school in which the mural was created h

as a very diverse student body. The mural included two trees with removable leaves that had uplifting messages on them. One of my favorite aspects of the mural was that these uplifting messages were written in various languages to accommodate for each member of their diverse student body.

While volunteering, I spoke with a teacher who works at the school, and she told some incredible stories of her experience working with children of such varying backgrounds. She told me that every class in the school has a mixture of students with dramatically ranging socioeconomic statuses. She also explained that the school has a population of refugee students. She is inspired by the incredible growth that refugee students show over time. She described one student who spoke almost no English when he began school in the United States. At first, the student had behavioral issues, which were increased by the other students interjecting when teachers asked the student to do something by saying, “He doesn’t speak English!” This pattern continued for some time, but as the student was given time and support for his adjustment to life in the United States, the student seemed to transform. When the student returned from his first summer break, he had learned much more English and had nearly no behavioral issues. Thanks to the continuous support from various sources, the student was much more comfortable in his school environment. Some time after the student showed this dramatic improvement, the teacher asked the student if he was glad that his family moved to the United States. The student replied that he loves the United States, but deeply misses his home country. I was moved by the resilience that the young refugee children at this elementary school, and throughout the world, show in their pursuit of success. I am also thankful for teachers like the one I spoke with while volunteering. She emphasized the importance of educators being patient and supportive with all their students, regardless of the students’ backgrounds. 

The other section of the mural, which is pictured in this post, is inscribed with a quote from the Dalai Lama that reads, “Be kind whenever possible. It is always possible.” Every child at this school deserves to hear a kind word from another person each day. I was honored to be a part of any effort that  uplifts  children.

Mural designed by Anne Knellinger and members of CRIS

I recently attended the Celebration of Indigenous Peoples’ Day in Sullivan’s Hall Rotunda. A group of students and faculty created and setup displays that filled multiple floors of the Rotunda. The displays gave extensive historical information about the lives of Indigenous people. This included descriptions of everyday life, religious customs, and important cultural aspects like music, art, and religion. The displays also included interactive features that allowed viewers to scan QRs code that played music out loud, provided more in-depth descriptions of the topic of its, or showed a three-dimensional view artifacts. What was most impressive about the interactive aspects of this display is that they were made possible through the voluntary efforts of students. After Indigenous People’s Day, this large set of displays will be touring other locations and universities where their work and advocacy will reach other populations. It is inspiring to consider that I, even as an undergrad student, can and should be actively pursuing my passions. For the students who worked on this project, their passion was evident in each and every display and interactive link. Their devotion to this project inspired me to be more reverent of the story of Indigenous people in the Americas. I hope that my passion will be clear and persuasive in the projects or career I pursue as well. 

The second part of the event was a lecture by an Indigenous studies professor, who also has Indigenous heritage. The main idea of his lecture was to tell the history of Indigenous people in the United States with more complete respect to their perspectives than what is typically described in high school American history courses. There were a few moments from his lecture that stood out to me most. First, he began by recognizing that the celebration and “the land this university sits upon” belonged first to Indigenous peoples. Also, before he began his presentation, he burned sage that was bound by his mother during a two-day retreat into the wilderness she embarks on each year. He said burning her sage would “bring his mom into the room” with him while he recounted the history of their people. Later in the presentation, he provided a few quotes from founding fathers about Indigenous people and the land the country included at the birth of our nation. In one quote, Thomas Jefferson described the land of the new United States as “virgin” land, even though there were entire civilizations already established on the land. Additionally, George Washington described the land as “a place for wealth and occupation.” It is always difficult and surprising to hear negative facts about historical figures that we as Americans are taught to admire from very early on in life. The presentation went on to describe the series of tragedies that Indigenous peoples faced. 

What is most difficult about hearing stories of injustice is that one can not go back and change it. Nobody has the power to go back and force the people of the past to do things better. With that being said, there are a plethora of things that can be done today. First, the true stories and experiences of Indigenous people must be more accurately presented to the general public. Next, the social injustices that Indigenous people in the United States face not only need to be brought to light, but also need to be addressed and prioritized. I am thankful for people like the students and faculty who made the Indigenous People’s Day Celebration a reality. Projects like these bring our society one step closer to better understanding and respecting the experiences of Indigenous people.

I recently attended a presentation titled The 1994 Genocide Against the Tutsi. This presentation outlined the definition of genocide, the history of Rwanda, the events that led to the 1994 Genocide, the aftermath, and research being conducted over the incident. I was particularly interested in how individuals today, a mere 25 years after, are experiencing the impact of the genocide.

The presented research and perspectives of the 1994 Genocide accentuated human being’s impressionability. According to the abbreviated history of Rwanda that I learned, the kingdom of Rwanda that existed before the age of colonialism was, for the most part, peaceful. Yes, there was conflict in the society, but it seemed that there was little to no focus on what could potentially separate society into groups. For example, it was “not abnormal” for two women to cohabitate and raise a family together. Rwandans’ ability to live together peacefully amidst their differences during the Pre-Colonialism Era, demonstrates humans’ capacity to exist this way despite perceived differences among a society. Considering that mindset, it was difficult to understand how a group shifts from living in harmony, to determining others’ worth using a single characteristic: social class. Why does placement in a socially constructed group make one individual different from another? 

A potential answer to this question is that human beings are programmed to adopt whatever way of thinking is presented most frequently. The background and current experiences of those involved in the 1994 Genocide against the Tutsi may be the most extreme example of the impressionability of humans. Those who were convicted of Category One offenses, or the worst crimes committed in the midst of the genocide, are currently being released from prison and attempting to return to normal life. Surprisingly, the motives that led them to kill 25 years ago seem to be completely irrelevant today. In fact, according to researchers’ experiences, Tutsi often are who plan the “welcome home from prison” parties for the Hutus completing their sentences. The “me versus them” mentality, that caused over a million murders in a few short months, seems to have been nearly eradicated. Although the conflict has obviously not been forgotten, the Tutsi versus Hutu debate is no longer influential. Ultimately, this is because Rwandans fear another genocide.

Those who have been in Rwanda throughout the past 30 years have dramatically shifted their mindset about what determines the worth of an individual. Often times, we blame prejudices on how an individual was raised, as if that statement somehow excuses the application of a toxic hierarchical system to human beings. The dramatic shift in the mindsets of the Rwandan people suggest that human beings are capable of changing their minds about groups of people. It is my hope that societies throughout the world, especially in the United States, can learn to change their own attitudes and stop putting people in oversimplified boxes. It is important to view others with regard to the entire person. When we reduce people to a single characteristic, we not only risk creating a dangerous “me versus them” mentality, but we also miss out on the many valuable skills, talents, and traits that people have to offer. Hopefully, through the actions of one individual at a time, a rejection of stereotyping is possible with no genocide necessary. 

Over my first year of college, I became very interested in the experiences of refugee populations. In multiple classes and clubs, I explored the difficulties and effects of forced migration from one’s home country. Because of this interest I decided to attend a lecture about contemporary Arabic literature of forced migration. Johanna Sellman, a professor of Arabic studies at Ohio State, began by classifying contemporary literature as written works from the 1990s and onward. She continued by defining forced migration as a migratory movement in which an “element of coercion exists.” In terms of literature of forced migration, she discussed three main themes or trends: meaning of belonging, borderlands, and non-realist narratives. She also explained that a major transition in the way literature that comes out of force migration was necessary for the recognition of it as an art form. Specifically, these types of forced migration began to be seen as a place where real art and creativity can happen, rather than solely historical and political forces. Sellman gave a compelling description of what we as readers actually gain from reading this type of literature. In her frameworks for analyzing Arabic literature of forced migration, she stated that literature should be treated as a documentary not a truth or testimony. It is important that readers avoid the tendency to believe that if you read a book written by a refugee you gain an understanding of what he or she actually endures.

I was extremely interested to learn about this entirely new classifications of literature because I had never been exposed to an academic or artistic Arabic perspective before. In my high school’s English and literature classes we read British and American authors. I applied for International Affairs scholars because I wanted to gain a more comprehensive global perspective. I recognize that there are a plethora of ways to learn about different cultural perspectives, but Sellman’s lecture gave me new insight into the complexity of achieving true empathy with those whose experiences are disparate from mine. This realization increased my drive to achieve the level of empathy necessary to understand refugees’ to serve with genuine compassion.

I have always been interested in pursuing a helping profession, but I could not determine how I could best serve others and where my passion lay. After nearly an entire school year in the exploration program, I have finally decided to apply to the College of Social Work. As I further develop my focus as a public servant, I hope to continue to gain a better understanding of how I may increase my knowledge and understanding of others’ experiences by leaning on the expertise and advice from people like Johanna Sellman.  

On February 15, I spent my Friday night volunteering at Taste of OSU. Taste of OSU is an annual event sponsored by The Office of International Affairs that features cuisine, performances, and exhibits provided by more than 30 international and ethnic clubs on Ohio State’s campus (“Taste of OSU”). I volunteered as part of the “Green Team” in the Archie Griffin Ballroom on the second floor. As a volunteer my job was simply to keep the room as organized as possible by throwing away trash, clearing tables, and emptying trash cans. Ultimately, this role allowed me to observe the busy and colorful scene that filled the room. The entire room was lined with booths where guests flocked to have their first taste of the unique and exotic dishes being offered. Multiple booths had people in traditional dress or contemporary trends from their respective cultures. The mix of bright colors contributed to the warmth and excitement that filled the space. Each booth and group was incredibly unique. Some booths had meat and rice, while others had pastries and cakes. People stood in front of their tables and loudly announced the names of their delicious dishes to the dense crowd as it flowed around the perimeter. I felt a great admiration for the passion each group demonstrated for their heritage.

Downstairs, in the main part of the union, the energy of the event was heightened by ethnic dance groups performing on stage. After I finished my shift volunteering, I went down to watch some of the performances. What stood out most was how different each performing group was. I had never seen many of the traditional styles of clothing that they wore. Dancers performed using colorful umbrellas, ribbons, sticks, and other objects. Every group received rowdy support from the crowd. With each performance, a new horde of fans would file into the area directly in front of the stage to cheer and encourage the dancers. It was clear that most of the crowd had come to support and enjoy their own cultures. I have never explored my own culture, but after seeing the joy with which my peers demonstrated and appreciated their cultures, I hope to learn more about where I come from. I am dominantly German and Scotch-Irish, but I would say that eating sauerkraut and pork on New Year’s Day is the extent of my experiences with either of those cultures. As I have learned more about study abroad opportunities, I have become increasingly interested in learning about other cultures. Nearly every classes I took this semester has some sort of an international focus. I took these courses in the hope to learn more about the places I want to travel one day. However, in this exploration, I have neglected to devote any focus to discovering my own origins. After attending Tate of OSU, I am eager to explore the cultures that make up my background. As I grow in familiarity with where I come from, I am certain I will also grow in appreciation for a new and exciting part of who I am as a German and Scotch-Irish American.

Source: “Taste of OSU.” Office of International Affairs – Department of Science and Technology (India), The Ohio State University , 2019, oia.osu.edu/taste-of-osu.html.

Last week, a crowd of my fellow International Affairs scholars and I packed into the living room of the German house on campus to enjoy German pretzels and hot chocolate, a passionate presentation by IA scholar Kate Greer on the history and current political atmosphere of Germany, and stories of our peers’ experiences abroad.

I found it incredibly valuable to re-learn about past foreign events through a German lense, as doing so supplemented the westernized perspective I gained from my high school textbooks. Kate’s presentation began by covering the rocky history that preceded Germany’s unification, then briefly outlined other important historical landmarks that led up to the conflicts of the early 20th century. She gave a unique account of the events that followed the first World War and how those events contributed to the rise of the Third Reich. From the conflicts among the Germanic tribes to the crippling reparations and shame that were placed on the country after World War II, German history has had an overarching theme of conflict and struggle. Amidst every struggle the country has faced, Germany has endured, but the scars of their burdens remain even today. What I found most interesting about Kate’s presentation was her description of the lack of nationalist pride among the German people. Previously, I was under the notion that all modern first-world countries’ citizens are dominantly nationalist. Kate explained that Germany is still paying for the crimes committed during the second World War, and because of this, there is not a strong tradition of nationalism among the German people. This came as even more of a shock to me when Kate went on to describe all of the incredible things the country has to offer, including; beautiful traditions, extraordinary architecture, prominent literature, advanced public transit system, and unmatched innovation in renewable energy. I found it ironic that Kate as an American may be more passionate about Germany than many German citizens. Kate’s passion was truly inspiring and left me even for determined to gain as many international experiences as possible while I am at Ohio State.

I have always had the dream to travel, but it was not something that I was able to do often growing up. At 18 years old I have never been on a plane, let alone left the United States. I have always seen college as my opportunity to see far-away places. Kate’s passion about Germany, along with the other incredible experiences shared by the IA scholars at German night, further strengthened my desire to seize my opportunity to study abroad. I have always wanted to travel to Italy, but Kate’s presentation honestly convinced me that I want to travel to Germany, too. While I was at German night, I had the realization that I am not limited to one international experience during my undergraduate career. There is abounding opportunity to study in other countries on varying timelines. Hearing about the firsthand experiences of study abroad from my peers made me more excited and determined than every to take full advantage of the incredible opportunity I have to immerse myself in unique cultures, environments, and histories.  

On November 19, I attended a non-IA event where Ann Sherif from Oberlin college gave a presentation about art movements in Hiroshima after World War II. Her main focus was on the works of an artist named Shikoko Goro. Shikoko was a visual artist and writer who lived in imperial Japan as a youth, spent time in a Siberian internment camp, witnessed the devastation of the atomic bombings in Hiroshima, and channeled all of his life experiences into artwork for social justice. According to Ms. Sherif, five years after Hiroshima, the government banned marches as a form of protest, so many activists began to make posters instead because they could be easily taken down or abandoned to avoid being arrested. Shikoko was one of the main artist activists in Japan because of the posters he created, his work for the Cultural Circle Movement, and his contributions to journals that brought social issues into the public eye. Some of the things that these journals discussed were the atomic bomb, the role of women in a new democracy, labor unions, and the hibakusha–survivors of the Hiroshima or Nagasaki bombings. Shikoko illustrated covers for the journal and wrote poetry that “appealed to readers’ hearts.”  

With my experiences as an International Affairs scholar thus far, I have already learned so much about cultures, issues on the global level, and the importance of perspectives. Attending this presentation reinforced the ideas that we studied this semester as a scholars group already this semester. It reminded me of the importance of recognizing not only that other cultures have unique stories to tell, but also that other areas of the world have valuable perceptions of events that differ from the United States. For example, I have learned about the atomic bombings at Hiroshima and Nagasaki since middle school, but I never learned about the events that followed. The extent of my perspective was limited to my knowledge that the bombing created mass devastation that forced the Japanese to surrender at the end of World War II, and caused radiation poisoning that affected people around the bombing for generations. It’s easy to forget that an entire society of people continued to exist and to try to live normally after my history textbook stopped recording events.

I was particularly interested in the artwork and poetry that people like Shikoko created in an effort to cope with the terrible events they witnessed and to spark social justice. The images writing that Shikoko created had an incredible range. Some were dark and angry, while others seemed to capture the beauty of a memory or a hope for a brighter future. It was also interesting to learn that women’s potential role in a new Democracy was often included in the journals that were produced. In scholar’s seminar we learned about feminine foreign policy, but I did not realize that this was a concept that was already being discussed to a degree nearly 80 years ago. Overall, attending this event offered me new knowledge and the reminder to seek out new perspectives on the events in history I learn about.

Before I arrived at Ohio State, I had never heard much about college students performing research in their undergraduate programs. I especially had never considered that I myself may perform some sort of research during college. I have always gravitated toward art and English subjects and struggled with science. Once I arrived on campus, I was shocked to learn how common it is for undergraduates to get involved in research. I also learned that research is especially advantageous for applying for internships or graduate school. Still, I was skeptical about research opportunities that I would be interested or able to perform. I was excited for the opportunity to attend the Undergraduate Research festival today and speak with undergraduate students who have already gone through the process of conducting research.

When I entered the Great Hall Meeting Room on the first floor of the Union, the room was filled with large posters packed with information ranging from stem cell exploration to varying chemical levels in the brain. As I walked through the aisles of professionally dressed students standing next to their easels, I started to feel like my initial assumptions about research being for scientific-minded students might have been correct. Then, I saw a poster titled, “Advocacy or Abuse?: The role of United States immigration law in the lives of asylum-seeking Central American women.” Sandra Lackmann, the student who conducted the research, explained the difficulty that women from Central America face when seeking asylum in the United States. I learned that when many women arrive here they are already thousands of dollars in debt, speak indigenous languages that court officials can’t speak, and are dealing with the weight of past domestic abuse. Sandra explained that she has always had the plan to go to law school, but after her experience conducting research, she decided that she wants to use her profession to help immigrants appealing for asylum. Hearing about Sandra’s research was truly inspiring, and her experience proved that having a mind geared for science isn’t essential for conducting research.

After going through the poster presentations, I went to an oral presentation titled A One-Year Review of Routine Social Work Evaluations for Children Less Than Twenty-Four Months of Age with Bury Injury. I chose to attend this presentation because I am currently in the exploration program, but have recently begun considering a major in social work. I was surprised to learn that the student who conducted this research was actually a math major. Now, if I decide that I want to conduct research after I declare a major, I know not restrict myself to topics that are “appropriate” for my chosen field of study. It was reassuring to learn that the most important component for conducting research is being passionate about it. I still do not know if I will participate in research during my undergraduate career, but I now know that it is possibility for me.

I have also provided an image of Sandra’s poster to give more background on her research project.