Tag Archive: UCLA


 

Below is a speech written to celebrate the experience of 22 Holocaust survivors and 85 UCLA students who took part in an intergenerational program, while commemorating the 11 million lives lost in the Holocaust on Yom Hashoah (Holocaust Memorial Day). The survivors and students joined hands in the Bearing Witness program which cultivates intimate relationships and fosters intriguing conversation  over bimonthly lunch sessions about the big questions surrounding life and death. 

 

Together we must bear witness

Yom Hashoah 2013

 

The energy of the room was dynamic. I was taken aback by the passion that seeped out of every table and the zest that emanated from every corner of each unique conversation. Together we created a little bit of the miraculous in our day to day lives. What I am describing is the palpable manifestation of something extraordinary. It was a room of 85 college students and 22 Holocaust survivors that joined hands in an intergenerational experience over this past winter. Together, students and survivors became intimately connected when they created warm and personal relationships with one another, as they shared the stories of their lives over bimonthly lunch sessions.

As survivors granted the students with the opportunity to generate a firsthand understanding of some of the most defining experiences of their lifetimes, students accepted the responsibility of bearing witness. To bear witness is an active process of responsibility. It is the conscious decision that these students have taken on, to not only engage in the survivor’s story, but to adopt the survivors story into their own. In doing so, the students have made a personal commitment to moving beyond the role of the bystander to seek out their own personal connection to the story, to the survivor, to the Holocaust, and to injustice on a larger scale.

As a coalition of survivors and students, we stand together to ensure that these injustices are never silenced by history and evermore remain alive. We honor those who are bearing witness alongside those who have survived to tell their stories. We stand here today to commemorate how the lives lost have bred a multiplicity of witness experiences. We have become a family of witnesses. It is a family that we celebrate, as together; we have begun to bear witness.

I come from a history of Holocaust victims. But my first encounter with this space, a space of interactive witnessing, was ignited when I met Eva. Eva is an aura of luminescence. Her smile that radiates through tragedy is complemented by an unparalleled determination to embrace life. I was blessed to be touched by her beautiful soul. It was my engagement with Eva’s narrative of survival that brought me to genuinely internalize the notion of bearing witness. Her whole life was taken away. She described how she was stripped of her clothes, of her shoes, of her hair, and of her family, but never her education. The strong soul that is Eva was able to recognize how education is something that can never be taken away from you. Eva helped me to cultivate a sense of intentionality in my life. In every decision, in every action, and in every moment I now strive to be intentional. Together Eva and I, the 85 students and 22 survivors, are bearing witness.

Although I didn’t realize the gravity of the moment as I sat with Eva at a table at the Hillel at my university, eating a simple lunch on a pleasant Wednesday afternoon, her words would illuminate how the everyday is extraordinary. We do not know the power of the moment, until the moment has passed. It is a great strength of humanity to recognize how little details of significance have to line up in order to create something bigger. These moments of collective witnessing can be transformed into a new narrative of the Holocaust. There are lots of possible futures that we play a strong hand in shaping. And together, by committing to actively adopting the anecdotes of the Holocaust into our own, we can and will engage in a future with a little less injustice. As a family of witnesses we must take on this responsibility. Together we must bear witness.

 

Please watch this public service announcement to learn more about the essence of the Bearing Witness Program

http://vimeo.com/62391609

 

Post Submitted By: Ashton 

 Are you a fan of autobiographies? Or maybe you crave a different, more personal perspective on American history. In Elaine Brown’s autobiography, A Taste of Power: A Black Woman’s Story, we learn how a black woman – who faces the dual oppression of being black and being a woman – is able to rise to the highest position as leader of the notorious Black Panther Party. The writing is structured like any other literary novel, using strategic yet honest rhetoric to carry its audience into a rapture of reading and conveys a detailed and compelling story. Brown slips in very personal details, such as her dilemma as a lighter-colored woman who wanted to be “white” while growing up. Befriending white friends and picking up what was seen as white hobbies, such as ballet and piano, Brown never thought about the struggles and poverty within black communities until her young adult years. Yet, how does a black woman who once wished to be white come about becoming the leader of the Black Panther Party, an organization that emphasized “Black is beautiful”? Read this enticing autobiography to find out! It’s an amazing story filled with shocking but true accounts of violence, romance, and Brown’s strong personality.

Amazon’s description:

“Brown’s account of her life at the highest levels of the Black Panther party’s hierarchy. More than a journey through a turbulent time in American history, this is the story of a black woman’s battle to define herself.”

To read more about this book or to purchase it for less than $5, visit Amazon.

Post submitted by: Christina Trieu

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*NOTE: For more information on the reading and prompt that inspired this essay please click here.

I never imagined that I would get out of the UCLA bubble the entire quarter. And alas, I did. I never imagined that I would be sharing a sharing a ride with my commuter friend to her home in the San Fernando Valley; never did I imagine visiting Universal City years after my first visit; never did I imagine enjoying meeting strangers once and never seeing them again.

And yet, all of these events happened. They happened because I wanted them to, but at the time I had no idea what I was getting myself into. I couldn’t anticipate the fact that my friend and I would both share a love for 80s pop music; I couldn’t anticipate the fact that CityWalk at the Universal Studios’ lot would change from a sleepy yet boring outdoor mall to a loud and flashy gathering spot. In a related vein, I met residents of the greater Los Angeles region in West Los Angeles through an event intended to increase community support for bike lanes south of Santa Monica Boulevard and north of National on Westwood Boulevard.

All of these events happened in the span of twenty-four hours. It’s hard to believe that I actually accomplished this scale of activity and have some rather memorable recollections about it. In just one day, I learned more about people and their experiences than I would have through constant bouts of indirect interaction on the internet or through secondary sources in the printed form.

The challenge of doing all of these activities in less than a day (I did need time to sleep) required me actually committing to the process and being completely present. It required a type of concentration developed in school; at the same time, that exact same concentration could not be applied in an academic context. I had to concentrate on the conversations and interactions I shared with the people in front of me, thereby demonstrating that I am more than a student: I am a human with feelings and reactions, too.

Specifically on the bicycle ride around the neighborhood, I befriended an older woman who rode two buses from Torrance to Westwood to join the festivities. Before the ride began, I stood at the meeting point awkwardly, waiting for the ride to commence while everyone else gorged themselves with bagels and cream cheese. I eventually succumbed to a bagel too, to which she followed suit. Then we started talking. She carried some large amounts of energy and enthusiasm with her and an immense desire to just ride her bicycle around Los Angeles in the safety of a hundred people around her. As the morning carried on, complete with bagels and banana peels in tow for her compost collection, she talked more about her life: coming to America from Malaysia about thirty years ago, her first encounter with America in Arkansas, changing attitudes towards bicycles, and just being plain happy.

She landed on American soil only to find herself in Arkansas, a place she considered as incredibly boring. Because everyone back in Malaysia rode bicycles to get around, she thought, why don’t I do the same here? Buying herself a nice Schwinn, she rode around the flatness of Arkansas until someone told her, “Nobody rides bicycles around here. Nobody.” That struck her as odd. Of course, she escaped Arkansas the first chance she had and headed towards Southern California, continuing her occupation in nursing at the Veteran’s Administration Hospital down on Wilshire Boulevard. Slowly, as the thirty years of living in the United States carried along, she learned about the bicycle friendly cultures of Amsterdam, the Netherlands and Copenhagen, Denmark. She remarked to me, quite excitedly, that she would like the same to happen in America.

A bit later when we both stood in line for some artisan pizza donated by a local restaurant, she asked me about my heritage and any languages I speak. I told her I spoke Cantonese, in Cantonese, though not very well. She expressed slight dismay when I told her I didn’t know her home dialect of Guang Fu Hua, but nonetheless beamed when I conversed with her in my first language. She said she only knew it because others around her spoke the dialect when she was growing up in multilingual Malaysia. Fascination radiated throughout my brain.

I loved hearing her stories. Although I felt uncomfortable when she wanted to take a picture of herself amongst other cyclists and when she wanted a picture with me in the same crowd, the discomfort weaned after the ride around Westwood ended. The cyclists and their cycles convened together at the cemented yard of a small community center for pictures, and it was there that she started chanting songs from her primary school years in Malaysia on togetherness. She continued singing until the onslaught of cameras stopped capturing photographs.

I laugh at this scene as I remember it, standing on her left side, smiling into the sunlight.

I never imagined that I would be receiving her great energy, nor that would I enjoy being in her presence. It was through this moment that I realized that meeting people randomly and hearing their stories keeps me much more engaged and happy with my own life. Listening to the stories of Los Angeles residents gives me some positive reassurance that I am making an effort to get to know a part of the greater Los Angeles community. I am not just some student at UCLA imported from another California region residing purely within the UCLA bubble.

Even if I will not see or hear from her again, I will know that I have had the privilege to learn something from her stories of being Malaysian, an immigrant working in the hospital industry since the late 1970s; I’ve learned from the joy she derives from rolling around on two wheels with an umbrella in hand. It’s these one-time-only stories that give me something to think about other than school; these stories inspire me to get out and meet more people. After all, happiness can exist outside of the UCLA atmosphere.

Post Submitted by Courtney

When I first watched this video I couldn’t help but cry because I was so touched by the message Nick Vujicic leaves us with. Nick reminds us that it can be easy to forget what we do have because sometimes we become so focused, almost obsessed, with what we don’t have. At the age of 8, Nick had already determined his future and was unable to see how valuable his life was. What makes Nick’s story so inspiring is the fact that he was able to face the reality of his condition and rather than being miserable and bitter about his life, he found it much more important to enjoy being alive. Although he faces challenges that many of us wouldn’t even fathom as being a challenge, he continues to stay optimistic and as he mentions, “smiles so much”. I think it’s beautiful that Nick leaves us with this message and tries to share this message with young students so they too can recognize the importance of just being grateful for what life does give us. Yes you may not have what that other person has, but what do you have that you take for granted?

Finals week is a few days away and if you are anything like me, you are probably saying things like “Jeeeez! I wish I didn’t have to take these finals” or even “Gosh I wish I was someone else right now!”  BUT, after seeing this video I recognize that I should be grateful for just being a UCLA student and having an opportunity to make my future much better than what my parents were able to offer me. Growing up I didn’t have my own room and I was utterly ashamed to tell my friends that my bed was the couch. It took me a very long time, actually not until my senior year of high school when I began to apply for college, to realize how wrong I had been for being ashamed of my reality. I was ashamed for what I didn’t have, but I was never grateful for what my parents were able to provide me with. I had never thanked them for giving me some of the important things in life, which is love, motivation, and a roof over my head for 18 years of my life. Not many people can say that they have parents who love and push them to try their hardest, or even say that they have homes or parents at all, and because of my obsession over what I didn’t have, I was blind to the things God had given me.

I know that if it hadn’t been for the struggles I faced as a child I would have never been the student I was and I would not be writing this post as a UCLA student. Sometimes it’s through our struggles, and the things we don’t have, that we find the strength to pursue even greater things. I think this is the message that Nick Vuicic wants us to understand. So, although you may be frustrated over a certain situation you may be in, or complain over something you don’t or can’t have, I challenge you to reflect on your blessings. Also, think of the moments where you may have not obtained what you wanted , but were able to gain something else, like a lesson or a different, but equally positive, opportunity. Had Nick let his disability stop him from enjoying life, he would have never learned to do all the things we see him do today, like swim, play golf, and even get married! Maybe if we stop dwelling in our own challenges, we can find different ways to overcome them and gain something that we would have NEVER thought otherwise!

Post By: Alexandra Barba 

The end of the quarter is right around the corner and at this time I feel like many of us begin to check out. We’re all ready for Christmas break and can’t wait for the school year to be over, BUT we need to try to finish off strong! I feel like we start the school year with great aspirations, but slowly we lose track of our goals because of all of the demands we have as college students. This is my second year at UCLA and I’ve noticed a negative pattern in my academic tendencies. By finals week I am not as committed to studying and am more focused on finishing the quarter.  I am not as dedicated to my work and I don’t have the same kind of motivation that I had in September. Now that I have been able to recognize how this mentality has affected me academically, I want to start making a plan of action to reach my goals. I hope that this will help me to remember that my goals are just as important 10th week as they were the 1st week of the quarter. Everyone’s plan of action will look different. For some of us a list will work, for others it may be notes on our planner with specific details– whatever plan of action works for you, do it!  I highly encourage us to take some time to make a plan of action so we can all finish off strong! So, what will you do to finish this quarter off strong?

Post By: Alexandra Barba

The essence of John Wooden is manifested in his natural tendency to teach. John Wooden’s personable appeal is the foundation for his powerful ability to touch the lives of those around him. As the centerfold of UCLA rhetoric, Wooden’s genuineness lends credibility to his teachings. Wooden reveals the intricacies of success by demonstrating that triumph is not limited to victory, but rather emphasizes the character building that drives this journey towards success. The intuitive manner in which Wooden speaks encourages each one of us to seek out this character building and discover our own ability to be a teacher, for ourselves and for those around us. Wooden helps us understand that with patience in heart and mind we must seek change, as there is no progress without change.

“Success is peace of mind, which is a direct result of self-satisfaction in knowing you made the effort to do your best to become the best that you are capable of becoming.”

 –John Wooden

Post Submitted by: Ashton 

*NOTE: For more information on the reading and prompt that inspired this essay, please click here.

Nelson Mandela once said, “Education is the most powerful weapon you can use to change the world.” As a student in the midst of my third year at the University of California, Los Angeles I am privileged enough to see this quote brought to life nearly everyday through the innovative ideas and powerful actions of my peers–from those opening up new pathways in technology, to those developing new philosophical principles in the realm of politics, to those who create masterpieces in the world of art, theater, and music. Having knowledge and being able to gather and improve upon skills we are equipped with is key to improving our own society, as well as the world at large. However, if we look at the world around us and evaluate the proportion of people who are actually given the opportunities needed to reach their full potential in the educational sphere, it is easy to see that the numbers are lacking.

In the chapter “Forces Influencing Student Persistence and Achievement,” Edward Anderson assesses the factors that inhibit certain people from fulfilling their full potential in the academic realm. He goes into detail about the forces that inhibit performance ranging from internal conflicts such as procrastination, self- doubt, and fears of failure to external forces that include lack of money, to social discrimination, to familial obligations. The inhibiting factors are numerous, but instead of dwelling on those, he presents a model for improving student success in order to encourage educators and lovers of knowledge alike to help improve the conditions of those who are less fortunate in this area.

Anderson beautifully outlines a detailed plan that addresses the areas that may inhibit student achievement in their progression from lower levels of education to those that are more elite. This model includes ways to address internal and external conflicts by giving students more resources on the personal level, which incorporates giving students individual and specialized attention to meet their needs. The model also suggests external means such as financial support, and activities to present students with a clear picture of the opportunities that are available to them.

In my opinion, I feel that the aspect of giving students individual and specialized attention in order to meet their needs and build their confidence is the most important aspect that is illustrated in this chapter, and would be the key element I would use to create my own field force model. When a student is given attention by someone who can help them achieve their goals, and has had experience in the academic field in overcoming both negative internal and external factors, they are given a prime resource of help and encouragement that is fundamental to success. Anderson’s piece is one that holds a significant amount of importance with me because as a student that has struggled at many levels to get to the point I am in higher education, I feel a strong urge to give back to those who are experiencing similar difficulties. There is a profound need that needs to be addressed in the academic community, and that is taking on the task of showing these students that it is possible to achieve success in academics, regardless of their background, and help them to grasp the tools that will eventually empower them to change the world.

My Own Force Field Model

Post submitted by Ashley

In the ever moving, fast-paced, hustle and bustle that has affectionately come to be known as UCLA, it is easy to take for granted the abundance of intellect, diversity, and uniqueness that surrounds us on this campus. It is important to take a step back and appreciate the multifaceted citizens that constitute this campus. In an effort to appreciate those around us, I think it is equally important to highlight our own uniqueness so today I’m posing the question, “Why are you interesting?” Cultivating a strong sense of self worth is often the first necessary step to gaining an appreciation for the world around us. You too are a bright, vibrant, and dynamic citizen of UCLA. I urge each individual to take a moment of self-reflection to reveal the exceptional sense of self that is evident in your distinctive perspective, your fascinating narrative, and your beautiful soul. By asking ourselves this surprisingly difficult question and by formulating a genuine answer, we are equipping ourselves with an unparalleled sense of self worth that reminds each and every one of us that we all stick out amongst a crowd as dynamic as the one we find at UCLA.

Post Submitted by: Ashton Rosin

*NOTE: For more information about the reading and prompt that inspired this essay, please click here.

The force field model by Edward “Chip” Anderson helps identify the forces that produce either academic achievement and persistence or academic failure and attrition. These forces are either positive or negative, and by having more driving forces than restraining forces, students are more likely to achieve academic success. Anderson explains that low-income students face more restraining forces than high-income students. These low-income students come from “low socioeconomic backgrounds, generally attended inferior schools…have lower academic skills, they must therefore spend more time reading, studying, and preparing for their courses; at the same time, more of their time and energy is required to fulfill financial, work, housing, transportation, and family responsibilities.” I come from a low-income family but because I actively sought support, I was able to overcome these obstacles and attain a higher education. The obstacles don’t end with an acceptance letter, and although I face new restraining forces, I continue to find ways to counter them. For example, leaving the support group I had back at home affected me greatly, but I managed to find a new support group. My coworkers, friends and I share similar goals and they keep me motivated to achieve academic success despite the odds.

My Own Force Field Model

After creating my own force field model I feel even more inclined to resist the forces that hold me back and keep striving no matter how hard it may be. I am fortunate enough to learn about these forces and feel committed to apply what I have learned to my community. One of the people that has influenced me the most from my community was my high school counselor. She did an amazing job of encouraging and guiding her students through the college application process. I recognize that not many schools have counselors as a resource and my career aspiration is to become one. I want to be able to give back to my community by helping students recognize the driving and restraining forces in their own lives and encourage them to seek help. I think it’s important to take an active role in defying the negative statistics about low-income students and I want to be a part of that active change.

Post submitted by Alexandra Barba

*NOTE: For more information on the reading and prompt that inspired this essay, please click here.

Anderson’s piece, “Forces Influencing Student Persistence and Achievement”, uses Lewin’s force field model to frame the pressures and driving forces that diminish academic achievement and persistence. By analyzing student persistence through the lens of this model, one is able to more thoroughly understand the holistic pressures that determine a student’s success.

Lewin’s model describes the internal and external forces, or driving and restraining forces that keep an individual at equilibrium or that move the individual away from the status quo. The model illustrates how when a driving force is stronger than that of a restraining force, the individual is able to move closer to his/herdesired state of being.

When applied to the question of student persistence, the force field model has certain implications for understanding why certain students might be more successful, more determined, or more persistent than others. Unlike models that identify specific causal factors for the level of success a certain student achieves, Lewin’s model exemplifies how problems of human behavior are complex, and a single justification isn’t sufficient. The force model rather identifies negative and positive internal and external forces along with institutional forces. This more complete analysis takes into account, “a complex mesh of causal factors, forces, or obstacles” (52). Furthermore, the force field model is victorious in identifying the notion that no two students are alike, “students from all socioeconomic groups encounter the same obstacles to attaining their degrees, the effects of those obstacles differ dramatically between the lower and higher groups” (53). It is the effects of those obstacles that must be examined in order to understand that student’s ability to persist. Uncovering the human element beneath every student; their background, the intensity of the forces they are encountering, and the institution in which they are developing, is essential to providing the most effective academic support for each student to achieve.

My personal force field model also takes into account a diverse array of external and internal forces that shape the way I progress in the world as an individual and as a student. However, the external and internal obstacles I must face on a daily basis represent the restraining forces illustrated within the model. These forces include internal pressures to achieve my potential, struggles with uncontrollable circumstances like the course and treatment of my autoimmune disease, and difficulties I may have when interacting with important individuals in my life.

These obstacles are either balanced out or outweighed by the driving forces, which in my model are exemplified by my reactions to these obstacles. These reactions can be defined as they way in which I approach an obstacle, the methods I use to overcome these obstacles, and the self knowledge or sense of empowerment I cultivate and can take away from the encounter with these obstacles. It is these reactions, which are the focus of my model as I constantly strive to take a leading role in the development of my life. Those obstacles will not define my path, but rather this model allows me to step into the driver’s seat of a life that is often filled with external and unpredictable forces.

By revealing the forces that constitute the driving and restraining pressures of my own personal model, I was able to better understand the shaping forces in my life. By objectively categorizing the internal and external influences that I face on a daily basis, it becomes clearer as to what I need to prioritize and how I can change and manage my own life. The desired state of being, which these forces dance around, is attainable and feasible. I am the sculptor of my future, I am not a subject to uncontrollable events and the unpredictably of the world. Rather I can control how I react to these forces in such a way that I can determine my own outcome. I am the driver of my own life.

My Own Force Field Model

Post submitted by Ashton

Since the passage of  UC Special Policies 1 and 2 in 1995 and California Proposition 209 in 1996, students, staff and faculty across the state have increasingly emphasized the importance of recruiting and maintaining a diverse university student population.  Although this policies went into effect over 14 years ago, issues of campus climate and low enrollment rates of students of color have continued to remain pertinent and hotly debated.

In “Forces Influencing Student Persistence and Achievement,” Edward “Chip” Anderson argues that it is critical for university faculty, staff and mentors to understand the various layered factors that shape a student’s decision to enroll in the university and maintain a strong academic standing. Through his force field model he analyzes the typical barriers and positive influences many, particularly low-income students, face when navigating their college education. He advocates for strengthening students’ networks and resources while simultaneously reducing the impact of negative pressures and stressful situations.

In this week’s set of reflective essays, the WSP staff consider the positive and negative forces that have influenced their own ability to successfully persist and move towards graduation from UCLA. As you read these essays, we suggest that you sketch out your own force field model and reflect on your progress toward meeting your life goals, whether you’re a student or not.

What do you think the university should look like?  How can we best serve all students at the university? 

Post submitted by Denise

UCLA student, Alexandra Tashman, recently published an article in the Daily Bruin in the hopes of encouraging a shift in UCLA policy to reflect what she believes are insufficient writing standards within the General Education (GE) curriculum here at UCLA. Her article entitled, “UCLA should enforce upper-division requirement to improve students’ writing skills”, argues that the lack of emphasis on writing has resulted in the inadequate writing skills of many of our graduates.

Tashman asserts that, “our general education curriculum should include an upper-division writing requirement to ensure every Bruin leaves campus with a writing proficiency applicable to their future discipline”. Although UCLA’s writing requirements have been progressing, “there is still room for growth”. She suggests that all future career paths, no matter what field, would benefit from an upper division writing course offered by the department and tailored to the needs of the students graduating in that specific field.

The ability to observe the world through an analytical lens and clearly express one’s self through the medium of writing is under-appreciated in our society. Writing capabilities have practical implications for all graduates, whether north or south campus, for personal statements, resume writing, and even research or grant proposals. Tashman notes that, “good writing is a multidisciplinary advantage. True, English students should and must write more than engineers, but writing skills are essential for strengthening argumentation and organization.”

Tashman strikes up an important conversation about what we as students hope to take away from our experience at UCLA and what the greater society expects of a college graduate, especially coming from such a prestigious university. In theory, GE requirements intend to shape UCLA graduates into holistic learners, capable of understanding and addressing issues outside of their field of study. Should writing then be an expectation of a graduated holistic learner or would it merely become another requirement to fill?

As a writing counselor I have come to understand the underlying anxieties associated with writing a paper to meet a deadline or answering a prompt that contains various subliminal questions. An upper division writing requirement should be tailored in such a way that it demonstrates to students the power and possibilities of writing as a tool of empowerment. Beyond the necessity for communicative and analytical skills, uncovering the personal prowess of writing will do a superior job of creating holistic learners and will better prepare graduates to write an honest personal statement for graduate school, internships and job applications. With this in mind, shifting the focus of the potential writing requirement from a dreaded deadline to a powerful form of self expression, will better achieve the goals and aspirations we have for ourselves as college writers and future members of the workforce.

Post Submitted by: Ashton Rosin 

If you are a UCLA student around for Session A, sign up with us!!!!

THANK YOU TO OUR STUDENTS FOR THE FEEDBACK! :)

Reflect upon any revelations or thoughts you have had about life. (Examples: lessons learned, developing spirtuality, etc.) Reflect upon and write about your involvement or experience with any of the CPO projects, internship programs, etc.

The Community Programs Office (CPO) has been critical in furthering my path towards cultural consciousness and humanistic compassion.  The Writing Success Program (WSP) occupies a shared, collective space — separate from, yet integral to, the specific aims and advocacy of all the projects within CPO.  This fits (and derives from) WSP’s own mission, which is to empower students through voice as a means to clarity, analysis, and self-representation, as a common tool for dialogue: to speak across, to speak through.

During my time at WSP, I have witnessed politicking, division, and acridness between different student groups, as have I encountered people passionately fighting injustices faced by others while themselves subjected to their own host of injustices.  The CPO is, in some respects, a volatile place, volatile both in the sense that emotions and politics are so liable to rapid change, but also in the more etymologically literal sense: that it is a place where students fly.

So, myself.  It should be evident by now that much of what I’ve learned from the CPO has been through (appropriately) dialogue, interactions, and observations with those probably much more embedded within the space than me.  The energy and commitment of such people have inspired me, but have also reaffirmed my belief in looking towards larger correspondences, the abstract frameworks, the outer husk of things.  That is, I have begun to challenge myself and others to consider the ramifications of what they are saying, locally, in any given situation.

As a white male in CPO, I noticed every time somebody used “whiteness,” or “the whites,” synonymously with “oppressive, dominant-ideology-reinscriber.”  I had difficulty reconciling my inclusion into this category (I’d never previously thought myself so vile, so one-dimensional) and legitimate arguments about structural and hegemonic racism.  Just as it doesn’t seem productive to say “Blackness is…,” it seemed just as divisive to say “Whiteness is…”

Thinking about this brought me to thinking about how one historically disenfranchised group can self-advocate and coordinate with other self-advocating groups without falling into a regressive discourse of oppressor/oppressed — acknowledging what race (or any other identifier) is constructed to be, but not applying such constructions to others in improving your own conditions.

Let’s explode the calcified corpse attached to signifiers applied to self! Let’s see a person as a person, the constantly churning, fluid, dialectic person located at the intersection of so many identities, yet not the actual crossbeam — removable from such structures, capable of picking them up, breaking them into pieces, and configuring them into a beautiful mosaic of the subjective.

I am gay.  I am white. I am male. I am human. I am Earth-bound. My heart pumps finitely and mind continually flourishes and enfolds like yours and everyone else’s.

Critical in this aim is the use of language and rhetoric, which can so easily stir the nerves through restrictive speech and assumptive shorthand. The complexity involved in speaking of another subjective human, rather than “That Asian handicapped woman,” etc., is intimidating, but so revolutionarily liberating.  It requires a heightened awareness, a higher deployment of language, an appreciation of the fullness of speech.

This I have learned working at WSP, serving those involved with advocating for their own communities within a larger, structurally connected, variegated space.

CLICK HERE TO DOWNLOAD THE APPLICATION

 

UCLA Asian American Studies Center

Academic Prizes for Undergraduates who submit the Most Outstanding Papers on Asian American Studies topics

Application due Friday, March 9, 2012

For detailed info and application view http://www.aasc.ucla.edu/scholarship.asp
You do not have to be Asian American to submit.

  • Hiram Wheeler Edwards Prize for the Study of WWII Internment Camps and Japanese Americans 1 award at $500
    For paper on lessons learned from the World War II internment of Japanese Americans.
  • Eun Ju Koo Undergraduate Prize 1 award at $499.50
    For paper on why domestic violence needs to be addressed in the Asian American and Pacific Islander (AAPI) community.
  • Professor Harry H.L. Kitano Undergraduate Prize 1 award at $500
    For paper on Asian Pacific Americans in the context of Race Relations.
  • Benjamin Cayetano Public Policy and Politics Prize 1 award at $500
    For paper on Asian Pacific Americans, public policy and political issues affecting them.
  • Ben & Alice Hirano Academic Prize 1 award at $400
    For paper on the Asian Pacific American history and/or experience.
  • Tsugio & Miyoko Nakanishi Prize in Asian American Literature & Culture 1 award at $500
    For paper about Asian Pacific American literature, arts and culture.
  • Rose Eng Chin & Helen Wong Eng Prize 1 award at $500
    For paper on Asian Pacific American women.
  • Royal Morales Prize in Pilipino American Studies 1 award at $500
    For paper on Pilipino American history and/or experience.

A few weeks ago, the Community Programs Office at UCLA hosted a welcome event for the upcoming 2011-2012 academic year. One of the speakers was a member of the Irvine 11. Even though I wasn’t well versed on the incident that occurred, the speaker that presented was amazing. If you have some time, take a few moments and research about the Irvine 11. What are your thoughts on the issue?

 

Post submitted by Lauren

The New York Times recently published an article featuring UCLA statistics regarding the inevitable South to North Campus switch that many students experience.  This trend is particularly disconcerting in that the US is facing a labor shortage in technical/science fields, meaning that, while unemployment remains high, we must recruit scientists from other countries to do science-related jobs.

Did you switch from South to North Campus?  North to South?  Why?  What could be done to retain more South Campus majors? Share your story in the comments!

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