As the curtains opened on 2020, famine watchers warned that 135 million people in 55 countries were experiencing acute food insecurity and an elevated risk of starvation. War in Yemen, an economic crisis in Zimbabwe, and a locust plague in East Africa were set to repeat as the defining challenges for the new year. In the words of World Food Program (WFP) executive director David Beasley, “2020 would be facing the worst humanitarian crisis since World War Two.” And then COVID-19 stole the show. Since then, quarantine and stay-at-home orders have strangled food supply chains. The collapse of oil prices has left some governments without revenue to feed their populations. Tens of millions, dependent on daily wages, face uncertainty over their next meals. School closures have deprived 368 million children of meals and snacks. And the strain is beginning to show: looting, protests, and ration line stampedes are being reported from Latin America to South Asia. Last week the WFP nearly doubled its estimate to 265 million facing acute hunger by the end of the year. Meanwhile, industrial agriculture in developed countries has become a theater of the absurd as farmers plow under crops, breeders kill off millions of surplus chickens, and dairy operations dump spoiled milk into fragile watersheds.Read More »
Kevin Gannon will launch his book Radical Hope: A Teaching Manifesto at West Virginia University on April 1. Here we share a conversation with Gannon conducted by Jeremy Wang-Iverson of Vesto PR. [Edit: The IRL book launch has been postponed, but watch for details on a virtual event.]
Why did you decide to write this book now?
I’ve had this book in me for quite a while, to be honest. It’s the product of about 20 years of teaching in higher education, as well as my own journey as a student (in the heady days before the internet was a thing, thankfully). But in the last few years, it became less a matter of “hey, I might write something,” to “hey, I need to write something.” The manifesto had its origins in a blog post I wrote in the summer of 2016, and it resonated with enough people that I was encouraged to turn it into a book. Writing a book on hope has been . . . a journey, in these last few years, that’s for sure.
How has your experience teaching at a small, teaching-focused institution like Grand View University shaped your views on pedagogy and higher education?
So often our public conversations about higher ed are shaped by a handful of folks at elite institutions (educational or otherwise) who work with a pretty narrow subset of students, and do that work much more sporadically and infrequently than someone at a “teaching university.” Yet those of us at the schools with 4-4 (or higher) class loads, as opposed to the 1-1 or 2-2 at R1 and Ivy League schools, are by far the majority of practitioners in this space, and our experiences and perspectives are often quite different from the ill-informed caricatures we see from the scolds in the op-ed pages of the New York Times, for example. Schools like mine—small, under-resourced, access-oriented, student-focused—are where the real work of higher education often takes place, and this environment has profoundly shaped the way I look at teaching, learning, and higher ed at large. We don’t have a lot of 4.0 academic superstars applying for admission, but we do have students who come out of a variety of experiences and have overcome a lot of obstacles to join our academic community. And these are the students who push me to be a better teacher every day.Read More »
Kevin Gannon’sRadical Hope, new in our series Teaching and Learning in Higher Education, is shipping now when ordered from our website. Here we share an excerpt from the book, which Gannon will launch officially at West Virginia University on April 1.
In August 2017, the “Unite the Right” rally in Charlottesville, Virginia, saw a range of white supremacist, alt-right, and neo-Nazi groups converge on the town, ostensibly to protest the removal of Confederate monuments. The rally’s true purpose, however, was racist fear-mongering and violence. The night before the rally, a throng of white men carrying tiki torches and shouting such slogans as “Jews will not replace us” wound its way through the University of Virginia’s grounds. The rally itself was marked by dozens of attacks instigated by the alt-right and white nationalist groups, including the severe beating of an African American man in a nearby parking garage as well as the death of one counterprotester (and injury of several more) when a white supremacist sped his car through a crowd of antiracist demonstrators. One of the most emblematic images from this orgy of hate and violence was a close-up photograph of a rank of the tiki-torch marchers, in the center of which walked a young man wearing a polo shirt with the logo of the white nationalist group “Identity Europa,” face contorted in anger while screaming whatever slogan the marchers happened to be proclaiming at that moment. Social media users quickly identified him as a current student at the University of Nevada–Reno. Within days, other college students at the rally were identified on social media, including the president of Washington State University’s College Republicans. In the immediate aftermath of Charlottesville, these institutions struggled mightily with both the backlash against these students and fallout within their campus communities. Lost in the immediate hubbub over whether those students would be allowed to graduate or if they could even be safely enrolled in classes with students of color, however, was any reckoning with the fundamental question at issue here: are these the ends we seek in higher education? To put it bluntly, is it possible for a learner to both successfully move through the academic and intellectual spaces of a college or university and march in support of violent white nationalism?