Who Have the Power?

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New Blood On The Table: Next Gallaudet President

phd051404s Today, November 19, 2014—there was a final live-stream about Presidential Search Advisory Committee with three questions: 1) what do you see as the challenges facing the next president? 2) What previous experience would best prepare someone for this role? 3) What do we want to do as a community to help ensure that the next president will be successful in leading Gallaudet University? The current president will be remembered as incumbent president how he handles crisis at GU. For example, budget, lack of accountability: stakeholders, “over-privileged” public figures. I remember meeting him for the first time in Portland, Oregon back in June 2010 at Deaf People of Color Conference. He set his foot in Portland, the home of rich heritage of radical social dissent “radicalism”—big mistake. My home.

He did not really involved much in that conference. I applaud those people who shared their concerns on the stage—but there are few concerns that I would like to share my own opinion. Civil disobedience is an important part to get their attention. The question, how can concerned people convince them that it can be done without a lot of money since GU is “secretly” slashing the budget right and left and student-centered are having difficult time getting their answers from the administration. The current president is becoming richer each day. I am very strong supporter of student-centered philosophy to promote the success of students prior to and at GU. The third question above, the next president should be involved with supporting students academically, students organizations, developing better relationships with students for retention, articulating-facilitating course proposals through curriculum committees (there are hypocrites who are in Senate Faculty), supporting an academic degree program, and participating in faculty and staff meetings.

Promote more breath in teaching by keeping up in professional development and it is part of new blood. The current president does not have professional experiences makes the prospective students realize the paramount importance of supporting academically with diverse difficulties, whether Deaf, minority, learning disabled and other issues has been ignored at times. It is important to have the next president represent the cultural differences and diversity faced by the students at GU that needs to be highly conscious of how it operates by comparing and appreciating their differences.

In my opinion, diversity in higher education enhances economic competitiveness, promotes a healthy society, and strengthens the community of higher learning and teaching. It is also important to expand the educational leadership in reaching out and make a conscious effort to build healthy and diverse learning environments appropriate for GU’s mission. The strength of students’ democracy depends on it. GU is a well-known reference to the attitude of honest acceptance for which student-centered philosophy has been neglected. It is a place where the “high-ranking” administration officials refers to a powerful way to resolve any problem, accomplish any goal, and to achieve any state of mind or body that affects all the Deaf students. Not only with the search for the next president, but there is a large need for the new blood: President’s Cabinet.

Many people had expressed their frustrations about the current President’s Cabinet also known as the administration. It is high time for Paul Kelly; the invisible moneyman on the campus has to go. Dwight Benedict must go as well, too. The President’s Cabinet does not have leadership power for attaining true health, happiness, prosperity, and success at Gallaudet. They have destroyed many Deaf people in the past to benefit not only themselves, but also the biggest moneymakers: Hurwitz and Kelly. GU is for students, their own academy. Since the educational process there is essentially social—particularly in its early stages when it involves at least a president and a student—it is clear that the student, especially if he or she is to cope with college education, must have minimal mastery of the social skills necessary for engaging in future higher learning.

Willard Wilson wrote in 1932: “Schools have a culture that is definitely their own. There are, in school, complex ritual of personal relationships, a set of folkways, mores, and irrational sanctions, a moral code based upon them.” GU is not a world of its own. It is not even a world, but because GU is in the world, because it is affected by situations, and because it orients itself comprehensively in those situations, GU has something—counseling, tutoring, academic advising, and the like—to serve and help students to change and grow socially as well as academically. Kelly manages the financial affairs of GU. It is important to know that business services need to provide for accurate and timely information to both their future population (regarding student accounts) and to GU’s financial matters.

I believe that GU’s new president cabinet and the next president should provide support to auxiliary areas of the university, including, but not limited to, the Board of Trustees, the Budget Committee, and the University Educational Programs. The students, with the first question above, should be all served that receive professional and competent student service and will feel confident that they have done everything possible to address their needs. They will preserve the assets of GU in order to ensure change and growth to happen for future generations. With second question, “what previous experience would best prepare someone for this role?” The current president never became instrumental in shaping students’ wits that permeate the “culture” of GU, for example, Gallaudet’s first name; University is the last name. Whether students are taught with basic sense of self-efficacy, they need to be motivated about higher education.

Also, they have a capacity for producing a desired effect are generally more psychologically prepared than are students who are limited to “sitting at desks studying mostly useless textbooks” Again, the current president and its cabinet never recognize that the diversity of higher learning and teaching styles among students and faculty, and I believe in providing a variety of strategies—evaluations, trainings, workshops, in-services and so forth—for GU to create a “culture” that changes the student and help them grow. Finally, the next president should provide his or her leadership to find ways to utilize the difference in a democratic atmosphere that foster cooperation than the competition and to compliment and collaborate with students. The next president should welcome the opportunity to interview his or her thoughts and ideas as stepwise arguments for students’ contemplation at length, at leisure, and at liberty.

All in all, I believe that the next president candidate for this position, a leader, who inspires, applauds, steers, and stands on the side. Yes, sometimes, they will stand in front, too, to focus on diversity, to encourage university-“ibity” and to help create a setting in which each student can change and everyone can grow. Students can all that they can to ensure that GU is a university-community where higher learning happens for change and higher teaching promotes growth with the next Deaf president. I prefer the next Deaf president should be Black Woman. Radicalism is good for a change! The new blood starts with next president and the entire President’s Cabinet.

Who wants to scuffle cards?

-JT

Copyright © Jason Tozier

This text may be freely copied in its entirely only, including this copyright message.

CC: Board of Trustees: Duane Halliburton, Chair, PSAC, Claire Bugen, Vice Chair, PSAC, Nancy Kelly-Jones, Dick Kinney, Jorge Diaz-Herrera, Tiffany Williams Student Body Government: Andrew Morrill Graduate Student Association: Michael Awbrey Faculty: Teresa Blankmeyer Burke, Dennis Galvan, Christina Yuknis, Kubby Rashid Staff: Glenn Lockhart, representing Clerc Center, Nicholas Gould, Elvis Guillermo Alumni Association: Deborah DeStefano

Deaf Stories Wanted

ImageWe need to collect stories in ASL to study socialization as well as the production of Deafhood. We need to illuminate how Deaf stories “depoliticizes” between each other from long-term conditioning and not the dynamics of Audism to define human socialization as the process in which Deaf people learn how to carry themselves both mentally and physically in accordance with societal expectations. They learn what hearing people are supposed to do and what Deaf people are not supposed to do through four domains: their families, schools, friends, and the media.

FAMILIES:

Through parents, infants, and toddlers obtain “listening and speaking” lessons via activities that they are enrolled in and direct instruction. ASL is the direct instruction of all languages. For example, many Deaf babies who does not learn ASL are more likely to be language delay with no guidance. Once the babies learn ASL throughout their developmental period, they begin to identity with ASL and the state of being Deaf are more likely to grow strong identity. This influence is significant because many Deaf children develop strong Deafhood identities right there. It will become their role expectations and promote and cultivate with their parents and themselves into personhood.

SCHOOLS:

We need to bring more stories and to discuss ASL/Audism as if they affect Deaf people and policies as well as practices which has governed their education. The purpose in this article is to discuss what constitutes “deficit thinking” and contrast it with the prevalent Oralism approach to Audism which patterns other governmental policies in its “denial of the Deaf”–

FRIENDS:

The stories are our biggest assets in these domains fostering the world in which Deaf people are not equal in income, prestige, power and life changes in the society. The stories need to take a biological and historical look at whether or not Deaf people are not sufficient to suit to be intelligent as hearing people are. The 1880 Milan Resolution, for the last 133 years, Deaf people has been the part of “developing oppressed societies”, and it has caused Deaf people to live as demanded by a hearing society  in order to survive.

MEDIA:

The account of travesties against many Deaf people in social media indicates that Audism is alive and well in its policy. Why does Audism prevail? Let’s look at the Deaf perception of observance of natural law, which higher than any human law, and governs how people view their interactions with other people, animals and plants on the mother Earth. In contrast, the politics of Audism has created thinking based on timelines and progression, and progression cannot happen without accumulation and consumption.

These values creates many things that are included sustainable living and reciprocity to all other living organisms. Balance, reciprocity, and cyclical thinking (all thinks natural are cyclical–moons, seasons, bodies, people, and time) and create a philosophy of knowing that Deaf people exist on a cyclical continuum, and what you do now will affect you in the future. In accordance, you do not take without giving and you take only what you need and leave the rest. Deafhood is built on these tenants, collected through hundreds of years of observation and practice and intimate knowledge of their Deaf stories and their roles as careful students and caretakers.

-JT

Copyright © 2013 Jason Tozier

This text may be freely copied in its entirely only, including this copyright message.