On Thursday, February 22, 2024, CRASE was proud to sponsor a lecture and conversation with Dr. Dipesh Chakrabarty, esteemed professor and author of One Planet, Many Worlds: The Climate Parallax. In-person and online attendees engaged in a meaningful discussion about climate change and the necessary integration of academic disciplines that will be required to meet this challenge.
Prior to the event, nearly twenty faculty members responded to Chakrabarty’s book in short essays and even with artwork. Please look out for these responses when they’re published in the Journal of Interdisciplinary Perspectives and Scholarship. The collective engagement and thoughtful participation of our USF community made the event a resounding success. For those who couldn’t attend or wish to revisit the enlightening discussion, please see the event recording below.
Monisha Bajaj in Conversation with Talia Knowles, CRASE Program Assistant
Thank you so much for taking the time to speak with us! Please tell us about yourself. Where are you from? What do you like to do outside of academia?
Well, I’m a professor here at USF in international and multicultural education. I’m a parent. I have a ten year old child. So what are some of the things I like to do? We go to a lot of his games since he’s really into sports, so that tends to occupy a lot of our free time.
I have a lot of family in the Bay Area since I grew up here. After college, I moved abroad and to the East Coast. So in the 15 years that I was away from the Bay Area, I lived in Washington, D.C., in New York, as well as in three other countries for anywhere from 8 to 12 months.
The time I’m not at work is often spent with family, extended family, friends from childhood and friends from other parts of life who live here as well. I also like being in nature. I feel like I could always be in nature more.
What’s your favorite thing about the Bay Area?
I would say it’s just the open-mindedness that’s here because I’ve lived in a lot of different places. I feel like people in the Bay Area are really open to the world and there’s a global mindedness and an openness here. Even just at USF, there’s a sort of like baseline progressiveness and willingness to engage with themes of social justice. That isn’t always true in other places that I’ve lived.
How long have you worked at USF?
I started at USF in January of 2014 and one of the first communities I was roped into was the CRASE Advisory Board!
I was doing research with two doctoral students at a high school for immigrant and refugee newcomer students in Oakland. We would go every week to work with the students and ran a club for them on human rights.
We’d do interviews with teachers, focus groups with students, activities with the students, and we also delved into the literature about immigrant and refugee youth. We wrote a few articles based on it, and as the project was ending and the data collection phase and writing was coming to an end, I kept thinking that it would make a good book, but I didn’t want to do another book for an academic audience. Yes, it would be interesting to profile what’s happening with these students in an academic way. But the need seemed to be, how do you get the lessons of what these students need into the hands of teachers who are serving these students? Most of them have never taken a class on how to work with immigrant and refugee students since it’s not required in teacher education.
So there’s a huge gap between teachers’ knowledge and what refugee, immigrant, and undocumented students really need. There are many needs that a lot of students and their families have. And some schools are really innovating and doing some really creative things. I would say that the school where we were doing research is on the cutting edge of some really creative things along with other schools we’ve heard about in other parts of the country.
That’s when the idea emerged to do a book project, not for people in academia necessarily, but more oriented towards educators, taking the research and making it very digestible, with no jargon. The strategy chapters are short and the book has a lot of other resources that teachers can reference, and then we included vignettes and narratives about immigrant and refugee students throughout the book to humanize the population of students that we’re talking about.
We heard some horror stories of places where kids were dropping out of school because no teacher even could speak Spanish at all. An entire school where 600 unaccompanied minors came in from Central America and not a single teacher could speak Spanish? There was an incident in Missouri a few years ago of an Afghan boy whose family was settled in a town with no Afghans or Muslims for miles and miles — no community support. He was really isolated and bullied and ended up committing suicide. This made us think about what it means when teachers and schools can’t integrate these students and address their needs.
Have you had any direct conversations with teachers who have read your book and been able to start implementing these strategies?
Because of COVID and the detours this book project took over the six years from when I had the idea and when it came out, we ended up adding a lot of contributing authors to the project. It was a lot of work to get all those voices and perspectives streamlined in the book and to make it cohesive. But what was beautiful about it is that we have 22 people who are affiliated with the book, and so different schools have used it for professional development. We’ve been invited to different conferences to present; we’ve shared it at bookstores, schools, and academic conferences. We have interacted with a lot of teachers who said that it’s been really useful in terms of the strategies.
We recently presented at a conference in New York that was for educators of newcomers from around the country, and a bunch of them were saying that they were going to implement these ideas and some of them have written to us and talked about how they have adapted the ideas in their own schools. That’s been really rewarding to see. And we’ve heard that people have used it in teacher education classes that they’re teaching. We see a lot of people accessing the companion site for the book as well.
So I know that the book is geared towards K-12 contexts, but are there ways that you could see these concepts implemented at USF?
Definitely. One of my favorite examples is in the family engagement chapter of something that Oakland International High School does, which is the school that I started doing research at in 2014, and is the alma mater of one of the co-authors, Gaby Martinez, who is also a staff member at USF.
Oakland International does something called community walks. They have a professional development day where the kids are not at school, but different groups of students lead an entire day of activities aimed to help educators understand the different cultural groups at the school.
The staff and the teachers are the participants on the walk. And as a researcher at the school, I went on a few walks too. So for example, I went on the one that was planned by students from Guatemala and their families. We learned that a bunch of the kids who are from Guatemala, when school is not in session, or even sometimes when school is in session, will work as day laborers to make money. So we went to a gas station where they try to pick up work and learn about how scary that is to get in a car of a random person and not know exactly what’s going to happen . . . but [they] are desperate and need that money to make the rent or to get food.
Then we went to a church that was run by one of the student’s fathers who was the pastor. It was a church for the Indigenous Mam-speaking Guatemalan community, a lot of whom live in East Oakland. Then we went to a restaurant and ate Guatemalan food. So the community walks . . . are a day where you go to different venues of importance for that community and then you end up back at the school to debrief about how to serve those students better. I think that’s a really cool example of what the school is doing and what we could do more at USF. It’s harder here because students come from all over. But I do think with the requirement of community-engaged learning and getting out into the community, at least learning about the communities that surround us is great and figuring out ways to learn more about the students and where they come from is always a valuable way to engage in the classroom.
You already said you’re teaching, but is there anything you’re particularly excited to discuss with students?
This semester, I’m teaching a class on immigration and education and we’re talking about a lot of things that are in this book. There’s always so much with immigration to talk about. There’s the current border crisis and debates that are happening. There’s historical immigration and thinking about who had an easy time getting to this country and who didn’t. I was just listening to the radio this morning and globally, there are similar issues. They were talking about an Oscar-nominated film about Senegalese immigrants who are trying to get to Italy and how many boats and migrants die en route to Europe. There’s just so many conversations to be had about migration from all those vantage points and where that intersects with education in schools.
I’d now like to turn to your other recent work, The World Yearbook of Education. Can you describe this project for us?
This is an edited book entitled the World Yearbook of Education 2023: Racialization and Educational Inequality in Global Perspective that came out about a year ago. The other book had a lot of contributing authors, but it had a cohesive conceptualization by us from the beginning to the end. Whereas the World Yearbook of Education is a book series that has been around since the mid-1960s in the field of International comparative education. This book series started as a way to focus on a topic every year and then have different contributors from around the world offer examples on that topic for that year. Previous topics have been on the expansion of schooling for formerly colonized countries or governance or funding or participation or girls’ schooling.
Different authors from around the world would contribute ideas in their chapters. A couple of years ago, the editors who ran the series, in light of George Floyd and all the “racial reckoning,” realized that there had never been a volume of the World Yearbook of Education on race, racism and racialization around the world as it pertains to education.
So they asked me and a professor who teaches at UC Berkeley to co-edit a volume. We curated about 35 authors in total that contributed to the book and the chapters include topics such as race, racialization and social movements in Brazil, affirmative action in the U.S., Brazil, and India, the Black Lives Matter at School movement in the U.S., and the racialization of refugees. It’s meant to be a first volume that demonstrates the importance of this topic for the field of international and comparative education and lays out some questions that people could use as a way to further develop research in this area. It was more definitely in the scholarly realm and it’s not going to be picked up by teachers like the other book, but it was a way to mark this topic as important for scholars and it is important that the series acknowledges this topic. We hope that students will orient their research and develop this area of scholarship in the future.
Please tell us about the open access journal you started and run yourself.
Actually, CRASE gets credit for this because I got to know Shawn Calhoun from the library during committee meetings for the first advisory committee that formed CRASE. At the time, I had just come to USF to direct this new master’s program that was starting in our department on human rights education. And at that time, there was no academic journal in the field for people to publish research on human rights education. So people would have to submit to other journals and the academic reviewers would often say, “What is this field? Why are you talking about it?” It was just hard for people to get their work in this field published. I had been thinking it would be great to have a journal, especially an online, open-access one so the work wouldn’t be behind a paywall. I had started investigating open access journals and all I could find online were journals where the person submitting has to pay and the fee subsidizes the platform to allow you on it. I was in this conundrum thinking, if you’re sitting in, say the Congo, and you have to pay $5 USD to submit an article that may or may not get accepted, that doesn’t seem to make any sense.
I think I just happened to mention it to Shawn in passing, maybe chatting before a meeting, and he told me that Gleeson Library hosts open access journals. I had no idea. And then he connected me to the person at Gleeson who had been hired to be in charge of open access journals hosted on the platform. We were the second journal that the library launched, the International Journal of Human Rights Education, and we’ve been around since 2017. We have an issue that comes out every year that’s peer-reviewed, online, and open-access. It’s academically rigorous, but open access and online for anyone in the world to download our articles and we’re about to publish Volume Eight. Since 2017, contributions to the journal have been downloaded more than 60,000 times from 186 countries from 2,992 distinct institutions.
When you look at the map here on our journal site, it will show you all the places that have downloaded the journal. It’s kind of cool because usually when you think of academic scholarship, often you only see people in the Global North able to access it, but our journal is reaching people all over the world.
I wouldn’t have known about this program had I not been on the CRASE advisory board and had that offhand conversation with Shawn. We’ve had a few special issues that are curated around a theme (like Indigenous women and human rights education or human rights education and Black liberation), but other than that, it’s just been word of mouth in terms of how people learn about our journal. We don’t have any budget. It’s a bunch of volunteer doctoral students and me engaging in this labor of love every year and putting together the issues.
Wow, that’s amazing! Lastly, are there any upcoming projects on the horizon?
We’re working on Volume Eight of the journal and it’s always a slog to get the new issue out. We’ve got six articles, four commentary pieces, and five book reviews coming out. Both of the books we talked about earlier came out at the same time last year, in 2023, so I’m still being invited to do a lot of talks, presentations, and teacher professional development.
During the COVID shutdown time, my kiddo was schooling from home and we were able to get a glimpse into his schoolwork and curriculum. He was in first and second grade at that time. His teacher was teaching the class about the origin of kites from China, and I was thinking about how in India, where my family is from, we have kite-flying festivals, and I just went down a rabbit hole learning about the origin and use of kites around the world. I drafted a children’s book manuscript about it and got a lot of rejections, and rewrote the book probably ten times. It was finally acquired last year by Bloomsbury children’s publishing, and I’m working on final edits right now. The book that will come out in 2025 is called “A Year of Kites” and it talks about kite traditions from around the world. I’m excited about taking messages of peace, human rights, and global understanding to younger audiences with this project.
Brian Komei Dempster in Conversation with Ifeoma Nzerem, Coordinator for Anti-racism, Diversity, Equity, Inclusion and Faculty Excellence
When did you realize you had a passion for writing?
In my formative years, when I was quite young, my parents signed me up for writing classes. I remember writing a story when I was around preschool age; I personified a rock, and its name was Loafer. That is my first memory of loving creativity, loving writing, and feeling the power to create. I found my literary passion as an undergraduate at the University of Washington. I was taking an Asian American studies course learning about Japanese American wartime incarceration. I was taken aback that this was really the first time I’d heard of this historical event. I remember going home that day and asking my mom, “Did you know about the camps? Were you in the camps?” She said that, since she was a child back then, she couldn’t remember the experience, and, as a result, there was not much to say. But I discovered a deeper psychological layer when I tried to ask my aunts and uncles who could remember these events: some were willing to speak about their experiences while others were reluctant to do so.
I became obsessed with the idea of writing about the Japanese American incarceration–not just the event, but the silences, the withholding, the ways in which that was a form of protection for the younger generation. I found that the older generation was trying to protect us and not hurt us by passing down that trauma. But, at the same time, many of us wanted to know that story and wanted to give voice to what had happened to them, because their imprisonment was an injustice. So, as an undergraduate, I wrote a lot about this subject, and these themes informed my first book of poems, Topaz.
How do you feel like that work has led you to USF in any way, or how did you end up here?
I was hired as an adjunct in 2001 into what is now known as the Department of Rhetoric and Language. I had a lot of friends who worked at USF and talked about its mission of social justice, honoring diversity, and also supporting the work of artists and scholars who give voice to marginalized communities and stories that need to be heard in the culture. At the time, I was a caretaker of my deceased grandfather’s Buddhist church in San Francisco’s Japantown, which was only a 5-10 minute drive to USF. And I was in this church finishing my first book and teaching community-based courses at the cultural center down the street. I wanted to be able to further my academic career, and I was excited to join USF and then later be hired as a full-time faculty member in 2002. In my 20 plus years with USF, I’ve taught rhetoric and language, creative writing, Asian Pacific American literature, and graduate courses in the Asia Pacific Studies program. All the while I have been working on poetry, and one thing I love about USF is that it really supports the work in a tangible way. For example, I had faculty development fund support and a sabbatical in 2017. Beyond that, the moral and personal support that administrators and colleagues have provided has been amazing.
How has winning the Guggenheim Fellowship affected your writing?
My fellowship period started in July, so I’m early on, but I can already feel the impact. I understand that there are several layers to the process. I would say the first layer is the acknowledgment of getting the recognition. It’s a stunning, humbling, affirmative experience, and processing that initially came with surprise and then the gratitude and acceptance. It’s an acknowledgement that my past work has value. Now that I’ve moved through that stage, I am ready to focus on writing. The opportunity gives me what I would call a healthy accountability, because I’m now a part of the history that exists for the Guggenheim Fellowship. I look at this list of people and see what they’ve accomplished and feel like I have a responsibility not only to my own artistic consciousness but also to the collective consciousness of what it means to be part of the circle. My father was a Guggenheim fellow in 1981 as a music composer, so there’s a father-son connection as well. The overall sense is hard to describe in just one way, but the fellowship has given me another form of motivation, confidence, and freedom.
I’m currently working on a third book in a trilogy. The manuscript can stand alone but is also meant to accompany the first two books. The first book, Topaz, is about the legacy and aftereffects of the Japanese American wartime incarceration legacy and how that relates to issues of race, gender, sexuality, and identity in a contemporary context. The second book, Seize, centers on my son Brendan, who’s 18 now. He’s a brave soul, and he’s been through a lot. In Seize, I present a father-son quest and explore how to navigate having a son with special needs–the emotional, psychological and everyday territory, the relational territory–and then connect that to other forms of seizure and incarceration historically and now.
The third book, currently titled Dust and Rain, focuses on tying together those threads and strands of the first two books, but the artistic challenge is to avoid repeating what I’ve done before and to find how to advance the work. There isn’t a singular theme in mind at this time. It’s more like a symphony or orchestra weaving together the different elements of my previous works. I’ve found writing this book to be an ancestral and spiritual experience. I’ve gone back to the ancestors, like my grandfather, and this process has catalyzed more lyricism in this book than the previous two. I describe the work as a lotus sutra for the 21st century.
What events have evolved your writing strategy or writing focus over time?
I wouldn’t call forth a singular event, but what’s been most profound for me is the evolution of my son and his growth. Now that he’s 18, my poems no longer gravitate towards emergency crisis situations like going to the ER or us managing his seizures. His and our situation feels more nuanced, subtle, and complex as, fortunately, he doesn’t have as many of these medical events. He’s evolving, and it’s been a journey trying to write about my relationship with this human being, who is still nonverbal, as he goes through the frustrating experiences of puberty that he can not fully convey. At the same time, he expresses more love and more connection with us. So there’s a beauty and tenderness to his growth. There’s also a challenge of looking to the future and thinking, 10 years or 20 years from now, what does his life look like? How long can he stay with us or live in this home? Because there’s a large part of us that never wants to let him go. So, as we witness his transformation, we do our best to be observant and in tune with his evolution, because these are not things that we can talk with him about. He understands a lot of language, but he’s unable to express himself in words. So instead, we observe and communicate with him through eye contact and body language.
What are you looking to next?
I’m working on various things. I’m energized about this epic poem in the current manuscript that my writing partner has encouraged me to dive deeper into. This could eventually be split into many individual poems, so I’m interested to see what the piece will end up becoming. I’m looking forward to pushing the boundaries of theme, content, and artistic approach as far as I can. In the first two books, a coherent subject and theme anchored the narrative throughout. The through line of this third book is more spiritual–a reconciliation of past and present, of our many identities and selves; a holistic exploration of the world here and the world out there and ancestry and the future. It feels like there are several overlapping circles rather than a linear connection. I remember Dean Rader, a Guggenheim fellow and poet at USF, described his fellowship project as a Venn diagram, and that was helpful to think about. I want to see how many things I can connect and reconnect. I’d like to explore global and local connections, events that I haven’t written about and events that are personal to me. I think it was James Joyce who said, “In the particular is contained the universal.” This is a simple idea but a profound one. I want to be as particular and concrete as I can at the literary level–to describe things fully and beautifully and with some kind of taste and elegance. At the same time, I want to reach out and find a level of transcendence that goes beyond the literal, creates new resonances and connections.
I’m also working on a nonfiction manuscript called Brendan’s Garden. The topics vary, but I think of the project as anecdotes or snapshots of life with Brendan. I’m excited to mainly focus on the poetry project and then write the nonfiction when the work emerges organically. My goal is to have a largely shaped manuscript of my third poetry book by the end of the Guggenheim period in June 2024.
William (Billy) Riggs, Associate Professor in the School of Management, recently published a book titled End of the Road: Reimaging the Street as the Heart of the City. The book brings together Prof. Riggs’ ideas and thought leadership in the areas of autonomy and smart transportation, housing, economics and urban development. Since 2016, under the aegis of the University of San Francisco, Prof. Riggs has also organized six conferences on “Autonomous Vehicles and the City”—conferences that have been critical in bringing together academics, the public sector (planners, engineers), the private sector (tech entrepreneurs), and philanthropists to consider how technology may shape future transportation modes and models in our cities.
In our conversation, Prof. Riggs talked about his recently published book, the conferences he has organized, and plans for future research.
Can you tell us about your recently published book – End of the Road: Reimagining the Street as the Heart of the City?
Basically, the book is something I worked on for 10 years. It explores how streets are at the heart of public space in the city, and that they are far more than something to just move people through the city. I was interested in streets as part of the social and cultural fabric of the city, and wanted to explore how streets can inject life into cities—jobs, housing, businesses, and so on. It is about thinking of all the ways we engage with streets other than movement. The book has case studies from all around the world: San Luis Obispo (U.S.), Utrecht (The Netherlands), Santiago (Chile).
One thing I reflect a lot in the book is about future kinds of mobility, future network-based approaches, and how streets will have to adapt to this new moment. With autonomous vehicles, transportation systems are evolving and the book addresses how the built environment and urban form need to adapt with this evolution.
Can you tell us about the conferences on mobility—Autonomous Vehicles and the City—that you have organized over the past six years?
The conference engages complementary thinking about cities and automation and what should cities look like in the future. My goal was to put USF at the center of this discussion on automation and technical innovation. How can USF advance policy and thinking about the public good within the spectrum of large cities, and advance goals of sustainability and social justice. In other words, how can USF innovate for the public good. In order to do so, we have to talk about housing, zoning, land use, spatial inequalities, and all that has to be discussed with transportation and an evolving dialogue about automation.
In the last conference we highlighted mobility, social justice, and access. There are people in the private sector who are interested in addressing social issues in tandem with their commercial interests, which is why we need the private sector, the public sector, and philanthropists to come to the table to tackle the future of mobility in San Francisco
I have now organized six conferences. We began in 2015 before I came to USF. Michael Boswell (from Cal Poly, San Luis Obispo) and I had the idea of bringing people together to write about issues regarding automated vehicles and to stop writing about widening roads. We first penned an op-ed in the “autonomous futures” series of Planetizen, and this led to five or six thought pieces that made us realize we need a larger discussion.
As a result, we have now hosted a number of conversations. The mechanics of doing this involves core members of faculty from San Jose State, UC Berkeley, UC Davis, and the Urbanism Next program at University of Oregon. I believe the idea of shaping the future must be greater than a single individual or a single institution, and I have had no expectation (or illusion) that the dialogue should last for forever; but as long it is relevant to the original intent, I think it can grow .
The conferences typically have 200 – 250 attendees every year in-person, in San Francisco, and with the livestream there have been upwards of 2000 people attending. We have had European colleagues asking questions and learning what is happening in the bay area. USF has thus become a powerful force in this dialogue.
How did you get into the field of transportation planning, city planning, and specifically Autonomous Vehicles (AV’s)?
I grew up in Louisville, Kentucky. It was not an environment that planners would call “walkable.” For college, I went to Ball State University in Indiana to study architectural history, and I became interested in being able to walk and bike everywhere. I am also an athlete and very much enjoyed running in cities, and then, my senior year in college, I ruptured my Achilles tendon. As a result, I couldn’t walk, and that was when I realized my identity was so tied up with running and walking in cities.
I had plans to study and travel in Europe, but as I took time off because of my injury, I thought I might lose the ability to see cities on foot and this ended up being a pivotal point in my life and changed my life’s trajectory. I was able to travel to England, France and the Netherlands and got very interested in city planning, urban design, and aspects of how to design places for walking and biking. I later went to graduate school at the University of Louisville to study urban planning with a focus on transportation planning. After this I took a job with the U.S. Coast Guard in San Francisco for a few years, before going to UC Berkeley for my PhD in city and regional planning.
What made you come to USF?
San Francisco is a good example of urbanism. One can go out and study the city right through USF’s backdoor. When I was teaching at Cal Poly San Luis Obispo, I had to bring students to Los Angeles or San Francisco to experience and observe city life and city form; things like parklets which were first coming up in San Francisco, adaptive reuse, transit hubs and so forth. So, I felt San Francisco was great for what I research and what I teach.
I also love the incredibly diverse student body at USF. In comparison to USF, Cal Poly San Luis Obispo is very culturally diverse. I am love interacting with this diverse student body, to be on a journey that nurtures global citizens, and I believe USF is well situated for that journey.
Plans for future research?
I am continuing to work on transatlantic multinational policy for autonomous vehicles that function as shared assets and can operate within many urban contexts. Autonomous vehicles need to be seen as complementary to existing transit systems. And in thinking about this, one has to also consider global business models for automated transit systems.
How does one pay for the infrastructure to support these systems? Can community members pay directly to support and avail of these systems or even directly invest in them? Creatively thinking about these questions has led me to look into disaggregated and distributed financial models for automated transit in cities. Given all this, my scholarship seems to be taking a somewhat different turn. While in the past I was more focused on discovery, I am now thinking about adaptation and application of systems.
I also have a book project that will be published in 2024. It tells the story of how the rideshare revolution came about; what happened to taxis when Uber and Lyft showed up, and how much it changed our perspective on how we travel. Having a ride in our pockets did not exist before 2012 and this new form of transportation has had significant impacts on how we access transport “on-demand” but also on traffic patterns and labor in our cities. The book will tell some of that that story.
Tika Lamsal, Associate Professor of Rhetoric and Language, has published a co-edited a new book (with Deepak Shimkhada, Iswari Pandey, and Santosh Khadka; Mandala Book Point, 2022).
We conceived this anthology of narratives in 2019 with the launch of a website, Nepal Memory Project. The website, which is still active today, was exclusively dedicated to collecting a broad range of essays that were eventually compiled under the title, Nepal, a Shangri-La? Narratives of Culture, Contact, and Memory.
While assembling this volume that has over four dozen contributors, and which focuses on micro-narratives about Nepal, we wondered about the power of memory, and its role in crafting narratives, as we try to make sense of our identity and belonging in an interconnected world. We also wondered about ideas that bring Nepalis and non-Nepalis together: how does the space—that Himalayan country—in both geo-political and cultural terms bind us together? Our starting point was to pose a series of questions to our contributors as we invited them to describe and think about the most salient experiences or memories that represented the country for them. We were interested in how those personal narratives related to the master narratives of the nation, i.e., how they echoed, contested, or resonated with the constructs promoted by the powers that be.
Going by the master narratives of Nepal, we see a careful selection of historically verifiable facts and some imagined ideals. For example, the country is the oldest nation-state in South Asia, as the Himalayan nation was never directly colonized. It is the birthplace of Gautama Buddha, and the land of the Himalayas – actually, the only country with eight of the ten highest mountains in the world. Nepal is also a country with a remarkable diversity of flora and fauna, peoples, traditions, and stupas or temples at virtually every step of the way. It is the home of the Gurkha soldiers whose stories of bravery are told and retold around the world. Untouched by outside influences until recently, it is the Shangri-La that we know of that could potentially function as an antidote to human despair borne off industrialization.
These are the attributes most frequently used to construct a grand narrative about the nation of Nepal, often coupled with the phrase sundar, shanta, bishal (beautiful, peaceful, great), which, as in the case of any nation-state, conveniently leaves out the details that undercut or challenge it. One way to explore the complexity of the lived nation and its memory would be to look back at the experience of various engagements in the space under discussion, engagements that could be as uniquely personal and intimate as growing up within it or as purposeful and strategic as traveling from outside to work, study/research or both. Our assumption has been that “re-membering” and writing about these experiences will not only reveal some complex stories about the nation but also provide specific insights into life, culture, community, citizenship, nation, labor, education, history, memory, mobility, and even (post-)modernity in the 21st century of global interconnectedness.
As this anthology shows, we have multiple Nepals within the geographical boundaries of the nation-state, as is the case with any multicultural, multilingual nation-state. Rephrasing Stuart Hall and Paul Gilroy – especially their discussions of English identity—one could argue that it is reductive to discuss Nepali national identity or the forms of national belonging without taking into account the ways in which Nepali identity itself has often been defined through the exclusion of a range of “others” in terms of language and customs. By the same token, Nepali identity has been denied the rights and privileges of equality of recognition until recently in the country’s laws and constitutions. Even the notion of singular Nepalese identity becomes an oxymoron for some authors, such as Shabnam Koirala-Azad, Sonya Dios, and Khushbu Mishra (in this volume), who share their experiences of negotiating their Nepali identity as the “other” even while living within the geo-political space of Nepal. Their narratives challenge the dominant narratives of Nepal while other authors recount their negotiations from multiple locations, both from within and without Nepal’s geographical boundaries. This multi-locational, and multi-subjective challenge to a singular prescribed Nepali identity is the main goal of our anthology of narratives.
Marie-Claude Couture is an Associate Professor and Chair of Health Professions in the School of Nursing and Health Professions. Dr. Couture was recently awarded two large NIH grants to support her research on infectious disease prevention, substance use and violence and victimization. In collaboration with fellow USF faculty, Dr. Erin Grinshteyn, Dr. Couture was awarded a R15 in 2022 to support their project, “Determining the causal pathways of social and environmental predictors of high-risk alcohol drinking among college students.” These awards are highly competitive, with a success rate between 4-17% and are used to promote research opportunities at educational institutions that have not been previously major recipients of NIH support.The award provides $432,136 from the National Institute on Alcohol Abuse and Alcoholism to the team over three years to support their research on the determinants of high-risk alcohol consumption among college students.
In our conversation, we talk with Dr. Couture about the research she plans to lead with support from this R15 award and her plans for future research at USF.
How long have you been at USF and what brought you here?
I arrived in 2013, coming from University of California, San Francisco as a postdoctoral fellow in HIV prevention research and global health. At the time, the Masters of Public Health (MPH) program was just launching, and I wanted the chance to teach more and help build this program from the ground up.
Prior to joining USF, I was an online instructor for a continuing education program at the Public Health Agency of Canada while completing my PhD at Université de Montréal. I taught a range of online epidemiology courses for healthcare professionals. There was a real need for this type of training during this time, due to the emerging SARS epidemic, which really affected Toronto, Canada in 2003. We had 361 cases in the city with a 9% death rate. It was clear at the start that many healthcare professionals were not well prepared to respond to this health emergency, and so there was a real need to teach epidemiology and basic public health courses for all healthcare professionals.
In addition to wanting more opportunities to teach, I was drawn to USF due to the attention the university pays to social justice. My HIV prevention research in global health often involves addressing health disparities and working with underserved communities, and this was important for continuing my research program.
Can you tell us about your research program and how it has evolved recently?
My research focuses on the intersection of substance use, violence and infectious disease transmission. Originally, my research career started with HIV prevention among marginalized and underserved populations, including drug users and sex workers. Since drug and alcohol use are major drivers of sexually transmitted infections, like HIV, my work naturally included these risk factors. As my HIV prevention work continued, I began detecting major overlaps with violence and victimization, particularly among sex workers. These issues intersect and represent my major interests and current research work.
I have always been interested in infectious diseases. I started in microbiology, with a Bachelor in Microbiology from Universite Laval, then continued with a Master in Biochemistry focusing on molecular biology from McGill University. When an opportunity presented itself to pursue my PhD in epidemiology at the University of Montreal with a team working in global health and HIV prevention, it seemed to really fit. I had the opportunity to conduct research and perform data collection in the field for my research projects with female sex workers and other vulnerable populations, including Cambodia, Thailand, Haiti, Ghana, Zambia, and Côte d’Ivoire. I have a lot of great stories from some of these crazy data collection experiences – come talk to me sometime about it!
Going forward, I plan to continue to look at the effect of victimization and violence on substance use and mental health which brought me to my current R15 work.
Can you tell us about your recent R15? What is an R15 and what work will you be doing with this award?
This grant is based on preliminary results that we got from a CRASE Interdisciplinary Action Group (IAG). In 2017, the IAG gave us a $300 award to address health post-Trump administration on mental health and substance use in college students. The title of the project was, “title was “Trumping fear: The impact of the new administration on fear and mental health sequelae among college students.” In collaboration with Drs. Erin Grinshteyn and Dellanira Garcia from the School of Nursing and Health Professions, we looked at different forms of fear (victimization, discrimination, deportation) during the Trump administration and their effects on mental health and substance use. From this small IAG award, we published 5 peer-reviewed articles and had 13 presentations at conferences. We also used the findings as preliminary results to secure our R15 from the National Institutes of Health NIH.
An R15 is a grant awarded by the NIH to support non-research universities and to mentor graduate students in research. Our NIH R15 is titled “Determining the causal pathways of social and environmental predictors of high-risk alcohol drinking among college students” and is $432,136 for 3 years. Dr. Erin Grinshteyn is a Co-PI on the project with me and this is a partnership with the GIS Spatial Analysis Lab in the College of Arts & Sciences.
Through this work, we hope to identify where, when, how, and with whom college students experience violence and victimization and how that impacts high risk alcohol drinking. Measuring behaviors and experiences is difficult, because they are subject to recall bias and other errors. One of the novel aspects of this project is that we are using ecological momentary assessment to follow students for 30 days and collect data on victimization and violence and alcohol use in real-time using a mobile app. Using the mobile app, we will also collect geospatial data to track where they are (e.g., what we call their “activity space”) and to identify their location when violence or victimization experiences and alcohol use happen. The GIS Spatial Analysis Lab will use the GPS coordinates from the app along with google street view to examine the environment and apply a scale to determine physical disorder, crimes, and other neighborhood-level disadvantages. This way we can connect neighborhood-level information on crime and physical disorder with substance use behavior and violence or victimization – thereby addressing structural and environmental issues through geographic information.
We’re excited to give USF graduate students the opportunity to gain research experience through this R15. We plan to involve students in the data collection and analyses for this project, who will help us implement some of our surveys.
What are your plans for the future?
Get more grants! Do more research! In the future, I’d really like to find more opportunities to collaborate with faculty across the university – both within our school and across other schools. I would like to share our expertise on geospatial ecological momentary assessment with other faculty interested to use this methodology for their projects. I value interdisciplinary collaboration and would like to find other topics and research areas to collaborate.
I’d also like to continue to progress my research program on substance abuse and mental health and bring in some aspects of COVID-19. Stemming from our R15-funded work, I’d also like to work toward securing future funding to continue to learn from our geospatial ecological momentary assessment findings and to develop interventions to address substance use among college students.
Richard Greggory Johnson III, professor of Public Administration and Policy in the School of Management, and chair of the Institutional Review Board (IRB) at USF, recently co-edited a book titled Lessons in Social Equity: A Case Study Book, Birkdale Publishers, 2022. In conjunction with the book’s publication, Prof. Johnson planned and chaired the 21st Annual Social Equity Leadership Conference (SELC) that was hosted by USF and the National Academy of Public Administration (NAPA). The conference was attended by over 1500 participants, and was organized by a team of over 25 people who worked hard to deliver a program that inspired, informed, and introduced various elements of social equity in public administration and public policy to attendees from numerous fields.
In our conversation, Prof. Johnson talked about his co-edited volume, the 21st Annual SELC conference, and his research interests.
Can you tell us about your recently published, co-edited volume?
The book is the first of its kind on social equity with case studies on how to teach classes on social equity in the field of public administration. The research, broadly speaking, is in the area of human rights, and takes into account issues of race, class, gender, ethnicity and disability. I have been interested in researching these areas for some time now; for instance, the question of “allyship,” and how this concept relates to social equity. The book also takes a global approach to social equity with case studies from places like India where we see many human rights infractions. In the book, we also examine the issue of women in the military and how equity plays out in that case; or, the question of how men are sexually abused in the military, which is a serious matter we don’t hear a great deal about. Other questions of pay scales and social equity, intersectionality, and gender inequality are also covered in the book. At the core of social equity is the idea of human rights, and that’s what we need to pay attention to.
Can you tell us about the conference you organized?
The 21st Annual Social Equity Leadership Conference (SELC) that was hosted by USF and the National Academy of Public Administration (NAPA), was a great success. In short, it was a fabulous conference. Given COVID-19 restrictions, it was a virtual conference with about 1500 people attending online, and 300 speakers. As conference chair, I made the decision early on that we would not be charging registration fees and this was a first for this conference. It will also go down in history as the second SELC conference hosted by a Catholic university, and on the West Coast for the second time. Years ago, we did not have social equity scholars and now we do have them; and, this is changing hiring practices in many different fields, including in academia where social equity is now being included in hiring practices.
How did you get into the field of public administration and public policy? And, how did you choose to become a social equity scholar?
My parents were civil rights workers. They were involved with the National Association for the Advancement of Colored People (NAACP) and the National Urban League. I got a chance to witness firsthand their activities in social movements. I attended an HBCU and that really helped me get to where I am. That said, I got into the fields of public administration and public policy by accident. My undergraduate education was in urban planning, and I had plans to go to law school or pursue a master’s in public administration. At the time, traditional programs in public administration had no focus on social equity and did not pay it much attention. Nonetheless, it was at the University of Vermont where I took up a tenure-track position that I became more aware of social equity and what it meant. I realized that this is what I have been interested in all along, and I had the good fortune that I could now research this area in greater depth. Over the past 20 years, from about 2003 until now, I have been researching areas of equal pay and how this relates to race, ethnicity, and gender in the field of public administration. I am now working on issues of disability in public administration. It has been a fruitful journey.
How did you come to USF?
I was a tenured associate professor at the University of Vermont. I had a home and a great life there. One of my colleagues, a USF professor who is now retired, approached me at a conference and asked if I would be interested in joining USF – because I would be in San Francisco. I took my colleague up on his offer—it was a free trip to San Francisco and an opportunity to get out of Vermont in the winter—and came to interview at USF. I got an offer to teach, and here I am 12 years later.
Research plans for the future?
I always have some book or article in my head. Currently, I am particularly interested in disability awareness and disability rights in the workplace under the umbrella of social equity. I am also drawn to researching intersex individuals in the workplace. There’s not much known on the subject because not so long-ago parents and/or physicians made individuals decide one way or the other, and what we are finding out is that as a child grows up it is quite likely that their gender is something else. I would like my research and work to have an impact globally. I see myself as a citizen of the world, I love to travel, and I am working on further internationalization of the masters in public administration (MPA) degree at USF. This relates to my research interest in cultural competence and intersectionality as they relate to the field of public administration.
Sergio De La Torre, Associate Professor of Fine Arts in the Department of Art + Architecture at USF, was recently awarded the Art for Justice Fund grant for $100,000. The fund is focused on supporting and promoting art projects that take on the prison industrial complex in the United States. Awardees are nominated from a large pool of individual artists and artists’ collectives working in the United States.
Prof. De La Torre was nominated for the remarkable work of his Sanctuary City Project, which investigates the actions of Immigration and Customs Enforcement (ICE), the implications of border arrests, and the emergence of private detention centers. Using art that includes print-making, banners, billboards, photography, and video, Prof. De La Torre’s goal is to reveal the hidden and not-so-hidden motivations behind the U.S. government’s punitive actions in the sphere of immigration and the space of the U.S – Mexico border.
In our conversation, Prof. De La Torre talked about the award, his work, and future projects.
Tell us how you received the award and your reaction on learning about it?
When I received the award, I got an email in March 2022 from a person saying that they were looking for Sergio De La Torre because he, that is I, had received an Art for Justice Fund award. At first, I thought this was a phishing email. Is this real? The email sender then said that if I don’t believe him, I should check my spam folder. I did, and there it was, in my USF email spam folder where it said I had received an award from the Art for Justice Fund in the amount of $100,000. I was absolutely elated!
Going back, can you tell us how you got into art, or became an artist?
That’s another funny story. I finished high school in Mexico when I was 17 years old. I was born in San Diego and so was an U.S. citizen living in Mexico. At 18, in Mexico, you have to decide which citizenship you are going to pick (back then, 1984, there was no dual citizenship) and so I picked the U.S. I never saw myself living in the United States and therefore was kind of surprised that I picked U.S. citizenship. I couldn’t continue studying in Mexico as a national but had to continue as a foreigner and with tuition very high, I didn’t go to school for three years. I had to then establish residency in the U.S., which is when I started working in San Diego. During this time, I took ESL classes, and got thoroughly bored. A friend of mine said, “study art because you don’t need to speak English.” And that’s how I got into photography, painting, design, drawing, and printmaking at the Southwestern College in Chula Vista.
The art teachers there were part of a collective focused on “border art.” They organized art events – performances, dinner parties, conversations – and had branched out into these other forms in contrast to traditional drawing, painting, and sculpture. Back then, the border didn’t have a wall, it wasn’t militarized, and was far more fluid (that’s where most of the migration from other parts of South and Central America took place, through Tijuana).
During the 1980s, I was not particularly drawn to “border art” or the kind of work my teachers were doing. I didn’t fully understand these forms of art practice and their implications. After coming to San Francisco in the early 90s—I came to study photography at the California College of Arts and Crafts (CCAC)— acquiring some physical distance between myself and the border is what helped me understand my relationship to the border and the art practices around it. Later, I went and got an MFA in Fine Art at UC San Diego where I worked on my film MAQUILAPOLIS that examines the lives of factory workers at the U.S.-Mexico border. The film premiered at the Rotterdam International Film Festival and was received very well.
So, my becoming an artist, and my current practice, owes a lot to my early teachers who were practicing “border art’, in particular Liz Sisco.
What can you tell us about your art practice?
During my arts education, I came to the realization that museums and galleries were no longer at the center for the display and dissemination of art. There were other places that were far more vital for art. That realization changed my practice and made me focus more on process, research, interactions with audiences, talking to subjects, and so on. Subsequently, I turned these immersive and experiential practices into artwork. My work is indeed present in museums and galleries but understanding these processes and practices has informed my work.
What projects are you working on and what are your plans for the future?
An immediate project is to finish a book for the Sanctuary City project. The book will include every phrase we have collected and every poster we have made – about 40 of them – that speak about immigration issues and sanctuary cities. The book will also include data about immigration policy and practice from 1989, when San Francisco became a sanctuary city, to the present. I also have new projects I am working on, in particular about “surveillance ankle monitors” and for that I am working with Mujeres Unidas y Activas (MUA) and the Dreamer Fund. My plan is to interview people that wear these monitors and understand the stigma as well as the emotional and psychological states they go through. I am envisioning an audio installation that expresses these feelings.
Installation of Sanctuary City posters at the Palo Alto Art Center.
Zifei Fay Chen (Communication Studies, CAS), June Y. Lee (Entrepreneurship, Innovation, Strategy, and International Business, SOM), Shan Wang (Data Science, CAS), Diane Woodbridge (Data Science, CAS)
Since the outbreak of the COVID-19 global pandemic in early 2020, the Asian American and Pacific Islander (AAPI) communities have experienced an uptick of anti-AAPI discrimination, racism, and hate incidents. These hate incidents range from individual acts of shunning, verbal harassment, and physical attacks, to civil rights violations including refusal of service and workplace discrimination. According to Stop AAPI Hate, a total of 10,905 anti-AAPI incidents were reported from March 19, 2020 to December 31, 2021, causing significant detrimental impact on AAPI persons’ mental health. Importantly, scholars and activists have noted that these anti-AAPI hate incidents are not only associated with the anti-AAPI rhetoric during the COVID-19 pandemic, but also have their historical roots of anti-AAPI discrimination and racism, such as the “perpetual foreigners” and “Yellow Peril” stigmas, as well as the “model minority” myth that was used to delegitimaze and silence concerns from the AAPI communities.
To cope with racial trauma, many AAPI persons have turned to social media to view related content, share information, participate in online communities/forums, and join discussions. Besides being a coping tool, social media can also be a tool to advocate for counter-hate messages and facilitate social movement. Previous social media research has highlighted the role of emotion, where it was suggested that by engaging with emotion-carrying content on social media, people can better regulate their emotions and reconstruct their emotional episodes. In this Interdisciplinary Action Group project supported by CRASE, we set out to explore if and how emotion may drive engagement in counter-hate content on Twitter during the #StopAAPIHate movement.
We drew insights from the emotion theories, social media engagement literature, and used machine learning and computational methods to analyze data. To delineate a more nuanced understanding, we focused on two types of frameworks in our categorization and analyses of emotion: (1) the valence approach where emotion was categorized into positive, negative, and neutral, and (2) the discrete approach where emotion was further categorized into joy, sadness, anger, fear, surprise, and disgust.
Data Collection
Using Twitter API for Academic Research, we collected tweets between January 1, 2020 to August 31, 2021. The retrieval search criteria included 1) tweets written in English and 2) tweets with at least one of the following hashtags: #StopAAPIhate, #StopAsianhate, #IAmNotAVirus, #WashTheHate, #RacismIsAVirus, #IAmNotCovid19, #BeCool2Asians, and #HateIsAVirus, resulting in a total of 1,773,683 tweets.
To identify sentiment (negative, positive, and neutral) and the existence of six discrete emotions (joy, sadness, anger, fear, disgust, and surprise) in the tweets, we used the RoBERTa model, the robustly optimized Bidirectional Encoder Representations from Transformers (BERT) Pre-training Approach.
We then applied the developed models for sentiment/valence analysis and discrete emotion classification. Further, we developed a regression model and applied feature importance to understand the valence and discrete emotions affecting the level of engagement (likes, retweets, and replies) towards a tweet. Preliminary Findings
Emotional valence reflected in the counter-hate content on Twitter
Among all tweets collected, about 22.7% were negative, 25.3% were positive, and 52% were neutral. In this analysis, one tweet may only include one valence.
Discrete emotions reflected in counter-hate content on Twitter
Among the tweets collected, about 21.5% contained anger, 17.4% contained sadness, 11.9% contained joy, 5% contained disgust, 2.1% contained fear, and 1% contained surprise. In this analysis, a single tweet may include multiple emotions or no emotion.
The impact of emotional valence and discrete emotions on social media engagement
Emotional valence was a moderate predictor of the number of favorites, retweets, and replies, along with other tweet features including hashtag counts, referencing another tweet, multimedia attachment, and replying to other users. For discrete emotions, the emotion of anger, sadness, and disgust were predictors of the number of favorites, retweets, and replies, along with other tweet features including hashtag count, referencing another tweet, multimedia attachment, and replying to other users. Particularly for replies, joy was also shown as a predictor in driving the volume of replies.
Next Steps and Implications
The current stage of the project has demonstrated the features that drive engagement in counter-hate content on Twitter. For the next steps of the study, we will continue building models that inform the direction and magnitude of the effects specifically from each emotional valence and discrete emotion. Using these research insights, we hope to achieve a more in-depth and nuanced understanding of the effects from emotional valence and discrete emotions in driving further engagement in counter-hate content. And in order to achieve this engagement, we will provide greater empirical communication evidence from the large data set to further support the #StopAAPIHate movement on social media.
Annette K Regan is Assistant Professor and Co-Director of the Community Public Health Practice Concentration in Orange County, CA
When did you realize you had a passion for epidemiology?
I didn’t know what epidemiology was until I was in my fourth year of psychology in undergrad. I was about to graduate, and I was trying to figure out what I was going to do next. I was volunteering in a sleep lab, and one of my coworkers was talking about epidemiology. I started looking into it, and it sounded perfect for me. It was math plus health plus all these things I liked all in one field. On my first day in epidemiology class during my MPH at Emory I thought, “This is where I belong.” Epi is one of the best fields. We can tackle all of these different health problems and use data and data science to better understand important health problems and identify effective solutions.
How did you end up at USF?
My family was transitioning back to the US from Australia, and we were looking for a place where our family could be happy and grow. My husband and I settled on southern CA – he works for the State Lands Commission (oil and gas guy) and fortunately USF was hiring for a MPH faculty in Orange County to extend their MPH program. Starting this MPH program in OC sounded really exciting. And our family is definitely settled here – we welcomed our son right before I started at USF!
Can you describe some of your recent work?
Right now I’m really busy with COVID-19 vaccine evaluation. I recently completed a series of papers on COVID-19 infection during pregnancy and how it affects the health of the mother and the infant. I’ve just launched a large study looking at COVID-19 vaccine safety and effectiveness in mothers and babies. Another big study I’m working on in collaboration with Boston University is a preconception cohort study to examine vaccine exposure around the time of conception and whether it influences the risk of miscarriage. We recently published a paper showing that vaccination is not associated with fertility but that COVID-19 infection in the male partner could reduce one’s chances of getting pregnant. It might be my favorite paper I’ve worked on, because it’s the only research I’ve ever done that was mentioned on SNL! Anthony Fauci also talked about it to try to dispel these myths about the COVID-19 vaccine and fertility.
I think it’s also important to acknowledge other impacts the COVID-19 pandemic has had beyond infection. In addition to examining the direct health impacts of COVID-19, I’m also currently leading a large cohort study on the mental and societal impacts of COVID-19 on pregnant individuals, their partners, and their babies. It’s been very meaningful to learn from parents about their experiences birthing and parenting during the pandemic.
What has it been like doing so much research on COVID and vaccines during this pandemic?
Interestingly, I didn’t originally want to do COVID-19 research because I knew everyone was going to be doing it. I supported some student work looking at the impact of COVID-19 on childhood vaccination, but felt like I didn’t want to take on COVID-19 research myself. It’s a tough field. Almost any project you start to draft up has already been published five times by the time you get started. But, I’ve been doing influenza research for so long, all of my influenza colleagues were entirely consumed by COVID-19 work, and I just knew I was going to have to start doing this work eventually. Just as I was coming back from maternity leave, the recommendations started to come out for COVID-19 vaccination during pregnancy, so this was my sign that I could not continue to do the type of research that I do around respiratory diseases and vaccines and without including COVID-19.
How do you bring the themes of your research to your courses at USF?
This past Fall, I offered a vaccine epidemiology course for the first time. It was a really fun course to teach and I think the students got a lot out of it. There has never been a better time to teach about vaccines than during a pandemic!
I also get a lot of students who are interested in doing research, so I have a few Research Assistants and volunteers who are helping with my cohort study. I bring in a lot of my own research as examples in my classes especially when teaching epidemiology methods.
What are you planning on doing next?
Taking a nap. But seriously, what I really want to do is continue to grow this COVID-19 research area with pregnant individuals. They are a really high risk group, but they have the lowest vaccination rates. I want to use the results of my work to co-design interventions with communities to improve maternal immunization rates. There’s a lot of work that needs to be done to increase these vaccination rates. I also want to build more of a team and further mentor junior scientists to do this work. I really want to develop the next generation of scientists in this area.
On Thursday, February 22, 2024, CRASE was proud to sponsor a lecture and conversation with Dr. Dipesh Chakrabarty, esteemed professor and author of One Planet, Many Worlds: The Climate Parallax. In-person and online attendees engaged in a meaningful discussion about climate change and the necessary integration of academic disciplines that will be required to meet this challenge.
