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Equity, Diversity, and Inclusion
No full textEquity, diversity, and inclusion (EDI) are at the center of our work in libraries. A cornerstone of democracy, libraries provide free and open access to services and resources for everyone in our local communities. This year EDI is a specific area of focus for the Oregon Library Association (OLA), and related initiatives include this issue of OLA Quarterly (OLAQ), the development of an EDI Plan for the association, and setting Equity, Diversity, Inclusion as the annual conference theme to provide a concentrated opportunity for OLA members to engage in related conversations. Together OLA is exploring EDI in its many connotations and intersections, including race, ethnicity, gender, sexual orientation, socioeconomic status, age, physical and mental abilities, body size, religious beliefs, political ideologies, and geography.
This issue shares the important work that a wide variety of libraries are doing to help create equitable and inclusive communities in Oregon. It includes contributions from public, academic, and school libraries, and authors include staff, librarians, administrators, and graduate students in library and information science
Toxic Roots: The Remnants of White Minority Rule in Zimbabwe
Full text linkHonorable Mention for Best Work of Criticism
2018 Northwest Undergraduate Conference in the Humanities
This paper discusses the complex history of the intersection of sexuality and gender within Zimbabwe, specifically the chiShona tribe. It builds on the work of Zimbabwean anthropologist Josiah Taru, and African Studies scholar Tabona Shoko to uncover queer tribal identities and their position within precolonial chiShona tradition. This challenges efforts to naturalize homophobia in Zimbabwe in its current context. In relation, the role of colonial masculinity, power, and how it is interconnected in current political discourse is examined, problematized and complicated. Finally, the ways in which lesbian chiShona women challenge this discourse and lesbian invisibility is highlighted through the work of Tinashe Mupedzapasi. Colonization has left toxic roots within chiShona masculinity, sexuality, power dynamics, and gender identity reinforcing hierarchical understandings within chiShona culture. Yet non-normative identities persist. Thus, this project also addresses the critical question: can this discourse be decolonized
More Co-parents, Fewer Children: Multiparenting and Sustainable Population
Full text linkSome philosophers argue that we should limit procreation – for instance, to one child per person or one child per couple – in order to reduce our aggregate carbon footprint. I provide additional support to the claim that population size is a matter of justice, by explaining that we have a duty of justice towards the current generation of children to pass on to them a sustainable population. But instead of, or, more likely, alongside with, having fewer children in in each family, we could also create families with more than two parents. I explore this possibility by pointing out the ways in which multi-parenting can advance children’s interests: in higher levels of well-being, in non-monopolistic child-rearing, and in a future opportunity to become themselves parents
Developing Inclusive Pedagogical Skills for Educators in Higher Education
Full text linkResearch shows many faculty members in higher education do not engage in conversations about race in the classroom, and the consequences are significant for all students but particularly for students of color (Linder et al., 2013; Pasque et al., 2013; Quaye, 2012). Ignoring issues of race can lead to an increase in racial conflict and microaggressions. When ignored or mishandled, racial conflict can distract students from their schoolwork, cause emotional distress, perpetuate poor interpersonal and intergroup relations, silence students of color, and undermine the learning process (Pasque et al., 2013). Given these negative impacts for students of color, it is important for universities and colleges to address the lack of training opportunities for educators to develop inclusive pedagogical skills. Teacher educator programs prepare educators to teach in diverse and multicultural settings; however, educator development programs are not required for faculty and staff in higher education. Therefore, faculty and staff are underprepared to teach and support diverse student populations. Using a systems theory framework, I demonstrate how the inability to engage in conversations about race and racism, address racial microaggressions, and resolve racial conflict in the classroom is a direct result of a system that does not provide educator development opportunities focused on inclusive teaching. Given the benefits of inclusive pedagogy on student learning, I recommend universities and colleges shift their framework on how educators teach and create opportunities for faculty and staff to develop inclusive pedagogical practices in order to foster an inclusive learning community
Promotion of Early Detection of Lung Cancer in Primary Care
Full text linkLung cancer has the highest mortality rate of any cancer in the United States, and is increasing in developed countries throughout the world. Lung cancer is typically diagnosed at stage III or IV due to presentation of non-specific symptoms and a lack of awareness by patients and providers alike. However, diagnosis at stage I or II significantly increases one’s survival rate. Screening for lung cancer is difficult with tests that are expensive, potentially harmful, or ineffective
