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Ecowomanism: A Solution to Climate and Social Injustice
Get PDFThe interconnections of climate justice and social inequalities are paired together in a concept named \u27Ecowomanism\u27. Originally inspired by Melanie L. Harris, ecowomanism uses spiritual theologies, experiences, and memories to discuss the post-modern struggles that women of African and indigenous descent face in society, which can then find solutions to such injustices in a reconnection to nature. In this paper, I argue that adopting an environmental paradigm inspired by the spiritual theology of ecowomanism in the United States, which acknowledges the connection between oppression and violence against communities of color to the violence and domination of the environment, a more inclusive and effective methodology can be used to solve the problems of social and earth injustices
Sankta Lucia at Augustana College 2020
No full textThis is a recording of Augustana College\u27s annual celebration of the Festival of Sankta Lucia, which was pre-recorded in Ascension Chapel on November 19, 2020 and released online to the general public on December 13. The singing is by the Swedish language students, led by pianist Chris Nelson and professor Mark Safstrom. The role of Lucia is shared by Abby Berry and Alex Hart, seniors minoring and majoring in Scandinavian studies. The program also features musicians Charlie Cathcart, Noel Huntley, Ainslie Lounsbury, Anthony Roldan, Nate Wilson, and Nathan Wylie. The program was sponsored by the Scandinavian Studies Program, the Swenson Swedish Immigration Research Center, and the American Scandinavian Association at Augustana.
About the tradition: Sankta Lucia is a holiday celebrated in all the Nordic countries to mark the return of light at the darkest time of year. A candlelight procession of singers is led by a young woman robed in white with a crown of candles on her head, to commemorate the martyred St. Lucy (d. 304 AD), whose feast day is December 13. Over the centuries, the Sicilian saint from the early Catholic Middle Ages became a fixture in Lutheran Sweden, where she came to represent the return of light to the dark, cold winter season and point toward the hope of Christmas. The music in Augustana\u27s annual program features Scandinavian Christmas carols and hymns drawn especially from the historic Augustana Lutheran Church (1860-1962) and the other Swedish-American denominations in the United States
Ecowomanism: A Solution to Climate and Social Injustice
Get PDFThe interconnections of climate justice and social inequalities are paired together in a concept named \u27Ecowomanism\u27. Originally inspired by Melanie L. Harris, ecowomanism uses spiritual theologies, experiences, and memories to discuss the post-modern struggles that women of African and indigenous descent face in society, which can then find solutions to such injustices in a reconnection to nature. In this paper, I argue that adopting an environmental paradigm inspired by the spiritual theology of ecowomanism in the United States, which acknowledges the connection between oppression and violence against communities of color to the violence and domination of the environment, a more inclusive and effective methodology can be used to solve the problems of social and earth injustices
Ainslie Lounsbury
No full textExhibit created by Swenson Center student worker Ainslie Lounsbury.https://digitalcommons.augustana.edu/swensonexhibits_sewing/1004/thumbnail.jp
The “whole Persson tribe”
No full textFrom MSS P:329 Anna Persson Cave family papers, ph 9https://digitalcommons.augustana.edu/swensonexhibits_sewing/1007/thumbnail.jp
Exhibit text
No full texthttps://digitalcommons.augustana.edu/swensonexhibits_sewing/1015/thumbnail.jp
Children’s shoes
No full textMade and beaded by Anna. From MSS P:329 Anna Persson Cave family papers, textile 7.1/7.2.https://digitalcommons.augustana.edu/swensonexhibits_sewing/1020/thumbnail.jp
Embracing écriture inclusive Students Respond to Gender Inclusivity in the French Language Classroom
No full textIn 2017, the French Academy published a declaration opposing the official integration of écriture inclusive into the French language for fear that it would put it in “péril mortel.” Specifically, the Academy targeted a newly proposed punctuation, le point milieu, or the middot, that would allow those writing in French to express both the masculine and feminine endings of words with a dot between the two. This addition would disrupt traditional gendered interpretations within the language and make space, not only for the goals of French feminists, but also for visibility of non-binary French-speaking people. The Academy argued, however, that this addition would negatively impact language learning. This paper addresses this specific concern of the French Academy through the responses of French language students who actively learned écriture inclusive as part of their curriculum. These responses were collected during a fourteen-week period of participant observation in a French-101 classroom at Augustana College, a small, liberal arts school in Rock Island, Illinois. During this time, seven interviews about their language-learning experiences were conducted with students from the class—all of whom had little to no prior knowledge of the French language. Based on this fieldwork and theoretical perspectives surrounding gender and language learning, I argue that écriture inclusive has a clear place within French language pedagogy and that learning écriture inclusive did not inhibit learning of the French language within this classroom. Rather, I assert that the incorporation of this pedagogical element enhanced the classroom environment by making space for open discussions surrounding gender and encouraging students to share their identities