College of Saint Benedict and Saint John's University
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The Multiple Paths of Extraction, Dispossession, and Conflict in Mozambique: From Tete’s Coal Mines to Cabo Delgado’s LNG Projects
Get PDFWhen it comes to extractive processes, conflict, and peacebuilding, the case of Mozambique has recently taken center stage due to the emergence of an Islamic insurgency movement in the liquefied natural gas (LNG) project in its northern province of Cabo Delgado. This is but one part of a complex process of highly conflictual extractivist projects unfolding in the country. In this article, we argue that, beyond the specific case of LNG, there is a logic of continuity and accumulation regarding extraction-related grievances that, over the years, has generated community resentment in natural resource rich areas. Multiple accumulating forms of dispossession have accentuated community grievances in Tete’s coal mining areas and Cabo Delgado’s extractivist projects (LNG or otherwise), driving conflict associated with extractive industry projects. This paper is based on multiple rounds of field research conducted with residents and displaced people from extraction areas in the provinces of Tete and Cabo Delgado between 2012 and 2022. The analysis contributes to current debates on extractive politics, conflict, and peacebuilding
Review of Political Invisibility and Mobilization: Women against State Violence in Argentina, Yugoslavia, and Liberia
Get PDFSmall Steps for Building More Inclusive Classrooms
No full textInclusive instruction is critical to build welcoming and equitable experiences for diverse learners. Addy demonstrates through an interactive session how instructors can take small steps toward creating inclusive environments for their students.
“Dr. Addy is a leading voice on inclusive teaching and faculty development,” said Laura Taylor, associate professor of theology at CSB and SJU, who is director of the Center for Learning and Teaching. “It is a big deal that she is coming to work with our faculty. I feel so fortunate that we are able to host her on campus as part of this series.”
Addy received her bachelor’s degree from Duke University, then earned a master’s in philosophy from Yale University and a Ph.D. in science education at North Carolina State University. She also taught at the undergraduate level for 10 years. At Lafayette, she is responsible for working with instructors to develop and administer programming. She is director of the Center for the Integration of Teaching, Learning and Scholarship. The Center focuses on inclusivity for instructors and integrating students as partners.
Addy’s work has been featured in academic journals and other publications, like Inside Higher Ed and University Business. She is co-author of What Inclusive Instructors Do: Principles and Practices for Excellence in College Teaching, printed in 2021 by Stylus Publishing
Review of \u3ci\u3eKitāb al-Siyāḥah (The Book of Travels)\u3c/i\u3e, ed. Johannes Stephan, trans. Elias Muhanna
Get PDFStudent Academic Success Workshop (part 2): Generative AI
No full textA workshop focused on addressing some of the issues about generative AI that were raised in the letter from faculty last May, specifically looking at questions about ethical use of generative AI and maintaining trust in the classroom by establishing expectations for use of generative AI. Workshop agenda: a. Instructional Technology staff will give a brief introduction to generative AI, show some examples of what it can do today, and talk about how the technology is evolving. The goal is to give context around what faculty might encounter this fall and into the future. b. Laura Taylor, Director of the Center for Teaching and Learning, will facilitate an interactive session with faculty and staff. During this session, we will discuss common concerns and considerations for teaching in time of AI, such as academic integrity, ethical uses of the technology, and its implications for student success. We will explore practical applications and pedagogical strategies for teaching and assignment design with the goal of helping instructors determine what approaches and policies regarding generative AI are the best fit for their classes and prepare to effectively set expectations with their students. Laura has identified three brief resources as useful readings to help us prepare for these conversations. We encourage you to review them prior to the workshop. 1) For those who are unfamiliar with generative AI, the University of South Carolina’s teaching guide, “Chat GPT for Teaching and Learning” offers a helpful introduction to Chat GPT and its implications for teaching and learning in higher education 2) Ryan Watkins article, “From AI to A+: Prepare your Students for Using Chat GPT and Other AI” is an excellent resource. Not only is Watkins’ framing nice (i.e., It Begins with Conversations (plural), Clarify Ethical Boundaries, Put It into Practice), but there is a hidden gem under bullet point 5. It is a survey that helps faculty set a benchmark of what they consider an inappropriate use of AI compared to the students\u27 understanding, which could help lead to rich, meaningful discussions ethical use of AI in your courses 3) Kevin Gannon’s article, “Should You Add an AI Policy To Your Syllabus? What to consider in drafting your own course policy on students’ use of tools like ChatGPT”, contains a wealth of helpful resources on generative AI and higher education, as well as some effective strategies for thinking about how you might want to deal with AI both on your syllabus and in your course. a. Note: If the article is behind a paywall, permits you to register for an individual username/password at the Chronicle of Higher Education using your CSB/SJU email address
Environmental Accountability of Extractive Industries and Community Resistance in the Wamuzimu Chieftaincy in Eastern Congo
Get PDFThroughout the Congo wars, the pervasive activities of extractive industries have deepened economic inequalities and eviscerated the ecological rights of victimized communities while perpetuating a tragic legacy of gross human rights abuses in the eastern Democratic Republic of Congo . Increasingly, however, affected communities are carrying out violent and nonviolent campaigns against mining companies and other extractive industries whose activities jeopardize community livelihoods. Using the analytical framework of collective participation and drawing on qualitative data from 20 semi-structured interviews with community activists in the chieftaincy of Wamuzimu in 2022, this paper argues that community resistance against extractive industries is a potential pathway for advancing bottom-up environmental accountability for the actions of extractive actors in eastern Congo. Thus, rather than narrowly studying community resistance as an anomaly, this article contends that peacebuilding and transitional justice scholars in the DR of Congo could draw nuanced and valuable insights by exploring its underlying motivations, limitations, and potential contributions to foregrounding the environmental accountability of extractive industries. This can be used to address recurring human rights violations at the individual and community levels caused by their activities in areas where the regulating state apparatus is nonexistent or has weakened legitimacy
Lunch and Learn: Her Vocational Journey
No full textThere are many wise women living together right here as professed members of the Order of Saint Benedict. Have you wondered about their call? What was the process? Please join Sister Laura Suhr, OSB as she shares her vocational journey and some of the specifics of the process to become a perpetually professed Benedictine Sister