00:00:00Dr. Emanuela KucikMay 14, 2021
SAMANTHA BRENNER: OK, perfect. So my name is Samantha Brenner, and I'm here with
Dr. Emanuela Kucik to talk about her experience at Muhlenberg College.
Our goal is to collect oral histories of peoples' unique experiences during
their years at Muhlenberg College, to preserve the information for future
generations to access. The oral histories are an integral part of our course,
The History of Diversity and Inclusion at Muhlenberg College. We are meeting on
Zoom on May 14, 2021. Okay, so to start, thank you so much for your willingness
to speak with me today. Can you please state your full name and spell it for me?
EMANUELA KUCI:: And what was the last part?
SB: And spell it, your full name.
EK: Oh, yeah, sure, so is, hi, I'm Dr. Emanuela Kucik. It's E-M-A-N-U-E-L-A and
is my first name and my last name is K-U-C-I-K. And I'm an Assistant Professor
of English and Africana Studies and the Co-Director of the Africana Studies
00:01:00Program at Muhlenberg.
SB: Thank you so much. Do you consent to this interview tonight?
EK: Yes, I do.
SB: And do you consent to this interview being transcribed?
EK: Yes.
SB: Do you consent to Muhlenberg College and researchers using your interview
for educational purposes?
EK: Is that the--?
SB: Yeah, I just format-- I have to go, so we can skip this part.
EK: Yeah, so we just talked about it. I will review the interview after we're
done and then figure out whether it'll be public or private.
SB: Perfect. And then do you understand that you were not receiving any monetary
compensation for your time tonight?
EK: I do. Yeah.
SB: OK. So to start with some of the questions, I guess going back to what drew
you to come to Muhlenberg? Why did you decide to come work at Muhlenberg and
what year did you start working here?
EK: Yeah. So I came here in 2018. So my first week was in August of 2018, and I
00:02:00came right after graduating from my Ph.D. program in June of that year. And I
came, I really wanted to work at a liberal arts college. I really, really wanted
to be able to have the kind of relationships that you can have with students at
liberal arts colleges, the small classroom space, the individualized attention
you can give students, the emphasis on creative teaching and creative pedagogy.
I really wanted all of those things, and I knew that liberal arts colleges
placed a heavy emphasis on teaching, on faculty-student relationships, and that
was what I really wanted. I think you have a great opportunity to get to know
students better when there's smaller classes. You also get to know them really
well outside of the classroom because there's a lot of faculty involvement in
student extracurricular activities. I'm also the faculty advisor to the Black
Students Association, for instance. And I wanted all of those things. I really
00:03:00enjoy cultivating relationships with students and being able also to have
classroom discussions that are really in-depth because they're small groups. So
I was looking for that.
I also really wanted a joint appointment between English and African-American
Studies, Africana Studies or Genocide Studies. My work looks at race,
literature, human rights and genocide and the intersections of those areas and,
a lot of the times, what would happen on the job market is that English
positions found my work too far outside of the spectrum of kind of standard
English curricula and then Genocide Studies programs or Africana Studies
programs found the work too literary based. And so I really wanted a joint
appointment that would allow me to explore both aspects of my interest in terms
of the English component and then the race studies component. And Muhlenberg's
position was English and Africana Studies, and it was perfect. So that was why I
00:04:00applied and why it quickly became my top choice as well, and I'm very grateful
that worked out.
SB:Thank you so much. And I was just thinking about your time at Muhlenberg so
far. Has there been anyone in particular that has supported you and or been a
mentor towards you over the past few years?
EK: Yeah, so many people. I've been really fortunate to have so many people who
have just looked out for me in a million and one ways. So, when I came in
through Africana Studies, Professor Roberta Meek has been absolutely incredible
for shepherding me into the directorship, helping me just develop as an Africana
Studies professor, and just looking out for me as a Black faculty member, as a
Black woman, as I said, as someone in Africana Studies. She was the director of
the program when I came in and she just helped me adapt and acclimate. And then
00:05:00when I ended up being asked to step into the directorship, which is earlier than
anticipated, she helped me make that transition and figure that out. So she has
been absolutely phenomenal. In the English department, my senior colleagues have
been so wonderful. In particular, Dr. Barri Gold whose been the chair of
English, has gone so far out of her way to make sure that I feel welcome and
supported to make sure she, along with Dr. Francesca Coppa, Dr. Dawn Lonsinger,
they have all, in particular, really gone out of their ways to make sure that I
feel supported as a junior colleague, but also as a Black colleague. All three
of them identify as white women, but they have really tried hard to make sure
that I feel seen and valued as a Black faculty member. They've gone out of their
way to ask how they can make sure that that happens, how to make sure that my
work doesn't become invisible, that I'm not overextended. When I was asked to
00:06:00step up into the directorship in Africana, they reached out to ask how they
could help reduce some of my responsibilities in English. So they have been
wonderful and also just as senior colleagues and helping me navigate the tenure
process and all of the senior colleagues in my department have been really
supportive and wonderful.
There is Dr. Brooke Vick in administration, who is Associate Provost for Faculty
and Diversity Initiatives. She has been incredible. She came in the same year as
me, and so I have benefited from kind of being here throughout the era of her
and wonderful, wonderful work, and she is at the helm of so much work and
diversity and equity and inclusion. And she has done so much work to make sure
that Black faculty and faculty from marginalized groups are seen and heard. And
she's also just been a wonderful friend, a mentor to me in the academy. She's
been in it longer than I have. Like I said, I started this right out of
00:07:00graduate, longer than me, and so they've been just so wonderful and supportive.
Dr. Maura Finkelstein, in anthropology, has been a wonderful source of support
for me and Dr. Connie Wolfe and Dr. Margo Hobbs, both of whom have worked with
me as co-director. I was really touched by the ways that they stepped up to do
that as senior colleagues, even though they're not fully in Africana Studies.
They did that to make sure that I felt supported, so Dr. Wolfe did it first, and
then she's on leave, and Dr. Hobbs stepped in to do it with her. And then, I
mean, while she was gone and Amy, Dr. Amy Corbin is also-- she's in Media and
Communication, and she has also been a wonderful support system for Africana. So
there-- there are so many people. I'm leaving out a lot of people who have been
really, really wonderful sources of support for me, and I really appreciate it
and then a ton of staff members. And also, I mean, the people who came in with
00:08:00me too, a lot of them, like I said, have been doing this for longer than me. So
they were also mentors. Dr. Ellie Sifford in Art. So, yeah, I've been really
blessed to have a wonderful support system around me.
SB: That's like really promising to hear, just like looking at my own personal
research and thinking about how the climate has been at Muhlenberg and like what
professors have been here and even listening to alumni speak and just their
relationships with professors that, that is really amazing. And I guess even
thinking about the climate at Muhlenberg, did you know what Muhlenberg was like
prior to starting or did you only know that it was a liberal arts college?
EK: No, mostly what I knew about it was from visiting and from the-- I mean, the
research that I had done when I was applying for the job. I mean, I knew certain
things about it, but they were more general in terms of it being a liberal arts
00:09:00college, you know, the programs that specialized in and what it was known for
academically and those types of things. But I didn't know anyone who was-- who
worked at the school. So in terms of having like-- or any students at the
school, also in terms of having any sort of insider information about campus
climate, I didn't have any of that. Everything I knew was just more from a
national and local reputation.
SB: Amazing. And I guess even just thinking about your role at the college.
During our research, we were talking about like pioneers and you really are like
someone who has changed Muhlenberg for the better and really has changed the
environment over the past, I want to say-- like you're so really, like has
changed and created new programs, I guess. Can you talk a little bit about your
inspiration in starting a book club and starting your series? What went into
that, and why did you decide now is the time to start it?
00:10:00
EK: Yeah, well, first, I just, I mean, thank you, but I feel like I have just
built on the work of so many incredible people who came before me and who made
it possible to do this type of work. I mean that thinking about an Africana
professor, Roberta Meek, for instance, and how hard she worked for so long to
keep Africana Studies going and the energy and love that she poured into that.
And you know, so many people. Robin Riley-Casey in Multicultural Life. And so, I
feel like I've just-- I've been really, really blessed to come in on the backs
and stand on the shoulders of people who have been doing this work for a long
time and made it possible for me to do work that I'm interested in too. And
working alongside people, programs would not be possible without collaborating
with so many amazing people across campus doing this work like the "From the
Ashes" series. As you saw, there are a ton of contributors and so, Dr. Leticia
Robles did the Latinx community's event. Dr. Purvi Parikh did the ASA and Top
00:11:00Naach event. Professor Roberta Meek and I did the genocidal medicine one, and
the Office of Multicultural Life helped with the whole thing. So it's very
collaborative and I'm grateful for all of that.
In terms of what inspires me to do them and to start these things, so the book
club, well, in general, I should say I'm a huge fan of-- I think like extending
education beyond the classroom, so I think that so much important learning
happens outside of these spaces where we meet twice a week, which are great, but
they're also, you know, they're constricted to what we can do in that time.
They're constricted to the material every day. And I always learned so much in
undergrad and grad school from events I went to outside of class and I found it
so rewarding to be able to link those events to things I was learning in class.
And I just, particularly regarding current events, I was always kind of hungry
for more information about context for what was happening in the world around
00:12:00me. As someone who was always interested in race and social justice, I was
always really interested in like, what is the relationship between this and what
I'm reading in class? And also like, what is the larger context for what's
happening in the world? How can I contribute to positive change? You know, I'm
just one person. I'm a student, like, what can I possibly do? And I just had all
of these questions swirling around my head. And so, as a faculty member, I
wanted to try, and I figured students had similar questions. And particularly as
someone who teaches courses on, you know, literature and racial justice or
literature and social justice, genocide and literature, my classes always are
intersecting very heavily with life or death issues that are happening in the
world, and students always have questions about it. How can we take these great
conversations we are having in the classroom and apply them outside of the
classroom? And what are some of the larger histories of some of the stuff we're
talking about that can't really be covered just in, you know, this class? And so
00:13:00I decided that I would create the programs that I thought could be helpful and
or proposed them and work with-- There's so many people, like I said, already
doing such amazing work and I thought, so maybe now in this new role as the
Africana co-director, I could partner with people and bring some of these
programs to life, and I'm also really interested in, groups that are doubly and
triply marginalized, that are left out of conversations, so thinking about Black
cities, for instance, the "Blackness and Disability" series for Black History
Month. The reason that we did that was because we were thinking that even in
conversations about Blackness, which you know, focuses on a marginalized group,
Black disabled communities are often left out of those. And the events focused
on Black transgender communities. Same thing, they're often left out of these
conversations. And conversations about Black liberation tend to exclude Black
transgender communities and Black disabled communities. And so I'm always very
00:14:00interested in how can we center the experiences of these groups who are often
further marginalized even beyond like, OK, we've gotten to the place where we're
talking about Black Lives Matter. That's good. But there is still a certain type
of Black life that's privileged above others. And how can we do work to make
sure that doesn't happen? I'm also really interested in solidarity and
cross-cultural solidarity and linking various groups that have been marginalized
in a ton of ways. And so thinking about the relationship between what Asian
students are going through right now with the violence that they've experienced
and what Black students are going through based on the violence they've
experienced and how and what Indigenous communities are going through and how
how can we all come together to make really effective change to challenge these
systems that oppress so many different groups? And so those are some of the
threads, like current events, solidarity and groups that have been doubly and
triply marginalized that I wanted to bring to the forefront.
And so those are the reasons behind some of the different series, so the
00:15:00"Blackness and Disability" series, like I said, the "From the Ashes" series also
came out of, that was kind of a merging of all of those things. We really wanted
to figure out how to speak to the COVID moment and also to the fact that within
COVID, a lot of racialized, marginalized groups that were marginalized racially
were struggling in disproportionate ways. And how could we center that
experience and give students from those communities the space to really talk
about that? And then also to get some larger context about the histories of that
and what was actually happening? That's another thing I'm interested in doing is
providing a merging of spaces for students to share their experiences and to get
some academic background to it. So, for the COVID series, the "From the Ashes"
series, we divided it up into these four groups. So Asian communities were being
00:16:00targeted because of racist propaganda and then Black and Indigenous and Latinx
communities were dying at disproportionate rates because of systemic racism in
health care systems and systemic racism period and access to health care. And so
we wanted to put on programs that spoke to all of those events, spoke to all of
those experiences. And so, yeah, those are some of the ideas behind all of those
types of things. And the book club, actually, came out of my first global Black
literature class. And at the end of the semester, there were just so many books
that we had not gotten to do, of course, because of global Black literature,
there's a massive thing to pull from, and so a couple of students had asked me
if they could stop by my office if they read some of the books on--I put up a
list of other recommended texts--and I said, sure, and then more and more
students asked. And then some students from previous classes asked, and I
00:17:00thought, What if we just opened this up to everybody? And we did. And then it
was great. We had I think, like one or two in-person meetings. And then the
pandemic hit and I decided rather than canceling it, to turn it into an
opportunity for further connection. And so we've been doing it virtually. And
that's another thing, I think we are all struggling. I would have wanted to do
the programs anyway, but I felt particularly motivated to do them in the midst
of the pandemic because I think we were all struggling with isolation. There is
also the intersection of the pandemic and these killings, for instance, of Black
communities and the Black Lives Matter movement, and then not feeling you even
had your community around to process that. And so I wanted to try to create
spaces that allowed the community to come together in the midst of, in the midst
of all that. And that also really addressed what was going-- what was going on.
And in general, I try to keep in mind how hard it was as a student and still as
a faculty member to try and create these kind of false distinctions between your
00:18:00academic and professional life and then your other life. And OK, so I'm a
student in this moment, but I'm a Black person in this moment, trying to grapple
with seeing George Floyd be murdered on camera. And that's just not possible.
That's-- we're just people and it's not possible to compartmentalize like that.
And I have the privilege of my work revolving around these types of things, so I
don't have to compartmentalize in the same way, but I know a lot of students
don't necessarily feel that way because they're trying to fulfill all their
requirements and different things. So, I wanted to create events that allowed
them to just kind of be present as a full person and grapple with everything
that they were dealing with and to acknowledge that these are very real events
and there are people whose entire communities are being wiped out by COVID, you
know, and there are people, you know, Asian people are being spit on in public
because of this racist propaganda. And how do you juggle that and then go to
00:19:00class and act like everything's fine? Like, you know, a lot of us on campus just
wanted to create spaces where we said, we know everything isn't fine and here is
something that's dedicated to allowing you to talk through that and then also
providing some larger, like what are the larger historical-- what is the larger
history behind anti-Asian racism in the US, for instance, a lot of people don't
even realize that that's been something that's been here for centuries. So,
yeah, it's a long answer for there's a lot of reasons that I do the programs,
and I'm clearly very passionate about them and love doing them. And I will keep
doing them.
SB: Thank you so much for that. I mean, you fill the gap that needed to be
filled in like, I'm sure a lot of people didn't even realize that there was this
void. So thank you. And even just like thinking about how these programs are
advertised, like what goes through your mind and, like, are you the one making
the posters? Like, what about, how are these pictures chosen? How are you, how
00:20:00are you advertising it to get people to come in and just like making sure that
people know what's happening?
EK: Yeah, that's a great question. So, I'm going to try to think of-- so, in
general, I pull together all the information for the posters. And so that means
if it's an event that I am participating in, I write the description, write the
date and the time and all of that type of stuff, pull it together into an email,
and then I send it to Brooke Porcelli, who is Muhlenberg's graphic designer, and
she's incredible. She makes the actual posters, and the photos that she uses
are, Muhlenberg has, I think, a pool of photos that we have copyright access to,
and she pulls from those. So she'll ask, like, what's the theme? And I'll say
it's for the last event we did on "Liberation Requires All of Us". That was
about Black community leaders. We said, OK, you know, it's focused on famous
Black leaders and their partners and the roles that their partners and
00:21:00communities had. So, you know, Frederick Douglass, MLK, Coretta Scott King, do
we have images of these people? Or sometimes we'll say, OK, this is focused on
an, racial justice generally, what type of images do we have for that? And
she'll give us different options. For the "From the Ashes,", I wrote that
description and created it around the idea of a phoenix rising from the ashes.
So she used phoenix imagery. So basically, she asked for the theme and then
she'll pull images from a pool that she has and give us different templates. And
so that's where those come from. And then the descriptions, like I said, if I
participate in it, I will write the description if it's something I'm
facilitating. If, like "From the Ashes" series, whoever is facilitating it, will
write the description and then I compile all the information and send it to
Brooke. So, for the "Latinx Communities" event, Leticia and Comunidad Lantinx
00:22:00wrote the description and sent it to me. And then for the ASA and Top Naach one,
Purvi and ASA and Top Naach wrote it and sent it to me. The genocidal medicine
one, Professor Meek and I wrote it. And, yeah, so for all of them, I collect
information from whoever is doing it and/or I make it if I'm in it and then send
it all to Brooke. She makes the poster and then I distribute the posters. So I
send emails to, there's an "Everyone" listserv that we have access to as faculty
that includes all faculty, staff and administration. So I send it to them,
inviting them and also asking them to share with students.I send it to my
students as well as the Black Students Association as their advisor. And then we
don't have access to emailing all students at once as faculty only the Dean of
Students can. So I email the Dean of Students, Alison Gulati, who's wonderful
and she sends it out to all students. Jon Dymock is the person who facilitates
00:23:00registration, which is wonderful, so I will send him the information for the
events. He creates a registration link and then we do that. And then Margo Hobbs
or Connie Wolfe, depending on who's here, sends out the, you know, the Zoom
link, and I post it on the Muhlenberg Africana page, Instagram page and things
like that. So, it's a multifaceted plan to get the information out there. I ask
students to share it and we try to share it at least two weeks in advance or so,
and then just kind of send reminders every couple of days. Students usually get
two total emails and faculty get maybe three or so. And then a lot of social
media posts.
SB: Wow, I did not realize how many people went into planning one event, that is
so crazy. Wow. So I guess even just thinking about like initiatives and how that
is like, you know, educating people. In June 2020 there was a letter written,
00:24:00I'm sure you were very involved with that. And I guess just thinking about like,
why this letter was written and what led to this letter being written? And then
my follow up question like, did the college react appropriately to the letter,
and just like if you would mind talking a little bit about that letter that was written.
EK: Yeah, sure. Yeah. So the Black Faculty Letter and Action Plan was written
and it builds on the Diversity Strategic Plan that the college already has in
place and is continually working on as well. And the reason that we wrote it was
in response to what was happening across the nation. So, the Black Lives Matter
protests were happening in response to all of the killings of Black individuals,
and a lot of people in academic spaces were taking this moment and the national
00:25:00attention that was being focused on racism and on anti-Blackness to try and use
our positions in the academy and in higher education to really push for more
equitable institutions and to make connections between anti-Blackness and the
ways that racism plays out in these killings and higher education, and thinking
about how can we inform our students better about the origins of these crises?
How can we make sure that we get requirements for classes that will make sure
that we're graduating students who are fully versed in this? How can we make
sure that we keep pushing for an equitable campus climate for students, for
faculty, diversifying the campus, but not just diversifying it, making sure that
it's a genuinely inclusive space for everyone who's coming in?
00:26:00
And so we, you know, Black faculty just got together and talked and said, you
know, we're seeing a lot of schools releasing statements or plans. And, so, what
if we did both and used this as a moment to ensure lovingly bring up some of the
issues in higher education and ways that we think Muhlenberg could continue
moving toward becoming a more inclusive space and propose some concrete steps
for that. But, like I said, a lot of them build on the Diversity Strategic Plan.
And so that was the idea behind it. So, we got together and we did that and it
was, you know, it was a, it was a difficult emotional time because there was so
much happening in the country. And you know, you want to both get it out quickly
so that it's timely, but you also don't want it to be rushed. And we were also
trying to process everything that was happening. We also wanted a big part of
00:27:00it, and I should've said this in the beginning, a big part of it was also
wanting to make sure that our Black students felt seen and felt heard and felt
supported. And we know that there's not a lot of Black faculty. And because of
that, we're spread out and a lot of students don't realize that, necessarily,
that we're here and we wanted to come together as a mass. And even though
there's a small amount of us, we wanted to-- we're here and we wanted to stand
up collectively and tell the Black students, we're here. We're going through
this with you and we stand with you. And so that was actually the number one
reason behind it. And then the other things came after that, and we had one
letter that was an action plan that was just signed by us. And then we had one
that was open to solidarity signatures from our colleagues and allies, faculty,
staff, administrators so that students could see how many people stood with
them. And that was massive. We, I mean, I think almost everyone signed it. So
that was really beautiful and we were really touched by that. And in terms of
00:28:00the school response, yeah, I mean, I have been-- I don't want to speak for
anybody about myself, but I have been pleased with the response. There's a lot
of things that are still in development. You know, a lot of these things are
not-- they're not immediate, but the school has responded well. Also, for
instance, we're doing two hires in Africana Studies in the fall. And I think
that was something the school is actually already approving, but it is still
approved. I think the timeline worked out that it happened to be after the
letter, but it was something they were already going to do. But we'll be able to
do two joint hires in Africana Studies, and we were authorized to do them this
year, but we opted to, Connie and I, opted to hold off because of the pandemic
and do it in the fall. And also we wanted to build up the Africana program a bit
this year. And so that was-- we've done that with the programs and things. So,
we'll have the two hires.
One of the things that we requested was a course requirement in racism and race
00:29:00and power and anti-Blackness, and that is currently being pushed through. So
we've been really thrilled with the quick response to that. The curriculum,
there's a lot of different committees that work on different things, which I
don't know how much students know, but there is like a curriculum committee.
It's not just, oh, we want to change, administration makes it a different
faculty committee so that power isn't concentrated in any one area. And so the
curriculum committee responded along with other committees as well the Academic
Policy Committee. They responded; they reached out to the Black faculty authors
and asked us what we wanted in the requirement. We met with them multiple times,
and they're currently working on finalizing, alongside us, finalizing some of
the language. But there will be a requirement. And students will have to take a
course that in order to graduate from Muhlenberg, that engages with race and
00:30:00power and that talks about anti-Blackness as foundational to how the U.S.
functions, the relationship between that and Black Lives Matter and how we got
here, the relationship between that and other forms of racism, and of how white
supremacist structures have affected all marginalized groups. So, we're really--
that's exciting that that's going to be happening. There were also I know
multiple departments are trying to do searches for faculty who work in areas of
race and anti-racism. Different departments have also revised their curricula to
completely change the major and have it incorporate anti-racism and diversity
and equity and inclusion. So the music department totally changed theirs. The
English department, we totally changed ours, and now it incorporates social
justice. You have to take a course that centers on Black, Indigenous or other
writers of color. And other departments are doing that as well. So, that's been,
00:31:00yeah, all of that has been really great. There's been some increased funding to
BSA and student groups. And, yeah, so all that's been really great. Dr. Cuadra
in Biology and I started a new graduate school preparatory program for students
from underrepresented groups, and we mentioned that in the letter and that has
been wonderfully supported by the administration. And we've gotten a lot of help
and a lot of support with that and that will be launching in the fall. So that's
exciting. And then, another, the Roberta Meek scholarship there. Professor
Roberta Meek Africana Studies Award was something that was proposed in the
letter too, to honor her work and also to show a commitment to Africana Studies
because there isn't an Africana Studies Award given. And prior to that-- and
yesterday was the first we got announced that Gio Merrifield won the first
00:32:00award, so that got fully supported by administration. So, yeah, a lot of this
stuff came to fruition pretty quickly and other things are still being
developed. But the response was definitely, in my opinion, a positive one. And I
know that's not the case at a lot of schools. So I'm grateful.
SB: That's like incredible to hear, like, truly incredible because there's a
woman who graduated from Muhlenber in 1972, Diane Williams, and she wrote in the
Muhlenberg Weekly; she had these columns called ABC. And one of the columns was
like talking about, just like calling to say, this is what we need and nothing
really happened. So it's kind of, it's hopeful to hear that this letter was put
out and all these things are changing because of it. So that's like amazing. You
00:33:00mentioned the Africana Studies program. Is that different than a minor or--?
EK: No, it's the same thing. So a program-- the Africana Studies program is the
Africana Studies minor. We are hoping, and the school has been supportive of
turning it into a major, which would make it a department. But the thing is, in
order to fully staff a department and have enough people to teach a major, we
need some more people who are fully appointed or jointly appointed in Africana
Studies. So what a lot of students don't realize is that right now, I'm the only
person who's jointly appointed in English and Africana Studies or in any
department and Africana Studies, other than Professor Meek, but she is retiring.
So what that means is that I'm the only person who is contractually obligated to
teach half of my courses in Africana Studies every year. There are a lot of
affiliate faculty who are affiliated with Africana Studies. What that means is
00:34:00that they're in whatever department they're in. So I'm making this up. So let's
say you're in art and then you're also affiliated with Africana Studies. That
means that your courses can count for the minor, and you might teach something
like African art that can count for the Africana Studies minor, but you're not
contractually obligated to teach in Africana Studies. So, if you decide one
year, like actually, I would like to teach X, Y and Z courses and none of them
have to do with Africana, or if your department decides, hey, we have a shortage
this year or someone's retiring, we need you to teach European art. We need to
teach Asian art. And this is a horrible example because no one would be doing--
I don't think-- all of these [laugh] I'm sure people in art are like "what the
hell" is this? No one would be doing all these, but you've got the point. So if
your department says, Hey, someone's retiring and we need you to teach X course
and that means your schedule does not allow you to teach Africana Studies, you
don't have to teach it. And so what that means is that those courses are not
00:35:00taught in the minor that year. So we need more people who are jointly appointed,
which means that they're contractually obligated. Because right now we have
three guaranteed courses from me. All of my courses count for the minor, but we
have three that will have to be solely Africana. And if, with the two other
hires we'll get, those will be three more from each of those people because
everyone is required to teach six courses total. So that's nine instead of
three. And, even if you have a course release, so I teach two courses while I'm
directing the program, but still two a semester.
So that's still two in Africana, two in English. So even if we got them to do
two, three, whatever, it's a lot more than just mine. And so in order to get it
to a major, we need more staffing because what we don't want to do is set it up
as a major and then not have enough faculty to actually teach the courses
because then it will crumble as a major. And it's a lot harder to resuscitate a
program that-- a major that failed then to just take a beat as you're trying to
00:36:00build it. And also, we don't want to happen is that, you know, the faculty are,
if you are here, feel that they have to try to fill this gap that they're not
really able to fill. So, we have a ton of incredible affiliate faculty and we're
now hoping to get some more jointly appointed faculty. We're also trying to
think about new ways to maybe structure the affiliate program and see if we can
get like, OK, we can't get half of the courses. But maybe if each affiliate
faculty could teach one course a year or one course every three semesters that
still, you know, with 15 and 20 affiliate faculty. And so a lot of courses that
would be guaranteed. So we're working on revamping the program in a lot of ways.
But the ultimate goal is moving toward a major, moving toward a department. And
we're also working on-- I'm very interested in community engagement, and I'm
sure-- we're trying to come up with a component to the minor or major that
involves some sort of community engagement. So in addition to curriculum work,
00:37:00students who get the major or minor would do some sort of project that is
involved with the community and not just like a one weekend thing, but some sort
of long term thing or something like what you're doing right now. There's
something that's beyond the scope of just classes. And so we're also working on
developing that. So the next thing on the docket, though, is Dr. Hobbs and I are
crafting the ad to try and advertise the position for the job market. And then,
yeah, we, the search will begin in the fall.
SB: Wow, that's, that's so cool to see this all fall, like happening. Wow.
EK: I know. It's exciting.
SB: And as you did kind of touch on my last question, but what do you see? Is
there anything else you would see for the future of the Africana Studies program
or for students of color at Muhlenberg?
EK: Yeah. I have lots of things planned for Africana Studies. I'm like, my brain
00:38:00is just a constant wheel. But yeah, so one, of course, is trying to get into a
major and that's something that people have been working on for a long time.
That is not just me. Professor Meek worked on this. Dr. Staidum, who was in
English before me and Africana Studies worked on this. Professor Kim Gallon,
like, there's a lot of people who've been here long before I got here who've
done work to try and turn it into a major. And so that is a big thing that we're
trying to do, working on the community engagement component as well. And we'd
really like to just continue making Africana a central kind of hub or vehicle on
campus for current events, programming-- for social justice programming. We'd
really like to continue to partner with various groups across campus and groups
that we might not have partnered with before or departments we might not have
partnered with before. Dr. Jessica Cooperman in Jewish Studies. I'm also an
affiliate faculty member in Jewish studies. We've talked about trying to get
00:39:00together and find ways that we could link our programs more intimately. And what
are some, not just joint programing we could do, which would be great and we'd
love to do that in particular. And speaking of marginalized groups like what
would an event or some kind of a theme look like focused on Black Jewish
experiences and things like that, but also thinking about just like, how could
we intertwine the programs in different ways in long term ways? The relationship
between Black populations and Jewish populations is a long one, and there have
been a lot of solidarity movements between them. And so we've been talking about
what are some ways you could do that? Dr. Coppa in English is also in Women and
Gender Studies, and she runs Women and Gender Studies. And we've talked a lot
about how can we intertwine those programs. So working on continuing to partner
with various groups, both in terms of short term events and programs, which is
exciting and also long term partnerships and like, are there certificate
00:40:00programs that we can maybe develop that we're interested in for those students
who are in the major and minor, but also for students who aren't but might want
to do say, like a short series of kind of a burst of classes in a specific
topic. Could we do, I don't know, I've thought about like flash subjects each
year. Is there a different theme and or maybe it would just be like a series.
And each year there's kind of a different theme that involves a class and a
couple of extra curricular events, those types of things. But I really want
Africana to continue to remain a very vibrant source of programing and thinking
about partnerships with, with various groups. The community engagement thing is
really important to me. So trying to work on what that would look like, we're
very interested in, along with Multicultural Life, in partnering with local
schools in Allentown. And so we're trying to figure out, the pandemic halted
00:41:00those conversations. But we've been trying to think about what are some ways
that the Africana and Multicultural Life could partner with some local schools,
particularly that serve students in underrepresented groups? And how could
Africana students work with students in those schools? What are some ways that
we can foster partnership with Muhlenberg and with those schools? So that's
something that's on the horizon. The grad school prep program is jointly housed
with Africana, Multicultural Life, and the Career Center. So that is another
thing that will be a big part of Africana going forward. And hopefully, that
program will continue to grow. But the idea there is also, you know, bringing
Africana into conversations around graduate school and programs and where
underrepresented groups are broadly defined. So that applies to a wide range.
Africana is part of that. We're also-- the book club. I'm going to continue that
permanently. So that has been really exciting and I want to keep going. I'd like
00:42:00to get more students involved if we can in that. So, yeah, there are a lot of
different, different things on the horizon, from the hires to programming. Like
I said, to short-term event programming, long term programming and intertwining
with different departments and offices and then also their community engagement
and really thinking about, I think, post-pandemic.
One of the first steps that-- or maybe it'll be post once we hire, do the
hires--but reaching out to some of these schools and Allentown and saying, you
know, what do you think about potential partnerships and what are some of the
ways that we might be able to do this and merging some of these ideas? So, for
instance, for the grad school prep program, one of the things we want to do is
have students who complete the program, go to local schools in Allentown and
tell them about it and have it be an incentive for coming to Muhlenberg, but
also for starting conversations with kids young about grad school, not that they
00:43:00have to know what they want to do, but just putting it on their horizon because
a lot of the times we kind of like stop at college when we're talking to younger
kids. And if we, since the program is housed in Africana, that might be a way to
establish a partnership with those schools, too.
So thinking about how we can use these different initiatives to link to each
other as well, but just continuing to grow the program as both an academic
department, but also as really a service to the Muhlenberg community. I mean, a
service is as an entity that serves the Muhlenberg community beyond the
classroom and the Allentown community. And, you know, Africana really comes out
of a commitment to intertwining scholarship and activism, and that's something
that we really want to foreground, moving forward. I think that kind of sums it
up well is that we wanted to intertwine those two things, intertwine scholarship
and activism, and both be a powerful force on campus for the classroom, but also
00:44:00outside of the classroom and in these local communities, and continuing to
expand our national reach too. I mean, we like the Blackness and Deafness
Communities event that we did that was open to the public and we had a lot of
people who came from Gallaudet University and D.C. and from different places who
knew the speaker, Michael Agyin. And you know, that was cool because they were
talking about Muhlenberg and talking about this programing. And so we'd love to
establish, you know, reach out to people in different schools too and establish
partnerships with them as well.
SB: Wow. That's like the future, so great for this program, and it's really
amazing. Those are all my questions. Do you have anything else to add any
questions for me or anything else?
EK: No, I don't think so. I'm sure there are people I left out that I should
have thanked for things. But . . .
00:45:00
SB:If you ever think about it, you can. You can always email me if you like
everything, OK?
EK: There's so many wonderful people. So yeah, but I think that's . . .
SB: OK. Thank you so much for this. Like, it really does help so much here, I'm
going to stop recording. Do I just pause it?
EK: Yeah, if you just . . .