Graphic provided by WWU Students for Ethnic Studies, representing their group’s mission. WWU Students for Ethnic Studies
Correction issued 12/2: The AS Executive Board has not yet voted on a resolution or letter of support, but is currently working with WWU Students for Ethnic Studies on a draft document.
By Jack Taylor
Seeking to expand Western’s curriculum, WWU Students for Ethnic Studies club has been working to reinstate an ethnic studies college at Western.
Speaking for the club, Co-Chair Michaela Budde wrote in an email interview what the group defines as ethnic studies and what their intentions are.
“The definition we use is that used by UC Berkeley in their Ethnic Studies Department, one of the first of the nation,” Budde wrote. “The critical and interdisciplinary study of race, ethnicity, and indigeneity with a focus on the experiences and perspectives of people of color within and beyond the United States.”
Western once had a college for ethnic studies in the early 1970s but the program was shut down in 1975. Since then, Western has gone without an ethnic studies program. Conversation about bringing back ethnic studies started again in 2017.
Most recently, the group with the Associated Students Executive Board of Directors about a letter of support, according to AS Senator Pro-Tempore Adah Barenburg.
Budde spoke about the general history of the movement outside of Western.
“The national movement for Ethnic Studies was started in the 1960 and 70s by Black, Latinx, Pacific Islander, Asian, and Indigenous students,” Budde wrote. “It’s a beautiful history of radical change and power willed by students and communities of color.”
At Western, it was the Black Student Union that initially advocated for the college. Students of color started the current movement in 2017, according to Budde.
“This movement for ethnic studies was never meant to be and is not simply about a field of study or curriculum,” Budde wrote. “Ethnic studies is itself a form of resistance and has always implicated much more than just classes, but also just to name a few; reparations, free admittance for students of color, better support for faculty of color, community involvement and more.”
Creating a whole new college takes more than just student advocacy and action. Leti Romo, the assistant director for student representation and governance, is one of the many advisors the group has reached out to for help.
Feeling as if the ethnic studies program is an opportunity to learn about identities, histories and perspectives that are not usually highlighted or valued, Romo gave her thoughts and advice to the group.
“I think a Ethnic Studies curriculum will benefit WWU in many ways,” Romo said. “Putting money into a ES department is a great way to show the commitment to diversity and inclusion on this campus.”
Romo also spoke on the impact the college could have on students of color.
“It will strengthen the identity of students of color by seeing aspects of their identities as the center of a class and not just as an afterthought,” Romo said. “I think that all students will have a stronger understanding of pedagogy which is different than what they may be used to which result in more critical thinking skills.”
One of the components that the group wants to clarify is the difference between ethnic studies and American cultural studies. Budde said that although there are some amazing faculty in the American cultural studies program, some of the classes lack critical pedagogy.
“The more straightforward answer [to the difference between American cultural studies and ethnic studies] is that American Cultural studies is rooted in the white gaze that peers into experiences of marginalized people, while Ethnic Studies is by marginalized people for marginalized people,” Budde wrote.
Speaking for Western, Paul Cocke, director of communications, wrote in an email interview about the logistics of installing a new program into the school.
One of the club’s desires is to make ethnic studies a component of general university requirements [GURs]. Cocke explained how that process would work.
“I don’t think it would be a question of reconfiguring the GURs, but rather one of adding to the configuration in some way,” Cocke wrote. “The answer to this question would entirely depend on the scope of what would be proposed, reconfiguring the entire GUR structure would take a considerable amount of time.”
Budde also spoke about the plan for the GURs. As a group, they have consulted the Undergraduate Committee proposing to change the categories of ACGM [A block Comparative, Gender and Multicultural] concerning areas outside of Europe and North America and BCGM [B block Comparative, Gender, and Multicultural] with a focus on Europe and North America, to a more encompassing DEJ [diversity, equity and justice].
“We think that Ethnic studies classes will be a perfect fit for DEJ GUR requirements,” Budde wrote. “If all plays out as we imagine and will demand, it will be up to that committee to decide if classes in our future program fit the needs of the GUR.”
More work still needs to be done. Including lobbying to legislators who sit on committees of higher education and working with students of color to develop the new curriculum. Students looking to get involved with the group can reach out to the groups Facebook page for more information.
“Ethnic Studies allows us to learn our histories, to know ourselves and our ancestors, to empower ourselves,” Budde wrote. “It allows us to name and recognize not just our oppression but our beauty and our power.”