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Spring 2012 - Clarion University

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EaRLy<br />

on as director, I felt the flutters of<br />

fragility, recognizing an educational equity initiative<br />

bore controversy and challenges. While traveling<br />

in WV, I spotted a lonely rocking chair at a flea<br />

market. I circled it, studying the crude, yet sturdy<br />

construction, and wondering about the choice of<br />

paint--the color of mud. I bought it for $10, hauled<br />

it home and moved it to the WS Center. “If anyone<br />

tries to close these doors,” I told the students,<br />

“they’ll have to carry me out in that rocking chair.”<br />

No one ever came, of course; we had little<br />

resistance to our “nucleus of empowerment,” with<br />

the exception of a heated exchange of letters<br />

to the editor. “Restrictive studies programs ‘a<br />

farce,’” read the headline in our local paper. Joe<br />

Bodziock answered, “WS courses“ contribute…<br />

to an individual’s sense of the larger world–its<br />

complexity, its beauty, its suffering, its joy, and<br />

an understanding of his or her place in it.” He<br />

also used the term “dead white men” in relation to<br />

breaking “the silence imposed on the marginalized.”<br />

“Watered-down standards are the problem,”<br />

shouted the next headline. “Does being a dead white<br />

male cancel out one’s contributions” asked the<br />

writer and then, “Where is the rigor in feel-good<br />

courses”<br />

The debate raged on in The Call: “Don’t<br />

exclude ‘dead white men,’” the headline pleaded.<br />

“Don’t limit electives to WS when there are so<br />

many other non-restrictive courses to choose<br />

from.”<br />

Volunteers from the WS Center took up<br />

their pens. Mary Gravelle explained CU course<br />

requirements and the wide array of choices<br />

for students. Eight others signed on to express<br />

appreciation for the exposure to knowledge<br />

relevant to their lives and applicable to their<br />

majors, making friends with diverse people, and<br />

gaining compassion for others. Moreover, WS<br />

courses had created an interest in bettering<br />

themselves and their surroundings. This was not<br />

the last time student voices would change the<br />

conversation on campus. Hillary Gates and Katie<br />

Weinheimer headed newsletters, Carla Kostek<br />

wrote a zine and Lisa Covington went national as a<br />

blogger for Feministing.com.<br />

12

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