Challenges Lack of intentional and strategic curricular offerings
From an HSI perspective, curricular offering should take into consideration two salient types of content: 1) curricular offerings centered around exposing students to the cultural, social, historical and economic realities of Latin America and that of its diaspora in the northern part of the continent (re: Chicano Studies), and 2) proposed innovative content and international exchange opportunities devoted to connect students to the thriving academic and professional realities of Latin America. Importantly, the first type of content validates and reinforces the diverse cultural background of many Latinx students, whereas the second exposes them new ways of articulating themselves to larger academic narratives beyond prevailing racial stereotypes. In this context, CWU’s Center for Latino and Latino American Studies offers at this point what can be considered a traditional curricular plan heavily centered on the Chicano experience that is somewhat complemented with specialized coursework on central Mexico. This type of curriculum appears to be relevant to a relatively small number of Latinx students; it is unclear to what extent this isolation reflects the center’s limited integration to other Latinx curricular and programmatic initiatives, funding structure, and/or lack of a physical space (unquestionably, the development of a multicultural center unifying content and practices becomes a salient need). In this context, there is the urgent need to re-envision the role and curricular content that CLLAS plays at CWU, as the program represents a potential institutional place to render visible salient Latinx curricular and programmatic initiatives. Beyond CLLAS it is possible to find, interspersed among the different programs at Central, coursework that is relevant for the Latinx student population. Unfortunately, finding these offerings is challenging. A website showcasing relevant offerings thus becomes another priority. Yet, beyond redesigning access to components already present, the most challenging aspect of curriculum is the development of innovative content, better-grounded in CWU’s social reality. This is challenging for a number of reasons. Curricular development is tied to college funding priorities. Key portions of the institution may not embrace building a common goal/culture shift within CWU to heighten the importance of a broader HSI-related curriculum. There is also the need to think about multi/interdisciplinary work in terms of national trends in education, as well as tailoring it to our own reality in terms of local, statewide and international populations. Finally, there is a need to redefine hiring and retention practices at CWU in order to diversify curricular offerings Strategic study abroad programs will help support an HSI initiative. Faculty-led programs have helped to enhance the internationalization efforts, but offerings have been inconsistent. There is a lack of a financial and comprehensive strategic approach to these international program offerings. Fully supported study abroad initiatives by the colleges and departments would help to prepare tomorrow’s world citizens. Lack of cultural diversity among faculty, staff and administration CWU currently has a low number of faculty and staff that are representative of the Latinx student population both inside and outside CWU. Our reality produces a work dynamic where existing
CWU HSI Initiative 7.12.18
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