Response to Mark Wilhelm: DEI, Great; DWS (Dismantling White Supremacy), Even Better
Intersections No. 56 · Fall 2022
The purpose of higher education at Lutheran colleges and universities is to contribute to the flourishing of all. DEI is great, but if Lutheran colleges and universities want to up their game, DWS (dismantling white supremacy) is even better. Dismantling white supremacy is essential to the flourishing of all. Thus, it should be a core practice of our higher education.
The protests and rebellion around the deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, and others have helped the wider/whiter public in the United States understand both the importance and urgency of dismantling white supremacy. Around the same time, Trump-appointed, Acting Secretary of Homeland Security Kevin McAleenan confirmed white supremacy to be our greatest domestic threat.
Given how hot this summer has been, we could also make connections between white supremacy on the one hand, and climate disruption and environmental degradation on the other, like James Cone does.
“The logic that led to slavery and segregation in the Americas, colonization and apartheid in Africa, and the role of white supremacy throughout the world is the same one that leads to the exploitation of animals and the ravaging of nature. It is a mechanistic and instrumental logic that defines everything and everybody in terms of their contribution to the development and defense of white world supremacy.”
What is white supremacy, and what is a key harm to BIPOC communities? According to Frances Ansley,
“White supremacy is a political, economic, and cultural system in which whites overwhelmingly control power and material resources, conscious and unconscious ideas of white superiority and entitlement are widespread, and relations of white dominance and non-white subordination are daily re-enacted across a broad array of institutions and social settings.”
If any part of the above quote describes business as usual at our colleges and universities, it’s time for a long, hard look at ourselves in light of our commitment to the flourishing of all.
There are some Lutheran sensibilities that can help us make dismantling white supremacy a core practice of higher education. I’ll just mention three.
1) To Lutherans, self-righteousness is totally sus. Lutheran understandings of human beings as created and loved by God, and of infinite worth, make them skeptical about self-justification, attempts to earn and prove your worth. We’re thus free to see our beauty and our flaws.
My own higher education has often felt like a seemingly endless valorization, endorsement, and aggrandizement of the West and whiteness. Whether it’s been about the Enlightenment/Enwhitenment, science and technology, industry and development, or equality and democracy, the sense of white superiority has been at once tedious and terrible. But if classic scary movies have taught us anything, it’s that what you disavow comes back to haunt you. We’re being haunted by the legacies of genocide, slavery, and colonialism today. It’s time to interrogate this past, undo its impacts in the present, and work for a better future.
2) To Lutherans, the death of Jesus was a decolonial shockwave, still reverberating across space and time. We’re all living in a state of thrownness because of it. It turns out that the eye-averting execution of this thirty-something, Palestinian-Jewish construction worker—condemned for blasphemy by his religious community and viewed as a threat to society by the political regime—inspires our solidarity with marginalized peoples, those subordinated by white supremacy. It also turns out that this particular death generates momentum in decolonizing higher education. It’s time to rewrite general education based on a more diverse and inclusive range of sources.
3) Finally, Lutheran colleges and universities are supposed to deliver higher education that lays a foundation for critical thinking that can still register awe. Dismantling white supremacy means more awe, and thus more wonder and joy, based on a much richer, broader cross-section of human experience. It also contributes to intellectual curiosity and humility.
How can Lutheran colleges and universities make a stronger commitment to DEI? By making the dismantling of white supremacy a core practice of higher education.
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Editorial
From the Editor: Why All This Talk About Vocation?
Colleen Windham-Hughes
Windham-Hughes introduces the Fall 2022 issue built around Mark Wilhelm’s keynote “Why all this talk about vocation?” and previews five panel responses, two first-time conference reflections, and companion pieces on Womanist theology — framing vocation as a call not to privilege but to constructive and corrective work that undoes unjust systems.
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Article
Why All This Talk About Understanding the Mission of NECU Member Institutions as a Vocation?
Mark Wilhelm
In his valedictory keynote, retiring NECU Executive Director Mark Wilhelm argues that Lutheran higher education is, properly understood, vocation-based education — outlining four core practices recovered over the past fifty years and naming the constructive and corrective work still to be done, including a fuller embrace of DEIJ and of the diverse vocations of NECU’s 27 institutions.
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Response
Response to Mark Wilhelm: Vocation, Mission and Privilege
Marit Trelstad
Trelstad affirms Wilhelm’s claim that vocation is the foundational shared mission of Lutheran higher education rather than one program among many, and presses the critique that calls to “vocational reflection” can mask privilege — arguing that an intersectional lens shows vocational discernment is in fact a matter of survival and flourishing for students from marginalized communities.
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Response
Response to Mark Wilhelm: Distinguishing Between Identity and Vocation
Andrew Tucker
Tucker proposes that NECU’s next most faithful step is to faithfully and effectively differentiate vocations and identities — arguing that identity is who you are, vocation is what you do, and that recognizing the plurality of both helps Lutheran institutions name which work is theirs to take up and which is good work that belongs to someone else.
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Response
Response to Mark Wilhelm: Vocation—Wide Perspective Questions
Mary-Paula Cancienne
Cancienne, drawing on Iain McGilchrist, asks whether higher education has prioritized micro lenses at the expense of the macro view, and invites educators to hold the drama of individual vocation stories within a wider plot that includes James Webb Telescope wonder, climate grief, the long shadow of enslavement, and the resilience of native populations.
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Response
Response to Mark Wilhelm: Adopting the Framework of ‘Because’ and ‘Therefore’
Paul C. Pribbenow
Pribbenow describes how Augsburg University responded to its dramatic demographic transformation (from 18% to nearly 70% BIPOC entering students over sixteen years) by adopting an institutional vocational statement and a simple “because/therefore” framework for translating particular Lutheran theological convictions into institutional programs, policies, and practices.
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Article
Work Works
Julius Crump
Crump argues that in an era of class-stratified careerism and the “ruins of neoliberalism,” commencement-speech rhetoric about heroic vocation will not resuscitate vocation — instead, professors embodying vulnerability, extemporaneity, and contemporaneity in the classroom can show students that consistent work, embodied as service to others, is itself worthy.
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Reflection
Why All This Talk About Vocation?
Madyson Ray
Ray, a junior at Midland University and the only student attendee at the 2022 conference, reflects on four workshops — on teaching womanist thought, on supporting student-athletes, on resistance to the word “vocation,” and on vocational reflection — and brings home concrete ideas including a women’s-history scavenger hunt and semester-long vocational reflections.
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Institutional Focus
LibGuide: Introduction to Womanist Theology
Elli Cucksey
Cucksey, the head librarian at Trinity Lutheran Seminary, recounts how Beverly Wallace’s Introduction to Womanist Theology class — the first offering of the ELCA Seminaries’ Womanist Theology Initiative — led her to build a publicly available LibGuide that amplifies Black women’s voices and gathers the resources of the course for future students.
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Article
Doing the Work One’s Soul Must Have
Beverly Wallace, Yolanda M. Norton
Norton and Wallace describe the Womanist Experiential Learning Initiative — including the Beyoncé Mass, study-abroad partnerships in Portugal, Brazil, and Ghana, and the Black Girl Magic Academy for teenage girls — as a way of centering Black women’s voices in theological education and doing, as Katie Geneva Cannon put it, “the work…that one’s soul must have.”
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Article
Educating for Peace: 21st Century Models for Thinking Globally and Acting Locally
Janet E. Rasmussen
No. 18 · Fall 2003
Rasmussen opens with a rabbinic story about the one-step distance between East and West and describes Pacific Lutheran University’s four-phase “Global Education Continuum”—Introductory, Exploratory, Participatory, Integrative—developed with Teagle Foundation support and grounded in Perry, Bennett, and Musil. She illustrates intentional global/local partnership through three case studies: Barbara Temple-Thurston’s Trinidad-and-Salishan initiative; the China Partners Network with the Amity Foundation, Good Samaritan Hospital, and PLU’s Wang Center; and Ann Kelleher’s three-institution “Norway in Namibia” partnership with Hedmark University College, the University of Namibia, NAMAS, and the Ondao mobile schools for the Himba people. She closes with Daloz, Keen, Keen, and Parks’s Common Fire research and Lee Knefelkamp’s call to be “communities of peace.”
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Article
From Alien to Citizen
Arne Selbyg
No. 29 · Spring 2009
Selbyg reflects on three experiences of being educated for citizenship—growing up in Norway under the legacy of Lutheran pastors and public school teachers who resisted the Nazi occupation, arriving in America as a resident alien, and becoming a naturalized American citizen—and proposes the jazz ensemble as a better metaphor for American society than the melting pot, one in which different citizens learn skills, study other instruments, and dialog with one another in service to the common music.
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Article
The Breadth and the Depth: Dimensions of Christian-Muslim Relations at Educational Institutions of the ELCA
Mark N. Swanson
No. 33 · Spring 2011
Swanson reflects on the spatial metaphors of depth and breadth that shape Lutheran higher education and argues that the study of Islam and real conversation between Christians and Muslims can contribute to both the broadening of horizons and the deepening of faith, drawing on his experience at the Lutheran School of Theology at Chicago and pointing to hospitality as a Christian practice in which depth and breadth come together.
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Article
Laboratories for Living in a Diverse World
Elizabeth Eaton
No. 44 · Fall 2016
Presiding Bishop Elizabeth Eaton argues that ELCA colleges and universities are called to be laboratories for living in a religiously diverse world. Reflecting on the decline of Christian privilege, the ELCA’s ecumenical and inter-religious work, and her own experience addressing the Islamic Society of North America, she offers three questions about partnerships, formation, and institutions as platforms for new collaborations.
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Article
Vocational Re-Formation for a Multi-Religious World
Elizabeth Eaton
No. 40 · Fall 2014
ELCA Presiding Bishop Elizabeth Eaton frames vocational formation for a multi-religious world as one of the most significant challenges facing the church and the liberal arts today, calling ELCA colleges and universities to live into Darrell Jodock’s “third path” that is both deeply rooted and dialogical.
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Article
Called to Flourish: An Ethic of Care
Mindy Makant
No. 52 · Fall 2020
Drawing on Lenoir-Rhyne’s core value of Care, Glennon Doyle’s Untamed, Darrel Jodock’s “Gift and Calling,” and Luther’s plague-era practice of opening his home to the sick, Makant argues that flourishing is interdependent — that self-care is a means to extending care, and that an ethic of care is the meaningful, transformative work to which Lutheran liberal arts education is called.