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Western celebrates Black History Month

Sam Dunaway | News Editor

As February comes to a close, students reflect on events that stimulated engaging conversations, provided an artistic outlet and aimed to educate the public during Black History Month.

Organized by Black Student Union, Western’s Black History Month events were a time to engage in discussion and awareness of issues within the black community at Western.

“I think, in our culture, we can be passive about marginalized communities and minorities in general,” explained BSU president Marnasha Fowlkes. “I definitely think Black History Month is needed because that continuously happens. And until we can break out of that, this is definitely a time where black culture needs to be celebrated or else oppression is going to be this continuous cycle that is super detrimental to the community.”

Events during Black History Month included a poetry slam, Don’t Touch My Hair student panel and a display in Hamersly Library. The display was an arrangement of books and DVDs contributed by BSU members that highlight black authors and additionally raise awareness regarding the Black Lives Matter movement.

The Don’t Touch My Hair panel featured six black identifying students that shared their experiences, struggles and triumphs with black hair. The panel discussed topics like natural hair versus styled hair, being treated differently because of their hair, feeling self conscious about how it’s styled and others inappropriately touching their hair without asking.

Aminna Ackridge, a second-year psychology major, explained that her hair is a way that she expresses herself. “My hair is a huge part of my identity because it is part of what makes me black and what makes me look black,” Ackridge explained. “I spend a good portion of my life dealing with my hair. Your hair is part of what makes you unique, what makes you stand out, what makes you different.”

Fowlkes encourages all individuals, not just those who identify as black, to attend upcoming BSU meetings and get engaged in these conversations.

“Education is power,” Fowlkes stated. “Even though we do live in a predominantly white community, different perspectives and perceptions of the world throughout the various communities are always welcome at BSU meetings. The information is universal, whether it’s just learning and consuming that information and using it out in the world or giving your input in those discussions … We want to invite people in rather than exclude people out.”

Check out BSU meetings on Mondays at 5 p.m. in the Santiam Room of the WUC.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Rising against sexual violence

Sam Dunaway | News Editor

Feb.14 was a day filled with love and cherished relationships, but it also marked the anniversary of a powerful movement called One Billion Rising. Abby’s House spent the afternoon educating Western students on this campaign to raise awareness on violence against women.

According to onebillionrising.org, one in three women in the world will be a victim of sexual or domestic violence in her lifetime. This adds up to one billion women and girls across the globe. The One Billion Rising movement began when people around the world came together to express concern and awareness of the issues that affect a large number of individuals. According to their website, One Billion Rising is the biggest initiative to end violence against women in history.  

Of the various issues that this movement addresses, Abby’s House advocates and volunteers chose three to focus on this year: refugee and migrant justice, gender-based violence and prioritizing education. They encouraged students to take action by writing one thing that they could do to further the movement on a balloon. The empowering balloons were displayed throughout the event.

Junior Kevan Maloney is an Abby’s House advocate and helped educate students on this movement. When asked why One Billion Rising is important, Maloney replied, “It’s super important because women make up half the population of the world. And almost more than half of them deal with problems like this every day. And that’s super huge because no one should have to live like that. Period.”

Volunteer advocate Jessica Lang addressed the importance of this event at Western. “It being out here and being presented like this, people who don’t want to come up and have been in these situations know that they’re supported.”

Go to onebillionrising.org or visit Abby’s House to get involved in the movement.

Contact the author at journalnews@wou.edu

Photo by: onebillionrising.org

University Lobby Day sees significant student turnout

Byron Kimball | Freelancer

A large student turnout and multiple meetings with state legislators were just a few defining factors of this year’s University Lobby Day on Feb. 15.

Advocates from seven Oregon universities and colleges, including Western, Portland State, Oregon State, University of Oregon, Southern Oregon, Eastern Oregon and Oregon Tech joined forces to advocate for increased state funding for higher education at the state capitol.

“Ensuring that we have an accessible, affordable education is something we can agree on. It’s why we’re all here today,” explained Ryan Hagemann, Vice President and General Counsel at Western.

The early hours of the event on the capitol steps featured performances from university pep bands and cameos from each university’s mascot.

Students later filed into the capitol building’s Senate hearing room for briefings on the day’s proceedings, which included afternoon meetings with senators and representatives, panels by faculty members from each university, music performances by university choirs and a group photo.

A first for this year, students were paired into small groups based not on university, but on their legislative district and who their state representative is. According to Hagemann, this change was designed to help students understand the value of engaging with one another as constituents. And, as the intermingling of students and faculty from across the state soon demonstrated, build community between all seven universities.

The buzz of student and faculty voices was hard to miss when trawling through the capitol halls and chamber rooms. For Hagemann, who has been involved with University Lobby Day since 2013, the turnout was bigger than he remembered from years past.

It was clear that students involved were passionate about the endeavor. ASWOU, who helped organize the event, worked to ensure what Hagemann described as “excellent engagement.”

ASWOU President Jessica Freeman was quick to express the importance of lobbying to have student voices heard. “The legislators care about student experiences, and they want to hear student voices,” Freeman explained. “I would highly recommend any and every student attend at least one University Lobby Day in their college career.”

Contact the author at bkimball16@wou.edu

Photo by: Paul F. Davis

Empowered and educated through ALICE

Sam Dunaway | News Editor

Safety is a number one priority in most public institutions and unfortunately, active shooters are a reality in United States schools. The lockdown response to turn off lights, cover and hide is what many students grow up learning. But this passive response to an active shooter is only one way to respond to the situation. ALICE (Alert, Lockdown, Inform, Counter, Evacuate) is a program that provides individuals with the tools they need to respond to an active shooter.

Campus Public Safety provides free ALICE training to students and community members at least twice a year. If students are unable to take part in this training program, read on for more information about taking action in a critical situation.

 

Alert

This is the way that the individual learns about the incident. “Alert” can refer to hearing yelling or gunshots, getting a text from a friend or a WOUAlert warning. Additionally, “Alert” refers to how individuals alert others, either by dialing 911, posting on social media or running and yelling. Clear communication is essential when alerting others about an incident and can lead to fast and effective law enforcement response.

 

Lockdown

One option to respond to an alert is to lock down and secure in place. This includes locking the doors, turning off the lights and barricading the doors. These small barriers increase the time it takes for a dangerous person to enter the room and allows time for law enforcement to enter the building. This is also a time to make a plan of action with others, whether that be to plan a counter attack, evacuate out of the window or find a place to hide. Simply closing the door and locking it can greatly increase an individual’s possibility of survival.

 

Inform

It is important to communicate the situation to as many people as possible. “Inform” is an extension of “Alert”, but it is ongoing throughout the incident. Examples of this include notifying friends to stay out of the area, calling Campus Public Safety and describing the intruder’s location and direction and posting on social media. Be clear, direct and give as much information as possible.

 

Counter

Choosing to counter should be a last resort. Countering involves making noises, movements, distractions or making physical contact with the active shooter. Groups can use this tactic to increase its effectiveness. In many cases, the active shooter is expecting individuals in the building to lock down and cover, not fight back. If a person or a group is in a position of power where they can counter, it should remain a viable option.

 

Evacuate

If evacuation is an option, leave the dangerous area as quickly as possible. Through lockdown training, many students are taught to hide and wait in the event of an intruder. But this option may only increase the likelihood of encountering the intruder. If an evacuation route is possible, use it.

Contact Campus Public Safety at (503) 838-8481 for more information on ALICE Training.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Celebrating culture and identity

Sam Dunaway | News Editor

Multicultural Student Union, one of the longest running clubs on Western’s campus, demonstrated their mission of promoting diversity and cultural awareness through their most recent event, Out and Proud.

The weeklong celebration focused on informing people about the LGBTQ community and opening up discussions on the topic. Gabbie Acevedo-Solis, sophomore and Social Membership Director of MSU, explained that the club aims to be as inclusive as possible.

“When we plan our events, we try to focus not specifically on one certain group,” Acevedo-Solis commented. “We try to be very inclusive, and we are a multicultural organization … Really, Out and Proud is not only to recognize the LGBTQ community, but specifically people of color within that community. We want to recognize their achievements and success and also educate people.”

Events for the week included a Queer People of Color student panel, a formal dinner with keynote speaker Mia Vargas and educational presentations on LGBTQ topics.

A presentation led by Stonewall Coordinator Sam Fennel and ASWOU Director of Public Relations Sophie Gilbert focused on providing definitions for terms like queer, intersex, cisgender and transgender. This was an opportunity for students to ask questions about sexual and gender identities that they might not feel comfortable doing otherwise.

A term that can cause confusion is “queer.” Once used as a slur, the term queer has been reclaimed by many in the LGBTQ community to refer to anyone whose sexual orientation, gender identity or expression is not standard in society. Gilbert explained that she identifies as queer, noting, “To me, queer means that I don’t require gender to play into who I’m attracted to or who I’d romantically be interested in.”

Fennel commented on the importance of non-queer individuals in the community. “We’re not separate. We’re all people and we all work together. LGBTQQIAAP, that long entire acronym, it has an “A” for allies. Those are our straight allies … I cannot accomplish what I accomplish without my straight allies.”

The Queer People of Color Panel consisted of six Western students that identify within the LGBTQ community as people of color. Questions were asked about coming out stories, religion playing a part in their background and the representation of LGBTQ individuals in the media.

An audience member asked the panel if their identity as a queer person clashed with their identity as a person of color. Senior Shanna Thomas replied, “I think the hardest part for me is when I’m constantly wanting to fight for my black community and I want awareness on police brutality and young black boys constantly being murdered, but yet my black community isn’t speaking up about black trans women who are constantly being murdered … When you are a black person and you also have another minority identity on top of that, it’s even worse. We need to start focusing on those other minority groups in the black community … I want my black family to recognize that their black sisters who are trans are getting murdered every day, and if they’re not going to speak up for them, who is?”

Acevedo-Solis encourages everyone to attend future MSU events. “We don’t limit our events to just people of color. It’s open to everybody. Everybody is welcome, no matter who you are or where you come from. It’s a way for them to understand and get to know about other cultures. It gives a space for people to get to know people and learn more and educate themselves.”

Search Multicultural Student Union on OrgSync for more information regarding upcoming events.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

Flower sculpture springs to life in front of education center

Katelynn Bliven | Freelancer

Seemingly out of nowhere, large metal flowers have blossomed to life in front of the Richard Woodcock Education Center. The artwork, titled “Growth”, was the result of an Oregon Arts Commission program to provide high quality, accessible and permanent art in public spaces.

While many students are delighted and intrigued by this latest addition to Western’s outdoor art collection, some are very confused by their spontaneous appearance.

“It’s very cool, I really like the design they made,” said Stephen D. “I don’t know why they’re there, but it doesn’t surprise me because there are a lot of outdoor sculptures around campus.”

Mike Elliot, Western’s construction manager, helped clear up some of the confusion surrounding the sculpture. Elliot explained that it was the result of a program that began in 1975 called Percent for Art. According to the Oregon Arts Commission website, all state building construction plans in Oregon with budgets over $100,000 must set aside no less than 1 percent of their funds for public art. This is why, nearly a year a half after the official opening of the Richard Woodcock Education Center, the artwork seemed to spring up from nowhere.

The theme of “Growth” was decided by the Oregon Arts Commission. After much discussion, the commission decided on the flowers. “Because it was an education building, it needed to speak to growth,” said Elliot.

Once artwork is submitted, the committee then chooses the artist that best represents the initial idea with their concept and design. With the theme of flowers in mind, project manager Kate Ali selected from a state roster of artists that might be interested in creating the piece. For this piece, the Oregon Arts Committee chose Washington artist, Paul Sorey.

Sorey has experience with public works of art. His portfolio consists of “Salmon Waves,” located at the Ballard Locks in Seattle, Washington and “Flow & Flower” at Tahoma High School in Maple Valley, Washington. Many of his previous pieces share a common theme — growth and change.

When asked, several students gave their thoughts on the newest campus monument. Senior Marie B. commented on the aesthetic of the sculpture, “They look cool and modern, especially when the LED lights are on.” “Growth” glows a blue and purple color at night, which makes this latest addition stand out against the other outdoor art on campus.

Junior Susie R. exclaims, “I love it, especially at night. I would love to see more of this around campus.”

Other pieces that came to Western as a result of this program include the stone sculpture in front of Rice Auditorium titled “Oregon Rivers” by Thomas Rudd and the tapestry that hangs in Hamersly Library titled “Soliloquy” by Shelley Socolofsky.

Contact the author at kbliven14@wou.edu

Photo by: Paul F. Davis

Art as a metaphor for life

Sam Dunaway | News Editor

What humans leave behind can tell a story of their lives. It can impact future generations, either positively or negatively, for years to come. Senior Eric Frey captured this concept in a multi-media sculpture displayed behind Bellamy Hall named “Wreckreational Fishing.”

Frey, an art major focusing in 3D design, was approached by Western professor Dr. Henry Hughes to design a piece centered around an old rusted motor from the 1940s. The sculpture features a small boat, River Wolf, in front of a silhouette of the Cascades. The river bed on which the boat lies has a tangle of fishing line, beer bottles, old clothes and shoes, as well as a soccer ball.

Frey described his childhood days on the river with his stepdad as inspiration for this piece. “For me, it was really looking at fishing in general and how fishing relates to life. So the inspiration was — how do you make an impactful statement about fishing and life? So I went back to my days as a kid.”

Most of the debris featured in the piece was taken from the Clackamas River that Frey frequented as a child. “All kinds of stuff gets left on the river,” Frey commented. “And going back to when I was a kid, all this junk gets left behind by fishermen. And as recreational fishermen, that’s our responsibility to keep the areas clean … I’ve got kids who are probably soon going to have kids of their own, and I’d like my grandkids to be able to go out fishing and not have a polluted landscape to go to.”

Along with the important environmental message of this piece, an underlying meaning was revealed. “The piece kind of evolved into a metaphor for life,” Frey explained. “The stuff that we leave behind kind of junks up our life, and the longer you live, the more junk you acquire … if you leave things alone, things just kind of decay.”

The plaque next to the sculpture reads, “As you look through this piece, think of what your forgot; think of what you have left behind, both memories and items. What will you do to conserve natural areas so that future generations can go fishing with family and friends? … What legacy do you leave for them? It need not be wreckreactional fishing.”

Visit the sculpture behind Bellamy Hall and view more of Frey’s work in the Werner University Center gallery beginning Feb. 22.

Contact the author at journalnews@wou.edu

Photo by: Paul F. Davis

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