iS:

; t y/}*-#

Patrick J. H i l l /V

' ;

. . settings 33id -k Schw«i'i.a; and me, vote-. -. .i.inir*us1..y at its K'overabes: . >:n

proposed a f f i rmat i " policy .ard ma lor rsvi*-. . • ;.

ivis1 • i -st foi i etioiIn oar curriculum, I \' daveic;. i , the Board's reqt- • .

. ' ^ j with oa; . .arc tS QESJC the si tuatioK? ths Agenda Cor;

ior to We • A. ba!.f"!":our has beers allc i Lhis diset;y I

W]i • di<3 Si Board of Trustees vote to returv: -oposai policy for i Lou?Some of f.bft reasons, as you wi l l i .;araentaries uponpolicy as upon its adequacy particular r- The r•pe.t to be the order ss, are as follows: /

1-,. Subs^ • . -any faculty were . . a of the ;policy and it tax Lai for trait;:; . on.

•..canning procedures. Ths .coetv. -a-year •parti- troub'5 • rd.

3,- Inadeqisats evaluation procedures* Failure to reach goal--i roro^ . i J have <?igstif leant conss. i ,'S.

4,, Poorly contftived and designated lines; of respoiisibllltOf i' )

. of significant progress, uaaci. ' roposeJreaching Mrimg goals its ! nd pro:-- ff.

6. Gout:.-. . j rated by persons in responsible pas::-Bsltlvity on of sores Evergreen faculty to the needs and in:

students of color a At two open meetings of the Bo: color spokea inser:sitivity of some uu-"-T?amec? Evergreen

This is raj s >induni >.know liow negati . ' i feel about Brands length. But I alsoknow how you. .,3 ny node of. ; •.•>!!, for ths ra^-csfcT . . ' .nables me to pi?]iss . o the e I , o provide

though-' ! • linj ar r

>o heavy a -—for•••id folio*.1 i •

Student ; i -poke a;- 5 rae :

.

More gent: i•

9. Ins-'

art of

>.

''.-. of th . .'.'Oard concerning our propo?; i paragE h !ch nee

• ':j,lit to your attention:

•409-200 Ti.-

'.inj t1;-I xpate in Affi: .

:ons at i tnually, srtd this pairclci~pa i ion wil l . :tlon f ! :-'; this

.iniag wi l l be to \s and . . ..oni.nirsg \- ! ^pus as

as itjtsraal ret » will touch on a variety of issues .. • ̂ resti -.nted groups., and i d for effectiveness by

••' ;;ion C

This paragraph i h : 3S was pa.ri >f tl i lated by:•. Hrtgh' ' iast spring and discuss- Acuity meeting in

;gly strong in some i declaration that wen training serainars, tb- .\th its 0nee~a-year

L low-through sr. to r.rys" 8 Evergrsar; t'-i ion. Discuss e paragraph,, ; . ing

. ' , of "American Pietutes" (x-rhich seemed to some so.hat I or the Board mand- 1

as s f e > ea ng)

if col ! bout the cui, - n the :• refcren :

• -,ir exps' i i ;:'e

, d jd IK'

'

TSS anc" . i

she . • soar fash Jos so , : •/ Evergreen'scoran?

Your chairperson requester, ir- i Ion to -he issv i makereec. - . e on. 3 ike sossereee- ; ~s-— fa i r ly nr'.nor ones— -at the conclusion of this memo* i aracautious about more syb,!- . s. Far two seas? .understand the s • enough .and thus rsesdl comand sriC'cradly-, i . order to bo > the Boardsign- . ! :S5ultlB;

J/GU for ti ig feedback a.i,inf.-. . i I hav* t*; pao out tiH :««» Inoti facts* The int.-

; y reve.i purposes!

>1es is 5.:fc,atl Ihe . .;-.ulty laresr and tr i curriculum is shot ti

,?i they are aot u - ' . -,';te depends tc-o raach ©ni ing faculty i Jut this -

pals a v • ::tic» S<m i« th- . eould wtt. havhave 2! . irsoirit^

s Ise in•a scop fteC'Hr

.')» O^r Taccrsa <, ^ Native AT: . :;lgiipei- ;;s of fhtrd Horld students and fe .iitionaily* 31 percent 0f

;«ieaa Why do we have to do jno

: i .. atapus and oui Mative Anierie.an programs are uc. .,r.nt;ai-isEed(not "o -;ay "segregated" )« These two teffoi . -:ssened the need for us to

in intfc-- .al curriculum -\he sarr-:, . irt-•.cs reraove ihr-. facul.*' ' • • ,-.:ity

to be r:c; ' • w i i^Jng •

- ( : i ot Evergreen* Were we ?-a or.M sorae £.mbiif. ious raus

valizfed IB or, i .more - - tiali; ' snt progr&sse^o

•;r3grar-

7 « Our av i a r y scale is too low to attract Third World K.-areas wh'-e w<; need to hire. They are too much in. demand.

8. IV; are Indeed not serious about 0ur affirmative action goals, Thoses are \ib«ral rhetoric*

9» If va are seriouss. we h»v« been terribly inept at pursuing the goals,

10. Whei £h« college was expanding rapidly, we might have been serious,the gOi-ls* liut now an energetic pursuit of those goals—barring «n

wlikely Inf.txa o-' taegabucks-— may mean bumping- other people out of t:h*ir job?or anticipat&i jo">-s«

11. The :iic-*ation and marginality experienced by people of color on thiscasapus is a mete acute fora of the problem we all face here. The socio-acEde;;iirstructures £©s ir isolation.* Only a nomad would be completely comfortable here,

12. We an net an oasis £rora the racism of American society. Our racismis not. of tli« ;'<QC variety, it is more subtle. Perhaps "benign neglect" or(as it was roc tatty phrased te s»@) "passive malevolence" describes our attitude,If w© ffiii fe© itelt this, wi5ll be d«c«iving ourselves and. evolving inappropriate

I would sot be i/urprised t© i*arn that there is soms truth in each of thesedoses interpretations, even the most self-ingratiating and the reost irnpalatable.For Che sake o: your providing me with feedback as to how to proceed, .let ftp choosejust one of th< analyses, one which I believe contains a great deal of neglectedmerit,, My cho . :;: of just one analysis ought in no way to suggest that I donot want to heet your feedback about the other proposed analyses. As a matter©f fact, the coloration of the merit of each of the interpretations '-night bea fine startin; point for devising a coraprehens ! ve response,

I *?ieh to «xp!ir® a suggestive par *1 lei. At many traditional colleges anduniversities, th«r« is a genuine and aire-ast universal coramitmenr. to theia!lp0ift«sse« of (writing «killss Professors deplore the absence of these skillsand fMuiodica'.iy urge the «daiRi§tr®tion ®nd the English department to dosomthiwf ®bo;,t It. But ££ JRdjL-ylduaJ.̂ they are not willing to do somethingabout ift. Tlisf sr^ not willing becauss a) their first commitment is to thesubjtef. nuttet.f which they love; b) they themselves, while thinking that it isterribly ta^ertant that writing b@ taught, do not want to teach it; and c)tii«y wo-uld .like t© believe that they are teaching at an institution where it isnot necessary t© tasch writing.

How cloxe is that analogy to o«r ©wn situation? I know a significant number ofteacl'sr* for̂ haa it is not true, s© primary is their conanitment to intas-

Htaracy. A«d there aay b* othars for whom the explanation is toogene\"oue. But tserg art ssot eisouglb of either of those types to exisiain thepheiMKaenai A good part ©f the €splaiaatiorj is to be saade in terras of ourgreater absorption as individuals in worthwhile consmitnsents other than an

inter. .~al curriculum and affi it's not that we dcwaiit Evergreen to be mor:.. d / 3C5 nor tfea£ - the evolutionof a pioneering intercultural/national curriculum,, It5s just that we wish that

•,ens other than ourselves would ta . • Risibility for snaking that hap-;..

1 kr 11 . • not exhaust! la It is cascble ofexplaining a substantial part of the pht i for response is clear:those of us for vboti th;-. itmant to (inter)eultural literacy is primary ornsav ;:y raust work together to e .. . and regular and pervasiveinter;:;ultsjral dimensions in the curriculum; and those of us for whom theaoimil ' is important but not primary must understand that ass individualswe muse take regular turns—-such as we take turns in Core programs or on majorDT?*s—to effect sosne realisation of our goals, W& will not sake any progressunless *;e realise that our support of liberal goals is empty unless backed by

•^dividual''s willingness to provide support with his/her own efforts.

One Isst thought on the linkage of affirmative action and curriculum! I couldunderstand if some of you are not thrilled to learn of this linkage. For onethings you night say, after the past two years., the last thing in the world ve•want - ;lk about is curriculum. Secondly, as audi as vie've talked about i;9we at".- by no means ^lear what we mean by cultural literacy. For my part* h<1 tjel-.'OF.e the linkage. I welcome it not only because I am int*r:>ssted ininter*?ultural and global education, as many of you are. I x-̂ elcorae it sorasobecau.j-a it creates a content within which an Affirmative Action policy might, berealistically pursued. Without some link to sone routine and everyday activitiesos: an institution^ affirmative action remains abstract and legalistic.. Withthis ( urricular link, understanding persons of color and of other culturesa parf: of what we as an institution are doing in our everyday business.. Westill suffer the enormous limitation of not having enough persons of color,.we wi..l at least have moved away from the ineffective orjee-a-year approach.

Additionally, the linkage to curriculum pLv--es the issue at the center of theinstitutions concerns. Affirmative action without such linkage to raainstrea^activities is often treated as if it were a troublesome problem created bybureaucratic regulations and lacking real intellectual content. I cannotrespord tnor* forcefully to the inadequacies of such a conception than did one ofour ot/n black faculty. Writing in 1979, he said.

difficulties remain in developing programs and educationalopportunities within our regular prograras that address Third World issuesend concerns. It needs to be made crystal clear that this constitutesto special r'avor to non-whites but deals with some of the most funda-mental problems and conflicts o£ global society, bearing on the very

tfai of. us all. Beyond polite discussions of fcultursl a*?areness»r..n-s-.irvj.ce training needs to address the economic,, political, andt ultural pi-oblenis, local, national, and international, that turnessentially on the relationships between Third World peoples aed theMghly industrialized nations. These issues should no longer bepanrjitted to remain as incidental or second-thought inclusions intoc ;ir regular progran planning. Improving the head count of non-

acuity should do something to help hare, but not inevitably.

What •** tsk* «swf A f«w things sr* J t l r s&dy eleas;

. to th« ie>®rtf tf Trust*** on'ouretaa-fraaa far 4*&&&ng with tis*s» issues, 1 a&td t h f * ts»feoa*eioa Cor the9«c«»ber 13 Board sseetisig, I tfetek a rsapons* by Karc f t air Apfil «|. tl*: latest(grving the §®*r^ tUse to re*p*»«i to us b«for« w@ breai. f.«r th* *«aa§r^ Isfeasible.

2, He fc@ cr««&« « Iff? to rework th« Af format ive Act ten P o l i t y . Agreat deal of th« reworking can be done in « few meetings w i t h D f . » - S c h w a r t z .Ston® Thoass, KelMtcc* Wright et?d «y»elf—wa know what the shortcomings »r«~ OneatajSHT task of tlsls PTF will b* that of consulting with, e v e r y uni t and perhaps©vary p®.r@0^ ©m cas^us. Does scch person knoM t^JMtt the poS.£cy i s , tha?. it *«eans

f©r @«efe of then «ssd that th«re ar* ceftftc^wences 1st non-cosHpliaace?

It should b« r«t«i§ that ehis cask of consulting »e«l eoMWMtcation is* not a« easyo?i«.> i?.eb*OMi Wright d*voted a -§r*at deal of tiMi last y«*r to *uch SR e f f o r t .The fWF will ^*«4 to «v@'i¥« eff«etive ®eans of r*4nchi*^ «very

3. A *#c«md major task of the DTP, OR* tltet ^111 require our beat andmost creattsfii Ehlfiking, is- the cons t rue t ten of a aid r ft adequate t r a i n i n gth* policy thselsf b« tailored for each u r s i t *

it to faculty trainingi the !.*»?*«•» ^se^« complex. My dispositionis t* conceive such training over th* io^r»s5 in ters>s of a developmentaldi^etision with our carritulu«.

4» There are ways of conceiving * linkage between a f f i r m a t i v e a c t i o n <iodthat mo«t of us would f i n d odious and p^d- igogi , a i • ' y df ts t . r u e ' i v t ,

. «r* w«tys of conceiving the linkage that vould b& e x c i t i n g and i r t t e l l t c t u a l l ybut unakaorbabla iato ti&(» i»t*ll«efcw*i and organisational

«f Sw*f$v*$a» ¥« sassglii^i taito«r*<! fee our particular si£«ati©n*Ctfaaeial «lMK»%£ of f*i'tSc»t«» »tt«*sff*K. your r«sp'jnss to this

risriws with I4«aa which ar**pjs**frtef«i £* tfcii 4a^r©« »f *iW^»raKi®s fI«aibility» I are pres«atly afiafel®tto l»rKl»: e@w:r*t* «*tgg«*ti®@»» ^̂ »s 1 * gsi*s« of where the fatuity stands,efe€ S«@«a a^«i I and the 8TF will f!o«t «^ir©f»riat« suggestions.

fc^ Cacyltf it««tiag -a® M«dft«»d«y« If ywu cannot cots®, pleaseof th® D«a«« ot s £Sfc4 to «« ^r to Be t ty Ru th Estes.

2« sf you »«y wisfe to raise a different quest ion about tl i ^ d ' s l i .-k.- .g-.".s.i't the ewrriculuw th* province of the f a c u l t y ? Wot e n t i r e l y . I t is the Board

co a&sk« policy for tb* e»li*§e th& la'*? c N e a r l y includes th*pa*K e{ tlsal: r*tp«s«tbllity« W« ar* fey no «sean* in a s i tuat<0« ef-«r bccstilifey with t««r lt»«r^., ietfeiag ;e>uld bs further H.n;>m th® i'tu

But w» «il it84«rat*®d w»*® w® t® !»* wsr«spon*iv« to th«ir direstiv**t

it i-fi tte«f.-v«»4 iaoi *w witk the uitiisats r*8f«s6ifeilit| r«*tt* **, . , f

Bo«rd of.'jf^wseaa* at Ev*rgr«>«» State CoU.ef« w i t h the asststanct o£ th*of th* sist® cellsg* sl»all pt««crife« the course »f t tudy in the va? iows i?r'li.ool9and, d€|s-art»«!Sits thereof and p t i s i j s f t such :-wgwe$ th t - reof .^s ? h« Boa,* :j d > - •