Trustpoint.One’s Post

Which history lesson is the truth? We often say truth is in the eye of the beholder. We must learn from history about what to do and not do in our future but HOW that history is portrayed is so important as well. Did you know California has the most Indigenous Tribes after Alaska? Or that San Diego County has more tribal reservations than any other part of the United States? Yet, many living in our region are unaware of how Indigenous peoples lived long ago, how this land was taken from them and how they were mistreated. Most people just think of reservations as places to go for casinos, gambling and resort getaways. There's so much more for us to explore, learn, appreciate and improve upon. Not just about the suffering and loss they endured but also to learn how to live our lives more in balance with Mother Nature. That's why I'm glad to see the State of California pushing to have more lessons about Native American culture, history and how they were horribly mistreated and discriminated against. If our children learn from these past mistakes AND about the positive aspects of Indigenous living, we will hopefully have a group of future adults that better appreciate and protect humanity and our natural world. Per Newsweek- The new bill ensures public K-12 schools teaching about Spanish colonization and the California gold rush will include instruction on the mistreatment and perspectives of Indigenous peoples during those periods. The state's Department of Education must also consult with tribes when updating its history and social studies curriculum framework after January 2025. "I'm proud of the progress California has made to reckon with the dark chapters of our past, and we're committed to continuing this important work to promote equity, inclusion and accountability for Native peoples," Newsom said in a statement on Friday. The new law, part of a package of 10 bills to advance tribal priorities, was announced on California Native American Day. California has over 100 federally recognized Indigenous tribes, the most of any state in the country after Alaska. #indigenous #california #teachourchldrenwell #mothernature #CAeducation

Big Moves in Colorado! CO is on the verge of a game-changer with a bill that could allow students to wear cultural regalia during graduation ceremonies. As this bill progresses, it gets me to think: How can we better recognize and celebrate the unique cultural backgrounds of students in all educational spaces? #CulturalDiversity #CulturalInclusion #EducationPolicy #GraduationDay

Navigating the Legal Landscape: EU’s Commitment to Minority Rights In today’s class by Szalayné Sándor Erzsébet / Elisabeth Sándor-Szalay at the University of Pécs we delved into the pivotal role of the Court of Justice of the European Union in upholding the international protection of minority rights. Through a series of landmark cases, we gained insights into how the court’s jurisprudence shapes the legal framework for minority protection across Europe. Key Highlights: Legal Precedents: We examined influential cases that have set significant legal precedents in the realm of minority rights. Educational Impact: The discussions underscored the importance of legal education in understanding and advocating for minority rights within the EU. Future Implications: The cases we studied today not only reflect current legal standards but also guide future policies and legislation. This academic exploration is more than just theoretical; it’s about equipping ourselves with the knowledge to make a tangible difference in society. Let’s continue this conversation and share our perspectives on how these legal principles can be translated into action. Career and Employability Services Carlos Santos e Sousa (BA, MA, FHE, MBA) Dr Ajay Kumar Dr. Prince N C Olokotor Alex Proctor Anna Fisher #UniversityOfPécs #MinorityRights #EULaw #SocialJustice #LegalEducation

If you look at my profile you will see that I attended law school at the University of Windsor ( where I grew up). I believe my class had about 135 students. To my recollection, there was a mix of all types of people and ethnicities. As someone who is Jewish, I kinda knew who the Jewish people were in my class...the same way, if you were Italian for example, you knew who the other Italians were. I don't recall that there were any ethnic " cliques", where one only associated with those like them. People mingled. I did not even think of hiding or playing down my Jewishness. I was what I was...and expected you to be who you were Those were different times indeed If I chose to walk through that school with a yarmulke on my head, no one would have bothered me. Try that now. I dare you. There are 16000 students at the University. According to their web site well over 5000 people are on study permits, so 30 per cent of the student body are from overseas.. Compare that to Western University for example. There are over 43000 students and approximately 5000 people are on study permits...so approximately 12 per cent Seems that Windsor has a particular business model. At Windsor, 35 students ( out of 16000) identify as Jewish. They are subject to virulent anti semitism. Sydney Greenspoon, a Jewish student writes: "My difficulties have included facing derogatory and antisemitic comments made by classmates, professors singling me out because of my beliefs, and a general lack of compassion towards the alarmingly increasing rate of antisemitism that has grown steadily in my time as a student. I have had professors schedule exams on Jewish holidays, with little understand of why I would be unable to write the exam, heard peers and professors belittle or deny the Holocaust..." I am reminding you this is a tax payer funded, public university...in Canada On July 10th, the university signed an agreement with the " Windsor Liberation Zone Team" to end the encampments. The agreement can be accessed below. I invite you to read it. It is an interesting document. There is nothing about anti semitism, or about prejudice against the LGBTQ community or anyone else. The undertakings that the University made are very far reaching Warning, it will provoke a strong reaction...one way or the other. I an leaving it to you to decide what you think

From article: "California Governor Gavin Newsom signed a law on Friday requiring schools in the state to teach about the historic mistreatment of Native Americans. The new bill ensures public K-12 schools teaching about Spanish colonization and the California gold rush will include instruction on the mistreatment and perspectives of Indigenous peoples during those periods. The state's Department of Education must also consult with tribes when updating its history and social studies curriculum framework after January 2025. "I'm proud of the progress California has made to reckon with the dark chapters of our past, and we're committed to continuing this important work to promote equity, inclusion and accountability for Native peoples," Newsom said in a statement on Friday. The new law, part of a package of 10 bills to advance tribal priorities, was announced on California Native American Day. California has over 100 federally recognized Indigenous tribes, the most of any state in the country after Alaska. "As we celebrate the many tribal communities in California today, we recommit to working with tribal partners to better address their unique needs and strengthen California for all," Newsom said on Friday." and "For far too long California's First People and their history have been ignored or misrepresented," California Assemblymember James C. Ramos, a Democrat and the state's first Native American lawmaker, said in a statement last month. Ramos, who wrote the new bill, continued: "Classroom instruction about the Mission and Gold Rush periods fails to include the loss of life, enslavement, starvation, illness and violence inflicted upon California Native American people during those times. These historical omissions from the curriculum are misleading." https://lnkd.in/gtWPWwwx #socialstudies #curriculum #indigenouspeoples #california

Could you remember the anticipatory notice I dropped last night about my last session at the Hon. Justice Innocent Umezulike Foundation an intern, facilitated by Dr Cynthia Chisom Umezulike? Don't preempt yet; I am still coming to that. The session was not only impactful, educating, and inspiring but also self-reflective, which comes with tasks. Since it's a competition, here we go. Without being verbose, the question is, "Beyond what the law has offered and can offer, what are the two motifs you are willing to safeguard and defend?" The central theme here is motif, defined by Merriam-Webster as "a usually recurring salient thematic element (as in the arts), especially a dominant idea or central theme." In my own language, what defines me as an individual? What are the two motifs I will safeguard and defend? 1. Legacy 2. Self-determination Why these motifs? I have learned from great people that to be great, you must emulate their actions. Hence, I chose to live with a legacy. As the first in my family to study law, I've demonstrated dedication to causes others avoided. During my diploma days, I proudly showcased my learning background as Zumuratul Mumeen and wore my turban to inspire future generations. Legacy has driven my leadership roles: Special Adviser, Chairman of Moot and Mock, and Life Member of the Body of Benchers at Bayero University Kano; Director of Research and Programs, and now Chief Coordinator at the International Humanitarian Law Club. As Director of the Pre-Trial Unit at Bayero University Law Clinic, I developed programs to facilitate prison decongestion. As Senior Advocate of Bayero University Kano, I impacted students' advocacy skills from levels 100 to 500. Currently, as President of the Ilorin Emirate Students Union BUK Chapter, I aim to transform members' lives beyond cultural aspects to include professional and career aspirations. My roles as a volunteer, fellow, and ambassador in various organizations reflect my contributions toward global goals, making me a global citizen. Regarding self-determination, I come from a background where foreign education is not prioritized. Breaking this barrier has been my priority. By committing to capacity-building activities and extracurricular engagements, I have positioned myself as an intern at LivingSpring Solicitors, Juliana Imam Intellectual Property and Creative Consult, and the Hon. Justice Innocent Umezulike Foundation. As a mentee at the NICHUB Growth Mentorship Program and a learner at the McKinsey Forward Learning Program, I have greatly advanced my professional development. Sharing these reflections reinstates my purpose. This medium allowed me to express my views, experiences, and future aspirations. Thank you, Dr. Cynthia Chisom Umezulike, and the Hon. Justice Innocent Umezulike Foundation, for this great opportunity. I promise to implement and execute all that I have learned in my life engagements.

🌟 Excited to share a major milestone! 🌟 Thrilled to announce that the first educational workshop series on White Privilege Awareness and Allyship, which I'll be developing with my amazing student Nivedita Singhal, has received the prestigious teaching fund from the Association for Psychological Science and the support of the Vrije Universiteit Amsterdam (VU Amsterdam) Student Well-being Project. Our goal is to finalize and implement this workshop series in the next academic year, engaging both White students and teaching staff. This initiative marks a groundbreaking moment in Dutch educational institutions. It is the first of its kind to address race, reflect on our privileges, and work on defensive responses as individuals benefiting from structural advantages rooted in Whiteness norms. The Netherlands' colonial history has shaped its diverse population today. This diversity is also reflected in educational settings, where racially marginalized students often face micro-aggressions, exclusion, and a sense of being "othered" by their White peers. Despite these challenges, there is a tendency among the Dutch to downplay the existence of racism, often adopting a color-evasive perspective. Currently, there is no educational initiative in the Netherlands prompting White individuals to reflect on racial privilege and its impact on racial minority students. Most Dutch educational institutions typically focus on ethnic and cultural differences, mostly overlooking the urgent need to address racial justice. We are excited to pioneer this vital conversation and look forward to its positive impact on our educational communities. #Diversity #Inclusion #RacialJustice #Education #Allyship #PrivilegeAwareness #BLM #DutchEducation #TertiaryEducation

Mama, I made it to Brandeis Magazine! Please check out the article on the importance of mentorship featuring me and my mentee, graduating senior at Brandeis (and aspiring attorney)! https://lnkd.in/eRG7hpES

𝐃𝐄𝐎𝐌𝐈𝟒𝐋𝐢𝐟𝐞: 𝐑𝐨𝐛𝐞𝐫𝐭 "𝐁𝐨𝐛" 𝐆𝐫𝐞𝐠𝐠 Meet Robert “Bob” Gregg, an esteemed attorney at Boardman and Clark Law Firm in Madison, Wisconsin. Gregg was one of DEOMI’s original faculty members, instrumental in creating the Institute’s pioneering Human Relations program in 1971. He also served as an instructor for some of the Institute’s first courses until 1973. 𝐈𝐧𝐬𝐢𝐝𝐞 𝐃𝐄𝐎𝐌𝐈’𝐬 𝐇𝐚𝐥𝐥𝐬: 𝐀 𝐂𝐨𝐧𝐯𝐞𝐫𝐬𝐚𝐭𝐢𝐨𝐧 𝐰𝐢𝐭𝐡 𝐆𝐫𝐞𝐠𝐠 🎤 𝑷𝒍𝒆𝒂𝒔𝒆 𝒆𝒙𝒑𝒍𝒂𝒊𝒏 𝒚𝒐𝒖𝒓 𝒑𝒐𝒔𝒊𝒕𝒊𝒐𝒏(𝒔) 𝒂𝒕 𝑫𝑬𝑶𝑴𝑰. 𝑾𝒉𝒂𝒕 𝒅𝒊𝒅 𝒚𝒐𝒖 𝒅𝒐 𝒂𝒏𝒅 𝒘𝒉𝒚 𝒘𝒂𝒔 𝒊𝒕 𝒊𝒎𝒑𝒐𝒓𝒕𝒂𝒏𝒕? 💬 As one of the 16 original faculty members, I developed and taught courses in the “Minority Studies” and “Behavioral Sciences” sections. Our program was crucial during the Vietnam War, addressing significant racial issues that affected military operations and readiness. The Institute played a key role in mitigating these issues. It was one of the most important missions I’ve ever had the opportunity to serve in. The Institute was a life-changing experience for which I am grateful. 🎤 𝑾𝒉𝒂𝒕 𝒘𝒂𝒔 𝒎𝒐𝒔𝒕 𝒎𝒆𝒎𝒐𝒓𝒂𝒃𝒍𝒆 𝒂𝒃𝒐𝒖𝒕 𝒚𝒐𝒖𝒓 𝒕𝒊𝒎𝒆 𝒂𝒕 𝑫𝑬𝑶𝑴𝑰? 💬 Helping establish the Institute was one of the most exciting and fulfilling experiences of my career. A standout memory was briefing the DoD personnel board about our proposed curriculum. They came in skeptical but left with a positive endorsement, allowing us to proceed with the first class of students. The most rewarding aspect was seeing our students gain knowledge and insight, and forming lasting friendships with fellow faculty members. 🎤 𝑰𝒏 𝒘𝒉𝒂𝒕 𝒘𝒂𝒚(𝒔) 𝒉𝒂𝒔 𝑫𝑬𝑶𝑴𝑰 𝒊𝒎𝒑𝒂𝒄𝒕𝒆𝒅/𝒊𝒏𝒇𝒍𝒖𝒆𝒏𝒄𝒆𝒅 𝒚𝒐𝒖𝒓 𝒑𝒆𝒓𝒔𝒐𝒏𝒂𝒍 𝒂𝒏𝒅 𝒑𝒓𝒐𝒇𝒆𝒔𝒔𝒊𝒐𝒏𝒂𝒍 𝒄𝒂𝒓𝒆𝒆𝒓? 💬 DEOMI laid the foundation for my entire career and much of my personal life. After DEOMI, I taught Race Relations at West Virginia University, worked with police departments and public housing authorities, and pursued a law degree. I’ve been involved in developing significant civil rights laws and have spent decades focusing on employment law and civil rights. The proactive efforts I learned at DEOMI continue to benefit others through my work. 🎤 𝑾𝒉𝒂𝒕 𝒘𝒐𝒖𝒍𝒅 𝒚𝒐𝒖 𝒍𝒊𝒌𝒆 𝒕𝒐 𝒔𝒂𝒚 𝒕𝒐 𝒐𝒖𝒓 𝒄𝒖𝒓𝒓𝒆𝒏𝒕 𝒂𝒏𝒅 𝒇𝒖𝒕𝒖𝒓𝒆 𝑫𝑬𝑶𝑴𝑰 𝑭𝒂𝒄𝒖𝒍𝒕𝒚 𝒎𝒆𝒎𝒃𝒆𝒓𝒔? 💬 A unified, cohesive military is crucial to our country, and DEOMI’s mission is to ensure that unity. The Institute’s impact extends beyond the military, influencing broader society. I’m impressed with DEOMI’s evolution and continued academic refinements. I hope the personal interaction between students and faculty remains a core element of the DEOMI experience. The mission is about people and their diverse backgrounds, experiences, and perspectives. Thank you, Bob, for sharing your inspiring story with us. #DEOMI4Life #DEOMI_CenterOfExcellence #DEOMI_AlumniFoundation

My doctoral dissertation, "The Spirit of Caste," was awarded the American Political Science Association's 2024 Edward S. Corwin Award for Best Dissertation in Public Law! I am truly honored and humbled to receive this recognition. The project, a study of African American-led movements for racial justice across the nineteenth and early-twentieth centuries, argues that social mobility is a bedrock value of the American legal system. My doctoral research will be the basis of my legal scholarship over the next several years, as well as a book, which I can't wait to bring into the world!