#SGISD

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UMass Boston INENAS Director Dr. Cedric Woods Speaks about Important Issues Impacting Indigenous Communities in Massachusetts

Have you thought about the origins of symbols like the Massachusetts state seal or flag? Have you considered the impact of and intention behind land acknowledgements? Are you aware of the negative impact of racist school mascots on Native students?

In this virtual discussion on WGBH Boston Public Radio, False Narratives: Understanding Contemporary Native Concerns, Including Harmful Images, and Why Change Matters, expert panelists share about false narratives, identity, symbols, anti-Native propaganda, and the impact of these issues on Indigenous and non-indigenous communities in Massachusetts.

Dr. Cedric Woods, Director of the Institute for New England Native American Studies (INENAS) at UMass Boston, joined Nichol Brewer-Lowry, MSc, Boston Site Director from Native American Lifelines and Melissa Ferretti, Chairwoman from Herring Pond Wampanoag Tribe in this virtual discussion. Tara Mayes, Council Member of the Hassanamisco Nipmuc Band and GBH Associate Communications Director, facilitated this conversation.

Massachusetts must grapple with its history of violence against Native peoples and Indigenous communities. This history impacts people today in symbols like the Massachusetts state seal and flag as well as in racist mascots for various sports teams across the state.

As part of this discussion, Dr. Cedric Woods shared about the history and imagery in both versions of the Massachusetts state seal:

“Images are chosen to tell a particular story. And when we look at the first image [the old seal], what the alleged indigenous person is saying is ‘come over and help us.’ Embedded in that phrase is the use of the spreading of Christianity is a justification for colonization and conquest. And that’s really what this is about.”

Two versions of the Massachusetts state seal. The version on the left is the current seal. The version on the right is the old state seal. This image comes from the GBH video episode, False Narratives: Understanding Contemporary Native Concerns, Including Harmful Images, and Why Change Matters.

These images perpetuate a false narrative that Native peoples needed help from the colonists, when in fact, as Cedric points out,

“These large robust native nations’ Indigenous peoples were thriving here before sustained contact, and it was indeed the English colonists who were in desperate need of assistance to be able to eat, to learn how to grow, plants, crops, and survive in a place that very much was foreign to them.”

The Massachusetts state seal has changed over time, but neither version was developed with input or feedback from Native people. Massachusetts is now in the process of changing the state seal and flag once again. Learn more about this process.

In addition to the state seal and flag, the panel discussed mascots, and how sports teams in Massachusetts portray Native peoples as caricatures to represent their teams.

Although it is certainly important to view these instances within a historical context and to see how these images and mascots have caused harm in the past, Cedric emphasizes how these mascots cause harm today, especially to students and young people who attend these schools.

“I think it is…critical to look at the harm that it causes to Native youth in K–12 educational settings… The research is clear and unequivocal that it helps to generate hostile climates for Native students: lower self-esteem, increased negative feelings, [and] an increased belief in negative stereotypes.”

There are two bills in Massachusetts—Senate Bill 245 and House Bill 477—about banning the use of these mascots in public schools. If you live in Massachusetts, you can reach out to your elected officials and urge them to co-sponsor and sign these bills.

What else can you do to take action and support Native people in Massachusetts? The panelists offer several suggestions:

Get to know local tribes and tribal members

Learn about the history and the current reality of being Indigenous in our society

Follow representatives from Native communities, tribes, and tribal serving organizations on social media

Join tribal events that are open to the public

Call and write to your state representatives about Senate Bill 245 and House Bill 477

Learn about the Land Back Movement led by Indigenous communities

Read books by Native authors about their experiences and experiences in their communities, such as The Mashpee Nine by Paula Peters; Firsting and Lasting: Writing Indians out of an Existence in New England by Jean M. O’Brien; and Historical Archeology and Indigenous Collaboration: Discovering Histories that Have Futures, coauthored by Dr. Rae Gould

Watch and listen to the full episode to learn more about homelessness, culturally relevant substance use programs, mental health, misrepresentation of Native peoples in K–12 education, and other important issues facing Massachusetts and Indigenous communities.

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UMass Boston Hosts the 2023 Tribal and Indigenous Health Summit

Tribal and Indigenous Leaders, Health Advocates, and Regional, State, and Local Representatives from across New England Gathered for the Inaugural Summit

On September 28, 2023, theInstitute for Community Inclusion (ICI) joined the Tribal and Indigenous Health Summit, led by the Massachusetts Department of Public Health.

Elizabeth Solomon, Elder of Massachusett Tribe at Ponkapoag, opened the Summit with a Tribal land acknowledgement, and welcomed attendees to her territory. Tribal Chair Brian Weeden of the Mashpee Wampanaog Tribe led the group in prayer. UMass Boston is on the traditional land of Massachusett people.

Throughout the day, Tribal and Indigenous leaders and others talked about mental health, the COVID-19 response, public health data, and substance abuse prevention, treatment, recovery, and harm reduction in Tribal and Indigenous communities.

Chairwoman Cheryl Andrew-Maltais of the Aquinnah Wampanoag Tribe of Gay Head addressed the audience in her Keynote speech:

“Miraculously, through our strength, courage, and resiliency, we’re here today to make positive changes in our Tribal communities’ health…By working together, we can build a better healthcare system for our people. By listening to us and our traditional cultural knowledge and incorporating our traditional medicinal practices, we can develop effective means to have better healthcare outcomes for our peoples.”

Cheryl Andrew-Maltais of the Aquinnah Wampanoag Tribe of Gay Head speaks at a podium with a banner that says, “Welcome. Massachusetts Tribal and Indigenous Health Summit 2023 Department of Public Health”

Several staff and faculty from ICI and the School for Global Inclusion and Social Development (SGISD) attended the Summit to learn about the rich history and strengths, challenges, and health threats facing Tribal and Indigenous communities across the nation. SGISD’s new Director Dr. Tiffany Donaldson expressed gratitude for sharing this space of learning with Tribal leaders:

“I learned so much through our work with Tribal leaders about cultural history and commitment to raising awareness about Native Health inequities and barriers to access. We will continue to partner with Tribal leaders and Indigenous communities to learn about what worked in the COVID pandemic and to promote health and wellness in areas of interest to Native people.”

Dr. Tiffany Donaldson looking to her side and smiling while talking to another attendee.

ICI and SGISD staff also learned about colonialism’s devastating impact on Native health. ICI Senior Research Fellow Dr. Susan Foley was honored to hear from tribal leaders, elders, Native doctoral students, Native researchers, Native mental health providers, Indian Urban Health, Indian Health Services, and Tribal and Indigenous People Serving Organizations. She shared about her learnings and ongoing commitment to advocacy:

“We heard calls for action unequivocally pointing to existing threats to tribal community well-being. As researchers in disability services, we will strongly advocate for more Native disability research capacity and support for Native researchers. We will continue to partner with Dr. Cedric Woods at the Institute for New England Native American Studies on the Native Equity in Employment and Recovery Project, with deep respect and friendship.”

Dr. Cedric Woods is the Director of UMass Boston’s Institute for New England Native American Studies (INENAS) and served on the planning committee for the Summit.

ICI Senior Research Associate Dr. Allison Taylor echoed these sentiments:

“It was a gift to experience the Campus Center Ballroom as a Native space and to be invited as a guest into that space, as we looked out on the land and waters of the Massachusett people. I was struck by the many examples of Native ingenuity, perseverance, and resilience to foster community health and well-being, within a context of ongoing erasure, inequity, and injustice.”

Allison Taylor, on left wearing a black mask, black dress, and colorful scarf, talks with Ella Blackowl, also from SGISD.

Two UMass Medical School PhD students who are Mashpee Wampanoag tribal members wrapped up the Summit with a brief tribal history and discussion of the impact of historical trauma. They also talked about how and why they decided to pursue Tribal health professions and what that will mean to the Tribal and Indigenous communities they represent.

Quinn Barbour, ICI’s Senior Marketing and Communications Manager, took photographs to commemorate this inaugural event.

James Beard Award-winning Chef Sherry Pocknett catered the event with Indigenous cuisine from her Wampanoag culture. Pocknett’s restaurant the Sly Fox Den Too is in Charlestown, Rhode Island.

On right, SGISD and INENAS’ Cedric Woods shakes hands with Dr. Robert Goldstein, Commissioner of the MA Department of Public Health.

Four Indigenous drummers, one holding a toddler, drum and sing as traditional dancers performed.

Indigenous dancers performed at the beginning of the event.

Staffers responsible for the event posed together for a group photo.

Information from this article was also obtained from Crystal Valencia's piece, "Chancellor, State Health Officials, Tribal Leaders Gather for Tribal and Indigenous Health Summit."

Indigenous Peoples' Day

This year, we observe Indigenous Peoples' Day on Monday, October 9. Observing Indigenous Peoples' Day is an act of solidarity with Native Peoples. Indigenous Peoples' Day has replaced Columbus Day in many locales. Christopher Columbus exploited and enslaved Taíno Peoples and appropriated their homelands. Observing Columbus Day celebrates colonialism and memorializes the demographic collapse, enslavement, and attempted erasure of Native Peoples in the Americas. 

This October, take some time to learn more about indigenous people and cultures. Here are some additional resources to explore:

Native Reads: Books from Indigenous Communities

Living Nations, Living Worlds: A Map of First Peoples Poetry

Mashpee Wampanoag Tribe

Indigenous People’s Day: Red Lake Nation News

Praying Towns in Massachusetts: History

Association on American Indian Affairs

National Geographic: Native American imagery is all around us, while the people are often forgotten

New York Times: Lost Lives, Lost Culture: The Forgotten History of Indigenous Boarding Schools

Indian Law Resource Center: Ending Violence against Native Women

Walking in Two Worlds: Supporting the Two Spirit and Native LGBTQ Community

Workforce GPS: Native American Disability Resource Hub

Videos produced by the Native American Disability Law Center

Are you interested in learning more about UMass Boston’s Institute for New England Native American Studies? Contact Director Cedric Woods at Cedric.Woods@umb.edu.

Are you interested in learning more about UMass Boston’s Native American and Indigenous Studies Minor? Contact Director Maria John at maria.john@umb.edu with questions about this academic program.

This blog includes excerpts from the 2021 SGISD blog, New UMass Mural Welcomes Native Students to UMass Boston Campus.

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Overview: SGISD professor Valerie Karr attended the Dhaka Conference on disability and disaster risk management.

Full text: http://www.dhakatribune.com/bangladesh/2015/dec/12/saima-special-plan-reduce-disaster-risk-disabled

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Sorry Girls #Instaday #Instadaily #SGISD #ILikeBoys :P

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What is Interteaching? SGISD’s Dr. James Soldner and Colleagues Publish a New Guide for Instructors & Researchers

UMass Boston’s Dr. James Soldner and colleagues Dr. Rocío Rosales (UMass Lowell), Dr. Catherine Gayman (Troy University), and Dr. Stephanie Jimenez (University of Pittsburgh at Johnstown) published an article in Behavior Analysis in Practice titled 20 Years of Interteaching Research and Practice: A Tutorial for its Use in the Classroom.

Interteaching is an evidence-based teaching method that emphasizes student engagement and cooperative peer learning. There are six main components of interteaching:

Preparation (Prep) Guide: Students receive a list of questions that help guide them through a reading before class.

Peer Discussion: Students spend time in pairs “interteaching” in the classroom. They discuss the prep guide questions and answers with each other while the teacher facilitates.

Record Sheets: Students fill out a “record sheet” after class where they rate the discussion and write about what they found difficult.

Clarifying Lecture: The teacher uses these record sheets to create a lecture to help clarify the parts of the reading that students found most difficult. Then, the teacher gives this lecture during the following class. 

Evaluations (Probes): Over the course of the semester, the teacher evaluates progress by giving students frequent tests (“probes”) about the material. These probes make up the majority of the students’ grades.

Quality Points: In pairs, students earn additional points based on how well they do on the probes. If they score at least a “B” on a probe, they get additional “quality points”. This incentive to earn more points encourages cooperation between students in the working pairs. Some teachers use these points as “extra credit” rather than as part of a course grade.

Interteaching gives students several opportunities to interact with the same class material in different ways: through the prep guide, in the pair discussions, during the clarifying lecture, and finally, on the probes. Students in classrooms that use interteaching have shown improvement in critical thinking and communication skills.

Read the full article, 20 Years of Interteaching Research and Practice: A Tutorial for its Use in the Classroom, for examples and more detail about each component of interteaching.

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Institute for New England Native American Studies Joins Collaborative Environmental Justice Thriving Communities Technical Assistance Center

Congratulations to the Institute for New England Native American Studies (INENAS)!

The University of Connecticut, in partnership with INENAS at UMass Boston and five other New England organizations, received a $10 million grant from the US Environmental Protection Agency (EPA) to help communities and organizations advance their environmental and energy justice priorities.

As part of the US Department of Transportation’s Thriving Communities Initiative, the EPA and US Department of Energy provided $177 million for 18 Environmental Justice Thriving Communities Technical Assistance Centers across the country to help overburdened communities address environmental justice.

The New England Environmental Justice Thriving Communities Technical Assistance Center (EJ-TCTAC) will address environmental and energy justice concerns in underserved, rural, and remote communities across 10 tribal nations and six New England states. New England EJ-TCTAC will serve as a resource and technical assistance hub on environmental quality, energy justice, climate adaptation, and civic justice.

Specifically, New England EJ-TCTAC will offer technical consultations, education and training, and direct technical assistance to New England communities in seven main areas:

Needs & opportunities assessments about environmental and energy incentives

Resource roadmaps with tailored guidance on available funding resources and eligibility requirements for environmental and energy funding programs

Project-specific document review to help summarize technical documents, demystify program requirements, and provide write-ups in plain language and languages beyond English

Grant writing support and multilingual grant writing resources, including checklists, templates, presentations, and application packages

Proposal reviews and feedback on federal, state, private foundation, and Tribal grant proposals

Direct proposal submission assistance to communities who need help with grants.gov, sam.gov and asap.gov platforms

A mobile technical assistance team, visiting communities, local events, farmers markets, and other social gatherings to advertise EJ-TCTAC services and provide consultation

New England EJ-TCTAC partners include:

University of Massachusetts Boston’s Institute for New England Native American Studies (INENAS)

Region 1 New England Environmental Protection Agency

Environmental Protection Network

Groundwork USA

New England Rural Health Association

University of Southern Maine’s New England Environmental Finance Center

Learn more about the national Environmental Justice Thriving Communities Technical Assistance Centers Program:

Download a fact sheet

Watch a short video

Learn more about INENAS at UMass Boston!

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International Women’s Day is March 8

March 8 is International Women’s Day. On International Women’s Day, we celebrate the social, economic, cultural, and political achievements of women globally. International Women’s Day reminds us to address gender inequalities and advocate for women’s rights.

This year, we highlight the important work of three students from the UMass Boston School for Global Inclusion and Social Development who are working to promote a more inclusive and equitable world for women and people of all genders around the world.

The following blog posts were written by Shymaa Bedaiwy Allam, Odgerel Dashzeveg, Shahrzad Sajadi, and Joy Chrysyl L. Solon.

“A Women, Helping Women Help Women”: Women’s Financial Inclusion in Egypt

By: Shymaa Bedaiwy Allam

Shymaa speaking at a financial empowerment for women and youth session at the Arab Savings and Financial Literacy Conference in Cairo, October 2023.

I focus my research on the impact of financial inclusion and microfinance on women’s empowerment. Microfinance came into the spotlight worldwide as one of the most debated development tools right after Muhammed Yunus was awarded the Nobel Peace Prize in 2006. Most of the debate around microfinance focuses on the impact of extending these financial services to people who experience poverty and whether microfinance services have helped people out of poverty.

My research highlights the uniqueness of microfinance staffing and the critical role microfinance staff play in extending microfinance services to those who experience poverty. I seek to answer questions like, what is the impact of loan officers on microfinance's mission? With microfinance being first introduced to women, it is meaningful to focus on the role of women loan officers on helping their women clients. Women loan officers also must navigate the assumption that women are better lenders than men. I also address the impact of microfinance regulations on empowering women in Egypt. I aim to map the challenges and opportunities for women within the microfinance market to prevent over-indebtedness and other potential harm to women entrepreneurs.

I was the first woman microfinance regulator in Egypt. I have previously worked as the financial inclusion programme manager with UN Women, and as a policy development specialist at a US Agency for International Development (USAID)-funded activity on Micro-Enterprise Finance (EMF). I have also coordinated many of Sanabel’s regional projects (the Microfinance Network for Arab countries). I am now pursuing Doctorate studies at the University of Massachusetts Boston in the field of Global Inclusion and Social Development.

I hope to continue working as an expert in poverty alleviation issues for women. I want to continue analyzing the impact of economic policies on the welfare of women. I wish to do this as a university staff member, so that I also have the opportunity to teach the next generation. In my words, I am “a woman, helping women help women.”

Contact Shymaa by email for more information about her work: Shymaa.Allam001@umb.edu

Celebration of International Women’s Day in Mongolia

By: Oge Dashzeveg

Traditional Naadam festival celebrated July 11–13, 2022 in Mongolia, Photo Credit: Odgerel Dashzeveg

Mongolia is one of the many countries that celebrate International Women's Day on March 8 as an official public holiday. This tradition dates back to the socialist era when women's suffrage as working mothers was celebrated and rewarded. Socialism promoted working mothers through education, work, and care. In return, women were committed to contributing to the communist production of the economy equally to men and the reproduction of the workforce within their full ability as mothers. This holiday is celebrated as Mother's Day in both public and private spheres.

In post-socialist Mongolia, this public holiday still holds the legacy of Mother's Day but is celebrated more as a Women's Day. Since transitioning from a planned economy communist system to a democratized market capitalism, the contact between the state and women has changed. The state still provides limited care for women, but education and work shifted to the invisible hands of market regulation. The state continues to celebrate women's motherhood by holding mass public events and awarding women who have given birth to four or more children.

On the flip side, women are fighting for their de-facto rights, urging the state to understand the reality women have been dealing with since the transition. The unintended consequences of failing economies have trapped many women in extended unemployment, underemployment, and poverty. This exacerbates their socioeconomic vulnerability, making them more susceptible to social and domestic abuse and discrimination.

Today, the younger generation of women is becoming the voice for all, advocating for generational gender equality in politics, inclusive access to economic opportunities, reducing the motherhood penalty, and promoting welfare mothers' transition to decent and flexible work.

Contact Oge by email for more information about her work: Odgerel.Dashzeveg@umb.edu

Memoir Writing Workshops with Syrian Refugee Women and Girls

By: Shahrzad Sajadi

Laundry on lines outside the informal settlement camps in the Bekaa Valley of Lebanon, Photo credit: Naoki Tokyo.

After conducting a series of workshops with Syrian refugee youth and needs assessment studies with other experts in the field around the rise in the rates of child marriages in the region, my colleague Dr. Valerie Karr and I ran a series of empathy-focused memoir writing workshops with seven Syrian refugee women and girls in the Bekaa Valley of Lebanon. The stories that emerged from these workshops tell the tale of loss and pain as well as empowerment and tremendous strength. These workshops were facilitated by our local partner, Nahida Nusair who met with the women on a weekly basis and kept in contact with them even after the workshops were over.

Here is an excerpt from one of the stories of the young women:

I am one of the women who decided their fate with their own hands. I decided to be one of the married young girls. I thought marriage was a white dress, pretty jewelry, a big party, dancing, and singing. And I thought that every day would be better than the one before. And I used to think that my husband would love me so much and would take care of me and give me everything I asked for, whatever I wanted would be ready in front of me and that he would take me every day to a place, and we would be very happy. Do you think this is what marriage is? I did."

Contact Shahrzad by email for more information about her work:

shahrzad.sajadi001@umb.edu

The Impact of Typhoon Yolanda and Climate Change on Women in Philippines

By: Joy Chrysyl Llido Solon

Joy Solon with a view of San Miguel de Allende, Mexico in the background.

The changing climate has caused an increase in extreme natural disasters. Typhoon Yolanda, one of the most destructive typhoons ever, made landfall through central and southern Philippines on November 8, 2013. Over 150,000 families were evacuated, and 6,300 lives were lost[1]. As a PhD student in the School of Global Inclusion and Social Development, my primary research project centers on the climate justice movement for the loss of life and damages caused by Typhoon Yolanda.

Climate change has a disproportionate impact on vulnerable communities of the global majority. In the aftermath of natural disasters, women and young girls living in poverty become vulnerable and are placed in harmful situations, including early marriage, human trafficking, and sexual exploitation[2]. Women are harshly affected by climate change and natural disasters because of the inequities brought forth by gendered social roles, cultural norms, social marginalization, discrimination, and poverty[3],[4]. Additionally, the masculinity of climate change discourse results in masculinist ideologies, policies, and solutions. This leaves the vulnerabilities of women behind and out of the decision-making process3,[5]. Therefore, the climate justice social movement must establish a women’s rights framework and include a focus on gender inequalities.

I hope to include women-led grassroots networks, climate justice activists, and members and leaders of the community affected by the typhoon as participants in my research. I intend to offer a feminist critique of climate justice that will promote authentic advocacy of women and girls.

Contact Joy by email for more information about her work: Joy.Solon@umb.edu

Joy Solon’s Citations:

[1] Del Rosario, E. D. National Disaster Risk Reduction and Management Council. (2015). Final Report: Effects of Typhoon “Yolanda” (Haiyan).

[2] Elago, S. (2021, March 17). Let’s talk about the state of Filipino women amid a climate emergency. ASEAN Parliamentarians for Human Rights. https://aseanmp.org/2021/03/17/lets-talk-about-the-state-of-filipino-women-amid-a-climate-emergency/

[3] Gaard, G. (2015). Ecofeminism and climate change. Women’s Studies International Forum, 49, 20-33. DOI: 10.1016/j.wsif.2015.02.004

[4] Seck, S. L. (2017). Revisiting transnational corporations and extractive industries: climate justice, feminism, and state sovereignty. Transnational Law and Contemporary Problems, 26(2), 383-414.

[5] Feng, J. L. (2022). Toward queer climate justice (Publication No. 29254739) [Doctoral dissertation, University of California Santa Barbara]. ProQuest Dissertation or Thesis.

Additional Resources to Explore:

Publications by Shymaa Bedaiwy Allam

"An evaluation of Egyptian Microfinance Laws and Regulations preventing client overindebtedness of women”, The Journal of International Development.

“Regulating Microfinance for Socioeconomic Security”, Book Chapter: Regulating Human Rights, Social Security, and Socio-Economic Structures in a Global Perspective. IGI Global

“Proceed with caution — Protecting the economic well-being of women using Microfinance”, Book Chapter: “Transforming Economies Through Microfinance in Developing Nations”. IGI Global

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SGISD’s Racheal (Rae) Inegbedion Launches new Documentary Short Focused on Disability Employment in Nigeria and Malawi

Congratulations to School for Global Inclusion and Social Development (SGISD) PhD candidate Racheal Inegbedion! Racheal recently launched her second short documentary film titled Breaking Boundaries: Empowering Abilities into the Nigeria & Malawi Workforce with support from the US Department of State.

The goal of her film is to “shatter the boundaries hindering job opportunities for youth with disabilities” in two regions: Lagos State, Nigeria, and Dzaleka Refugee Camp, Malawi. In this short documentary, 10 people with disabilities narrate their diverse experiences breaking down barriers to employment.

The film premiered at the American Corners in Nigeria and Malawi during a virtual workshop for hiring managers to deepen their understanding of inclusive employment and equitability.

Racheal is the founding Executive Director of the Special Needs Initiative For Growth. She co-produced this film with Toussaint Farini, founder of Salama Africa. Both Racheal and Toussaint recently received the 2023 Leveraging Innovations in New Communities (LINC) Award of the Mandela Washington Fellowship, a US Department of State Program for Young African Leaders.

Watch 10 disabled advocates tell their stories of breaking down barriers to employment in this 15-minute documentary short film.

Read the newspaper report from the Guardian on the documentary’s launch.

Watch the commemoration by the US Mission in Nigeria.

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We’re Hiring! Two New Positions Open at SGISD

Join a great workplace that supports and advances UMass Boston's values of diversity and equity! The School for Global Inclusion and Social Development (SGISD) at the UMass Boston College of Education and Human Development is hiring a full-time Assistant Professor and full-time Lecturer.

We’ve included the job descriptions in this message with links to the applications and more information.

Assistant Professor

We are hiring a tenure-track Assistant Professor with expertise in critical race and ethnic studies/decolonial studies. A successful candidate has research and practice experience applying a global and intersectional lens to their work focused on race, ethnic, or decolonial studies and social and economic development for marginalized groups. The Assistant Professor will teach courses in the Global Inclusion curriculum and supervise Master's capstone and PhD dissertation projects.

This position is based on Boston, MA and begins September 1, 2024.

We will review applications beginning on October 14, 2023. Learn more and apply!

Lecturer (Rehabilitation/School Counseling)

We are hiring a full-time Lecturer of Rehabilitation/School Counseling in the Department of Counseling and School Psychology! This position requires a doctoral degree from a CACREP-accredited program as well as graduate-level clinical and teaching experience in counselor education.

A successful candidate will:

teach courses in the Rehabilitation and School Counseling masters’ programs

teach 4 graduate courses in the Fall and Spring semesters (8 courses per year)

advise graduate students within the Rehabilitation Counseling and School Counseling programs

provide service to the Rehabilitation Counseling and School Counseling programs

This position can be remote, but we will give preference to persons who are willing to teach and engage in service activities in person. We will review applications beginning on October 15, 2023. Learn more and apply!

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SGISD Welcomes new Associate Dean for Research, Innovation, and Community Partnership & Director of SGISD, Dr. S. Tiffany Donaldson

The School for Global Inclusion and Social Development (SGISD) is deeply honored and excited to announce that Dr. S. Tiffany Donaldson will begin her new role in the College of Education and Human Development as Associate Dean for Research, Innovation, and Community Partnerships and Director of the School for SGISD this fall! Dr. Donaldson joins us from UMass Boston, where she served as Professor of Psychology in the Psychology Department and Honors College for the past 26 years.

In 1993, Dr. Donaldson received her PhD with Distinction in Psychology from Northeastern University with concentrations in Neuroscience and Psychopharmacology. In her two-and-a-half-decade tenure at UMass Boston, Dr. Donaldson has led initiatives focused on anti-racist practices and developed expertise in three main areas:

1. Securing funding to support Black, Indigenous and people of color (BIPOC) research trainees. Dr. Donaldson has led many National Institutes of Health (NIH)-funded initiatives that have trained BIPOC and Deaf and hard of hearing scholars who are traditionally underrepresented in Science, Technology, Engineering, and Mathematics (STEM) disciplines. She secured funding from the Department of Education and from various foundations to operate a multi-summer, hands-on Science Literacy Camp at low- to no-cost for BIPOC students in Boston Public Schools. She was awarded the Chancellor’s Award for Distinguished Service for this outreach.

2. Training faculty on anti-racist mentorship practices. Dr. Donaldson has trained over 250 undergraduates and has trained/co-mentored more than 10 graduate students. She received training from the NIH-funded National Research Mentoring Network as a Mentor Trainer in 2016. Since that time, she has hosted mentor training sessions across UMass Boston, the Commonwealth, and for multiple nationwide public and private institutions promoting evidence-based mentoring practices for the social and behavioral and biomedical sciences, emphasizing anti-racist and reflective diversity and equity practices. She was also recently awarded the Chancellor’s Award for Distinguished Teaching for her commitment and dedication to mentoring students and faculty.

3. Conducting community-engaged participatory research on evidence-based interventions in BIPOC communities. Dr. Donaldson has encouraged a broader view of health career trajectory for BIPOC students at UMass Boston, including public health and community based participatory research in their communities. As the co-director of the Outreach Core of the U54 UMass Boston Dana Farber/Harvard Cancer Center Partnership, Dr. Donaldson has worked in Lawrence, MA and around greater Boston with community- and faith-based organizations to adapt evidenced-based interventions to address inequities in cancer burden. In these settings, she has trained UMass Boston undergraduates in using community-based participatory research principles. She also helped to develop a Science Café format to share science outside of the academy to foster relationships and connections in the community.

As SGISD’s new Director, Dr. Donaldson aspires to learn more through conversations and shared spaces to support the existing work and to encourage further inclusion of marginalized BIPOC communities in this ongoing work. Dr. Donaldson has collaborated with graduate students, faculty, and staff from SGISD on NIH and National Cancer Institute-funded participatory action research in BIPOC communities. Through these partnerships and collaborations, she has learned about research and the global and inclusive work of SGISD programs, the Asian American Studies Program, the Institute for New England Native American Studies, and the Institute for Community Inclusion (ICI).

Dr. Donaldson is impressed with the anti-racist work the SGISD community has begun and the commitment to diversity and inclusion. She is excited to highlight the research, community partnerships, and innovation of SGISD, and partner to extend the work.

Welcome, Dr. S. Tiffany Donaldson!

Learn more about Dr. Donaldson and her work in UMass Boston’s Behavioral Psychopharmacology Neuroscience Lab.

Read Dr. Donaldson’s research publications.

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SGISD PhD Student Caitlin Ferrarini Publishes Article in Metropolitan Universities 

Caitlin Ferrarini, PhD candidate at UMass Boston School of Global Inclusion and Social Development (SGISD), recently published an article about her research on cross-border community-based learning in the Metropolitan Universities Journal.  

Her article, “Cross-border Community-based Learning as a Strategy in Diversity and Multicultural Teacher Preparation”, summarizes research findings from a comparative case study of two sections of a diversity and multicultural education course for undergraduate education students. In the undergraduate course, one section of students participated in community-based learning at an Indigenous school in Guatemala and the other section of students participated in traditional-classroom learning.  

Findings from Caitlin’s research suggest that by centering Indigenous Knowledge and assets in community-based learning, education students may be motivated to challenge colonial education systems when they become teachers. Her article also includes five recommendations to inform teacher education and community-based learning curricula, including important differences in learning between students of color and white students in the teacher education field.  

Caitlin wrote this article as part of both the Transdisciplinary Research to Practice and the Academic Writing courses in SGISD. Read the full article in the Metropolitan Universities. 

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SGISD PhD Candidate Ashley E. Lazarre Publishes Interview in Woy Magazine 

Congratulations to SGISD PhD student Ashley Lazarre! Ashley interviewed Haitian singer Jean Belony (BélO) Murat about his perspective on the 15,000 asylum seekers who walked from Chile to the Del Rio, TX border. The interview was centered on migration and the need for healing in the midst of natural and man-made disaster in Haiti. Using BélO’s socially conscious music, they discussed building community in times of crisis and upholding Haitian culture and traditions. 

The interview was published last month in Woy Magazine, a bilingual (English and Kreyòl) Haitian lifestyle publication featuring news and other contributions from writers and scholars focusing on Haiti. 

Read the full article and interview, Chèche lavi lòt bò dlo: An Interview with Haitian Singer Jean Belony “BélO” Murat on Migration and Healing. 

Ashley’s research at SGISD focuses on the self-transformation of Haitian women healing their mental, physical, spiritual, and emotional trauma. One of her goals after graduation is to empower vulnerable groups to overcome their collective trauma through storytelling. 

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Join Us for UMass Boston's Global Inclusion, Rehabilitation Counseling, and Transition Leadership Information Sessions

Now is the time to apply for 2023–2024! Join our information session to ask questions about our programs, including our accelerated master’s degree programs. Learn more at our information sessions:

MA and PhD in Global Inclusion & Social Development (GISD)

Tuesday, October 10, 12pm–1pm

Wednesday, October 18, 5:30pm–6:30pm (in-person)

Tuesday, November 14, 12pm–1pm

(Also learn about the accelerated master’s in GISD for UMass Boston students)

Apply for a MA or PhD degree in Global Inclusion and Social Development to become a leader in helping create a more inclusive society. Learn social justice and development skills for practice and policy. Find out more and learn how to apply for the Spring 2024 (MA) and Fall 2024 (PhD) semester.

If you are a motivated UMass Boston undergraduate, find out how to save time and money by applying for our accelerated master’s program.

Register here for our Global Inclusion and Social Development info session.

MS in Rehabilitation Counseling

Tuesday, October 10, 5pm–6pm ET

Consider applying to our Rehabilitation Counseling MS program, which is ranked #1 in New England by U.S. News & World Report! This is a great choice for anyone who is interested in helping individuals with disabilities find rewarding careers. Scholarships are available!

We offer two options for rehabilitation counseling students: 1) a clinical rehabilitation counseling track; and 2) a vocational rehabilitation counseling track. Students can complete either track of the rehabilitation counseling MS online or in person. Rehabilitation Counseling also offers an exciting new accelerated master’s program for UMass Boston undergraduates. We also offer a certificate in Rehabilitation Counseling.

Register here for our Rehabilitation Counseling info session.

Transition Leadership Certificate Program (with Maria Paiewonsky)

Wednesday, October 18, 12pm–1pm ET

Wednesday, October 25, 4pm–5pm ET

Tuesday, November 7, 3pm–4pm ET

Wednesday, December 6, 4pm–5pm ET

The University of Massachusetts Boston Transition Leadership Certificateprogram is now accepting applications for its next cohort of scholars. This 18-month program that begins in September 2024 and January 2025 is a fully online program that includes six courses. Scholars who complete the program will be eligible to pursue advanced study certification, such as a Massachusetts state transition specialist endorsement or the Council for Exceptional Children’s Division on Career Development and Transition’s transition specialist national certification. Find more information about the program and the application process on the Transition Leadership program webpage. Contact Program Director Maria Paiewonsky with questions: Maria.Paiewonsky@umb.edu.

Join our Transition Leadership information session.

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Reflecting on ICI’s Global Impact and our Exciting Initiatives Ahead

As we welcome 2024 and embark on expanding ICI’s international work, we would like to take a moment to reflect on and celebrate the significant impact our staff have made on improving the lives of individuals with disabilities globally throughout 2023. This blog highlights not only past achievements but also provides a glimpse into exciting new initiatives and partnerships in 2024. 

Reflections from 2023

Spring 2023

Empowering Voices: Women Leading Together in Solidarity and Storytelling

With funding support from the US Embassy Tokyo, the Women Leading Together: Solidarity in Storytelling Story Jam engaged 10 women from Japan and the United States in a 9-week program to explore experiences of marginalization and built community through digital storytelling. The program featured renown North American and Japanese experts in women’s rights, diversity and intersectionality, and LGBTQ+ activism as guest speakers. Story Jam culminated in the screening of participants’ 4-minute advocacy story videos at the final event on April 20 (US) / April 21 (Japan), 2023, with opening remarks by Grace Choi, Public Diplomacy Officer of the US Embassy Tokyo.

Read the blog to learn more about the program and the participants.

Watch and listen to Story Jam participants’ stories!

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Dr. Laura Bozeman: Leading Global Vision Studies and Rehabilitation Expert

Dr. Laura Bozeman, Professor and Director of the School for Global Inclusion and Social Development (SGISD) Vision Studies graduate program, recently participated in the oMERO project, which aims to establish professional standards for visual disabilities rehabilitators in the European Union. At the project’s final event in Genoa, Italy, Dr. Bozeman shared insights from global training initiatives, highlighting the importance of customizing professional development to individual and cultural needs.

In recognition of her exceptional international leadership in orientation and mobility (O&M), Dr. Bozeman was honored with the Suterko-Cory Award. This award positions her as global ambassador and role model for O&M specialists worldwide, recognizing her impact in the United States, Pacific Islands, Puerto Rico, Taiwan, and Ireland. The award was presented at the 18th International Mobility Conference held May 22–26, 2023, in Warsaw, Poland.

Explore Dr. Bozeman’s impressive career and accomplishments.  

Dr. Laura Bozeman receiving the Suterko-Cory Award at the 18th International Mobility Conference held May 22–26, 2023, in Warsaw, Poland.

Summer 2023

David Hoff on the Employment First Movement at the 2nd World Supported Employment Conference

Institute for Community Inclusion (ICI) Program Director David Hoff presented at the 2nd World Conference on Supported Employment in June 2023 in Vancouver, British Columbia, Canada. The conference gathered people from across the world working to increase employment opportunities for people with disabilities. Hoff co-presented with Julie Christensen, the Executive Director of the Association of People Supporting Employment First (APSE) on “The Employment First Movement: Where It Came From, Where It’s At, and Where It’s Going.” Employment First is a US national movement focusing on policies and practices that prioritize employment in the general workforce.

Fall 2023

TOMODACHI Story Jam: Empowering Cross-Cultural Youth Advocacy

TOMODACHI Story Jam, a digital storytelling and youth leadership program, brought together 10 Japanese and American youth with disabilities to share their experiences of overcoming challenges. Story Jam is part of the TOMODACHI Initiative—a collaboration between the US-Japan Council and the US Embassy Tokyo—implemented by ICI in partnership with StoryCenter Canada. Story Jam encourages cross-cultural exchange and empowers youth for positive advocacy.

In weekly sessions, participants crafted impactful 4-minute advocacy story videos, which were showcased at the final event on November 2 (US) / November 3 (Japan), 2023. Brandy Eber, Public Diplomacy Officer of the US Embassy Tokyo, highlighted the power of storytelling to bring together diverse perspectives in her remarks at the event.

Learn more about the TOMODACHI Story Jam program and our participants!

Watch and listen to Story Jam participants’ stories!

Screenshot of a Zoom window showcasing TOMODACHI Story Jam storytellers during the Final Event on November 2 (US) / November 3 (Japan), 2023.

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Advancing International Research: Dr. Amy Szarkowski’s Grant Application for Family-Centered Early Intervention in Deaf and Hard of Hearing Children

Congratulations to Dr. Amy Szarkowski, Research Fellow and Training Director of ICI’s Leadership Education in Neurodevelopmental and Related Disabilities (LEND) Program, for her international efforts in supporting young children who are D/deaf and hard of hearing. Alongside Sheila Moodie (Western University in Canada) and Evelien Dirks (Dutch Foundation for the Deaf Child in the Netherlands), Dr. Szarkowski submitted a grant application to the Social Sciences and Humanities Research Council of Canada, seeking funding for an international collaboration known as “Advance International Research in Family-Centered Early Intervention for Deaf and Hard of Hearing (AIR FCEI-DHH).”

Learn more about Family-Centered Early Intervention in this article coauthored by Dirks and Szarkowski.

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Dr. Kerim Munir: Recognized Globally for his Impact in Mental Health and Developmental Disability

Dr. Kerim Munir, the Director of Psychiatry at ICI’s LEND Program at Boston Children’s Hospital, was honored with the International Service Award from the Association of University Centers on Disabilities (AUCD). The award was presented at AUCD’s annual national conference held November 5–8, 2023, in Washington, DC. The award acknowledges Dr. Munir for his outstanding achievements and global influence in mental health, intellectual and developmental disability, and autism.

Learn more about Dr. Munir’s impressive career and accomplishments!

Dr. Kerim Munir (right) receiving his award with Dr. David Helm (left) at the Association of University Centers on Disabilities (AUCD) 2023 national conference

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ICI Hosts Delegation from Japan Open University

Dr. Maria Paiewonsky, Program Director and Professional Development Coordinator for College-Based Transition Services, welcomed a delegation from the Open University of Japan, including Mr. Toshiya Naito (Administrator), Ms. Yoko Hirose (Professor), Mr. Keisuke Adachi (Contents Production Manager), and Mr. Shingo Nozawa (Student Affairs), on November 14–15, 2023. The purpose of their visit was to gain insights into best practices for the inclusion of students with intellectual disabilities in higher education as they work toward the development of relevant courses.

During their visit, the delegation toured Massasoit Community College and Mass College of Art and Design. They also engaged with staff and students from ThinkCollege and the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) Program at UMass Boston.

Looking Ahead to 2024

ICI Partners with the International Disability Alliance and the African Disability Forum on International Fellowship Program

ICI, in collaboration with the International Disability Alliance (IDA) and the African Disability Forum (ADF), proudly launches the third round of the Professional Program on Inclusive Civic Engagement, funded by the US Department of State for fiscal year 2023. We are thrilled to welcome 10 new East African Fellows from Kenya, Tanzania, Uganda, and Ethiopia. They will travel to the US in May 2024 to participate in an intensive, 5-week Fellowship, fostering the exchange and implementation of best practices for inclusive civic engagement globally.

ADF, representing Disabled Persons’ Organizations in Africa, enhances this partnership, strengthening the consortium with ICI, Humanity & Inclusion, and the Association of University Centers on Disabilities (AUCD) network members.

Learn more about the Professional Fellows Program and partnerships!

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Professional Fellows Program (PFP) Alumni Panel Featured at Upcoming African American Conference on Disabilities in Arizona

On February 15, a panel of PFP alumni will present on challenges, opportunities, and the role of international exchange in advancing disability rights across Africa. The panelists will discuss the experiences of disability in their home countries, examine the African Disability Protocol, and assess the impact of cross-cultural exchange on disability rights. Together, the panel will explore the challenges and opportunities in advancing disability rights in Africa, highlighting the crucial role of international cooperation in fostering inclusivity.

Learn more about the 2024 African American Conference on Disabilities.

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Dr. Amy Szarkowski to Deliver Keynote at 2024 Family-Centered Early Intervention International Congress

ICI’s Dr. Amy Szarkowski is a key member of the International Advisory Committee for Family-Centered Early Intervention (FCEI) International. Renowned for offering advanced interdisciplinary training, Dr. Szarkowski will deliver the keynote address at the 6th Annual 2024 FCEI International Conference in Bad Ischl, Austria on May 15–17. The event focuses on advancing positive outcomes for children who are D/deaf or hard of hearing.

Learn more about FCEI International and the upcoming event!

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Sign up for the ICI Newsletter to learn more about our international work as well as the work we do locally and across the US.

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Four New Positions Open at SGISD and ICI

We are hiring! Join a great workplace that supports and advances UMass Boston's values of diversity and equity. The School for Global Inclusion and Social Development (SGISD) at the UMass Boston College of Education and Human Development is hiring a full-time Assistant Professor and full-time Lecturer. The Institute for Community Inclusion (ICI) is hiring an Instructional Media Specialist and a Research Data Coordinator.

We’ve included the job descriptions in this message with links to the applications and more information. Please share these positions widely with your networks.

Assistant Professor

SGISD is hiring a tenure-track Assistant Professor with expertise in critical race and ethnic studies/decolonial studies. A successful candidate has research and practice experience applying a global and intersectional lens to their work focused on race, ethnic, or decolonial studies and social and economic development for marginalized groups. The Assistant Professor will teach courses in the Global Inclusion curriculum and supervise master's capstone and PhD dissertation projects.

This position is based in Boston, MA and begins September 1, 2024.

We will review applications beginning on October 15, 2023. Learn more and apply!

Lecturer (Rehabilitation/School Counseling)

SGISD is hiring a full-time Lecturer of Rehabilitation/School Counseling in the Department of Counseling and School Psychology. This position requires a doctoral degree from a CACREP-accredited program as well as graduate-level clinical and teaching experience in counselor education. A successful candidate will:

teach courses in the Rehabilitation and School Counseling masters’ programs

teach 4 graduate courses in the Fall and Spring semesters (8 courses per year)

advise graduate students within the Rehabilitation Counseling and School Counseling programs

provide service to the Rehabilitation Counseling and School Counseling programs

This position can be remote, but SGISD will give preference to persons who are willing to teach and engage in service activities in person. We will review applications beginning on October 15, 2023. Learn more and apply!

Instructional Media Specialist

ICI is hiring a full-time instructional media specialist. In this position, you will work with subject matter experts to develop, design, and edit inclusive online lessons and activities. A successful candidate will have creative media design skills and experience producing accessible media content.

This position is based in Boston, MA.

Learn more and apply by October 20!

Research Data Coordinator

ICI is hiring a full-time research data coordinator. In this position, you will coordinate research and evaluation projects that support employment, community life engagement, and inclusive postsecondary education outcomes for people with disabilities. A successful candidate will have working knowledge of statistics, data management, and data analysis.

This position is based in Boston, MA.

Learn more & apply by October 27!