The Promise for Change

Abigail Breckbill traveled to Harrisburg in March to advocate for education reform through the Pennsylvania Student Power NetworkOn April 23, Millersville University is hosting an Education Justice rally in front of the McNairy Library from 10am-3pm. If you are interested in speaking at this event, are a member of a campus club that would like to support the event, or would like more information, contact Rachel Hicks. Read more about Abigail’s experiences below!

Students and faculty from across PA stood together in Harrisburg during the Pennsylvania Promise rally. MU Students Abigail Breckbill and Nathaniel Warren appear in the bottom left corner. (Photo Credit: Kathryn Morton)

On March 27, I was among a crowd of students from across PA in the Harrisburg capitol building. I joined them in chanting as they implored: Pennsylvania, keep your promise!

That promise is one that would renew investment in Pennsylvania’s future, reprioritize education, and provide opportunity to so many who desperately need it. The Pennsylvania Promise is a proposal for affordable, accessible education and would provide funding for those who, in our current educational and economic climate, find only closed doors in the form of skyrocketing tuition prices.

I first learned about the Pennsylvania Promise when I attended the 2019 Student Power Spring Break retreat, an event which brought together people from 25 campuses across the state for the common goal of learning how to better organize, plan, and advocate for change. Hosted by Pennsylvania Student Power Network (PSPN) it was an opportunity for me to meet members of our statewide community and discuss issues which affect us all, no matter our background, identity, or beliefs. It also provided me with the invaluable experience of seeing how deeply so many students are impacted by the policies that are currently in place.

Attending this retreat with PSPN was when I began to see firsthand what it takes to bring about change. It takes compassion for one another. It takes patience, and understanding, and the ability to listen to voices that are not often heard.

And it takes courage.

I found myself surrounded by people who were brilliant, determined, and inspiring. But they were also people who have been hurt. They’ve been hurt very deeply by a system which has been against them from the start. It’s easy to be afraid when you’ve been wounded before, when you know what you’re up against and how hard you’re going to have to fight. But what these people from my own community, from our community, have taught me is that rather than back away from that challenge, we must instead face it together. We, as young people, as dedicated students, as advocates for the future, can make change happen.

So when the opportunity arose to truly commit to becoming an activist, I knew I had to be there in Harrisburg. I had to take courage and speak out for change.

At the rally, we heard from a number of speakers across the state, both students and professors alike who often heartbreakingly explained the need for accessible education. For many students, making it through higher education is the only way out of the vicious cycle of poverty. They pursue a college degree as a means of creating a better life, one in which they don’t have to fear homelessness or watch their children go hungry.

But as things are, Pennsylvania has the highest rates of student debt in the nation. College students in our own communities are going hungry every day for the sake of getting an education. Rather than being the door-opening opportunity that it should be, college is often financially devastating, saddling students with debt for decades to come.

We heard from those who were forced to drop out or were not even able to attend college at all due to the costs of tuition. We heard from students who dreamed of making a better life for themselves but have to fear that it may never come to fruition no matter how hard they work. These are the people who have been hurt by the system. They must fight for change, as they have no other option.

Depressing as these struggles are, it doesn’t have to be this way.

The Pennsylvania Promise would supply two years of tuition fees to students attending community college, and four years of tuition fees for any student who has been accepted into a PASSHE school and whose parents make less than $110,000 a year. The amount of doors this would open to struggling students across the state is astounding.

Before going to Harrisburg, I understood the struggling from which activism arose. But when I found myself in a crowd of students, facing our legislators as we cried out for fulfillment of a promise we not only needed but demanded, I began to understand empowerment. I began to understand hope.

We rally not only because things need to change, but because we believe they can change.

The promise we need is one not only to reward hard work but to give hope, to invest in our community and our future. The promise is for students, and for Pennsylvania.

Abigail Breckbill

Political Wonk Alumna Danielle Floyd Prokopchak

Danielle Prokopchak

I am a (proud) Millersville University English Major grad turned political wonk both by trade and on the side. I currently serve as Creative Director for the PA Senate Democratic caucus so I get to oversee all visual communications for the 21 Democratic Senators in PA. I absolutely love my job because it’s the perfect blend of writing, creativity, strategy, emotion, politics and persuasion.

But before I landed this dream job, I started in the ad agency industry and side hustled in politics. I became interested in politics during the 2004 Bush-Kerry presidential election. I was a newly-registered voter who grew up in a mostly republican area and happened to be majoring in English and surrounded by smart, critically thinking and compassionate students and professors. I felt like my world was still being shaped and I was taking it all in. I was so fascinated by everyone’s passion as I hadn’t felt the direct impact of legislation and politics in my life (or hadn’t recognized it yet). So I started having uncomfortable conversations about things I wasn’t too familiar with and tried to soak it all in. I quickly learned which side the aisle I was on regarding many issues that were important to me – access to education and healthcare, women’s rights, voting access, preserving our environment and solving the world’s social injustices.

So as I finished school, I dove deeper into candidates, supporting people running for office and learning the issues. I then studied abroad in London where I fell in love with the protest and ‘resist’ culture. I felt so at home – even thousands of miles away. I was able to bring that energy back to the states and after college decided to volunteer for OFA (Obama For America) 2008. That experience changed me forever! I haven’t looked back since.

Once I got familiar with the political landscape, I quickly realized that I had an interest in running for office. The fact that a woman’s presence was lacking in many races and on many boards and committees bothered me. I knew I could do a job just as well as a man. And I knew I had the skills to run a good campaign so I ran for Township Commissioner in 2015, unsuccessfully. I have no regrets and learned so much from that experience. I then started working for the PA Senate where the desire to be a public servant is only ignited even more on a daily basis. I took some “political” time off when I had my second son and am now diving back in to the campaign world and taking another crack at the Township Commissioner position.

In addition, I serve as a Committeewoman for my township for the Dauphin County Democratic Committee. That’s a great way to get involved initially. I have also been very active with campaign volunteering and am emotionally gearing up for a Democratic Primary and ultimately the most important election of my lifetime – 2020 Presidential. I am so grateful for my time at Millersville – I can genuinely say that I often use the skills and tools from MU in my daily life. The confidence I have comes from public speaking classes. My writing experience helps me tremendously. My British Lit classes help me stay cool with the young kids (kidding!) and my study abroad experience is one of the greatest memories that I have and helped me become a fearless and independent person!

My advice to anyone interested in getting involved in politics is to begin with volunteering. Learn about candidates and issues and reach out to their campaign offices. No one will turn away a volunteer. You will meet people, learn and the opportunities will naturally come. If you have a desire to run for office, start with your County party. They will be able to walk you through the process start to finish and can also offer guidance and training.

“But I ask no favors for my sex. I surrender not our claim to equality. All I ask of our brethren is,
that they will take their feet from off our necks, and permit us to stand upright…”
-Sarah Grimké

–Danielle Floyd Prokopchak

Educate the State Rally

On Tuesday, April 23rd, Millersville University will rally for Education Justice in front of the library. 
Come join us and share your passion for education.
10am-3pm

Be part of the change you want to see by stepping up to voice your ideas and concerns, by learning about what legislation is proposed, by being an engaged citizen, and by forming an opinion on ways that–for example–Pennsylvania can move from the dead last state in the nation in high education (yeah… we are LAST) to something … better.  We owe this to our younger siblings, our children, our state, and our democracy, because without education, democracy falters.  So don’t just stand back… care about your world.

To Volunteer
Email Rachel Hicks

Some of the education advocates who will be attending include:

Education Justice is an intentionally broad term.  You can slice it however you want, to address a concern that you feel strongly about.  Here are some concerns that people have been talking about recently:

Higher Education (also called: University/College Funding, Post-Secondary Funding)

 This is a topic you all have some experience with—your tuition dollars and debt.  In recent decades, Pennsylvania has contributed less to the cost of running universities.  Whereas in the past, PA would use its tax dollars to support the state colleges, now it supports them less.

For example, PA spends 37.3% less per student in 2018 than it did in 2008 (adjusted for inflation).  What does that mean?  It means that the money the state isn’t putting in has to come from tuition dollars, which eventually becomes debt, your debt.  As taxpayers, we do have some say about how our dollars are spent—do you agree with the allocation? Do you know of some other ways that the state could fund education so that students and their families aren’t financially stressed?  Speak out then (with a speech on the 23rd, or a video, or a meme, or a social media campaign) on the issue.

Racial Bias in the Funding of PA K-12 Schools

Would it surprise you to find out that the K-12 schools that have more students of color in PA get less money from the Pennsylvania government per student than schools with more white students?  You would think someone might fix that, and they did with a Fair Funding formula (see attachment). Unfortunately, one of the conditions of the new formula is that it applies only to the new money brought in in taxes, leaving the vast majority of funds to be distributed in the old way. People are trying to change that—what do you think should be done to be fair?

See video: Racial Bias in PA Funding

Funding for Special Education

Do you believe that students with disabilities should have the resources they need to succeed?  It probably won’t surprise you that special education expenditures have also risen in the past 10 years—but state support, not so much.  From 2008/09-2016/17, expenditures in School District of Lancaster for Special education rose over $8 million, or 40%.  Where the state used to pay 41% of those costs, in 2016-17 it only paid 33%.  That forced local funds to cover 59% (see attachment), forcing local taxpayers to foot more of the bill.  What would be fair for covering the costs of special education?

Gender Issues

As aspects of gender fluidity became more prominent in the national discussion, debates about the rights of LGBTQ+ students became more prominent in both K-12 and universities.  Some of these revolved around practical issues (for example, issues of bathrooms), while others were more focused on support within the learning environments (for example, PA law did not explicitly protect against discrimination based on sexual orientation or gender identity, until in 2018 the Human Relations Commission stated that these categories were covered under sex discrimination in existing law).  Does PA do enough to support the LGBTQ+ students?  How could things be fairer? More supportive?

PA Promise

Do you want more financial support from the state for post-secondary education?  Would you consider new legislation? Consider the proposed PA Promise legislation (excerpt below is from the proposal, which is attached)—is it fair?


The Need for Investment

There is a pressing need for reinvestment in post‐secondary education and training in Pennsylvania.

  • Thirty‐five years of state disinvestment have left Pennsylvania ranked worst in the nation when it comes to higher education, sunk in the rankings by students’ high debt at graduation and the state’s high tuition and fees, according to U.S. News and World Report.
  • The state ranks 40th for the share of adults 25‐64 with an education beyond high school. In over half of Pennsylvania counties (35), the share of adults with more than a high‐school degree is lower than in any of the 50 states (i.e., lower than West Virginia’s 48.1%).
  • A large body of economic research shows that lagging educational attainment translates to lower wages and incomes for individuals and slower economic growth for regions.
  • The Wall Street Journal has already labeled rural America the “new inner city,” the nation’s most troubled regions. Rural Pennsylvania has so far escaped the fates of some parts of West Virginia and Kentucky.  But if Pennsylvania’s rural counties remain higher education deserts, it would guarantee their accelerating decline over the next generation.

The Pennsylvania Promise

For about a billion per year, Pennsylvania could:

  • cover two years of tuition and fees for any recent high school graduate enrolled full‐time at one of the Commonwealth’s 14 public community colleges;
  • cover four years of tuition and fees for any recent high school graduate with a family income less than or equal to $110,000 per year accepted into one of the 14 universities in the State System of Higher Education;
  • provide 4 years of grants ranging from $2,000 up to $11,000, depending on family income, for students accepted into a state‐related university.
  • Provide free college tuition and fees for adults without a college degree, with priority going to those seeking in‐demand skills and industry‐recognized credentials, as well as college credit.
  • Currently per capita funding for higher education in Pennsylvania ranks 47th out of 50 states.9 The increase in state spending required under the Pennsylvania Promise would raise Pennsylvania’s rank to 36th.

Resources:

Professor Emeritus Bruce Kellner

Professor Emeritus Bruce Kellner was a professor at Millersville University from 1968 until his retirement in December 1991. Professor Kellner passed away on Saturday, February 16, 2019.

From the LNP Obituary:

Bruce Kellner died of complications from Lewy body dementia on Saturday, February 16, 2019 at age 88. He is survived by his wife, Margaret; his children, Hans of Philadelphia and Kate Kellner Wilcox of Pittsburgh; his sister, Gloria Cameron of Houston, Texas; and many other family members and friends.

Bruce Kellner was born March 17, 1930 in Indianapolis, Indiana, and reared in Louisville, Kentucky, and Kansas City, Missouri. He served in the United States Navy for four years, 1951-1954. He graduated from Colorado College (BA) in 1955 and from The Writers Workshop at the University of Iowa (MFA) in 1958. He taught at Coe College in Cedar Rapids, Iowa (1956-1960), and at Hartwick College in Oneonta, New York (1960-1969), where he was also director of theater activities and staged over thirty productions. He then taught at Millersville University from 1969 until his retirement as Professor Emeritus of English in December 1991.

In 1968, Bruce Kellner published his first book, Carl Van Vechten and the Irreverent Decades, a biography of the American writer and photographer who had been his friend and mentor. He went on to publish 16 more books. He also wrote three one-character plays, all of which were produced, and lectured locally, nationally, and internationally.

Cremation will be conducted privately. In lieu of flowers, Kellner suggested that donations might be made in his memory to the Demuth Foundation or the Lancaster Public Library.

A memorial will be held on Saturday, April 6, 2019 at Homestead Village, 1800 Village Circle, in the Glasford Room, at 11 am.

Fall 2019 Classes

Check out these highlighted classes for Fall 2019! Make sure to check out the registration schedule and meet with your adviser to get your TAP number before your registration time.

ENGL 274 The Craft of WritingDr. Bill Archibald

  • MW 3pm (the schedule says MWF, but it’s MW)
  • This course will focus on writing for television this semester.
  • Prereq: ENGL 110

ENGL 429 Seminar: Killers and ThrillersDr. Carla Rineer

  • TR 9:25 am
  • This class will focus on American Crime Fiction and it satisfies the American Literature requirement.
  • Prereq: ENGL 110, 237 (contact the instructor if you need special permission)

ENGL 450 British Literature Since 1914 – Dr. Katarzyna Jakubiak

  • TR 2:35-3:50pm
  • This course will consider literary figures and works against the background of crisis in the 20th century from the onset of World War I to the present. Students will read and experience new movements, attitudes, and experimental techniques.
  • Prereq: ENGL 110, 237

ENGL 451 Literary CriticismDr. Jill Craven

  • Monday 6-9pm (schedule says Tuesday, but it’s Monday night)
  • This course is a seminar on major critics and theorists from Plato to selected modern critics and will explore critical trends and controversies within literary criticism.
  • Prereq: ENGL 110, 237 (contact the instructor if you need special permission)

ENGL 242 Reading Our World: Unruly BodiesDr. Emily Baldys

  • MW 3-4:35pm or MW 4:30-5:45pm
  • Disability can be a powerful symbol in literature (think Tiny Tim), but what does it mean to be “disabled”? How do the stories that we tell about disabled people’s “unruly bodies” influence society’s expectations about what it means to be a “normal” citizen, subject, and human being?  This course will examine representations of disability in contemporary literature and popular culture. With the help of some readings in critical disability theory, we’ll explore what disability does for literature, and what literature does for disability. We’ll analyze the emotional and political impact of representing disability in a diverse selection of modern narratives, including short stories by Flannery O’Connor and Raymond Carver, Mark Haddon’s novel The Curious Incident of the Dog in the Night-Time, and an episode from the Netflix series “Atypical.”  Readings will also include poetry, videos, and memoir by disabled authors and activists such as Anne Finger, Stella Young, Stephen Kuusisto, and Neil Hilborn.
  • Prereq: ENGL 110 and SPED 237 (which may be taken as a co-requisite)

ENGL 242 Reading Our World: Bible as Literature – TBD

  • W 6-9pm
  • This class will examine the Bible from a literary and cultural perspective. We will consider the Bible itself as a literary text, reading it closely, and the issues this perspective raises. These include canon formation, the aesthetic forms of the Bible, and its impact on the literary, historical, and religious traditions of diverse peoples for several millennia.
  • Prereq: ENGL 110

ENGL 471 Creative WritingDr. Judy Halden-Sullivan

  • TR 7:30-8:45pm
  • Creative Writing Fall 2019 Flyer
  • This section will emphasize contemporary innovative styling with an invitation to invent hybrid genres of creative writing. Students will explore their relationships with language, notions of what texts can be, and connections with readers.
  • Prereq: ENGL 110

MU English, Odyssey of the Mind, and Star Wars

This workshop of Leonardo feature scenery made of painted cans.
This workshop of Leonardo features scenery made of painted cans.

On March 8th, Millersville University hosted the East Central Regional Odyssey of the Mind tournament, bringing 613 K-12 students from 55 schools to Millersville to display their creativity in a day filled with ingenuity and teamwork. I got involved in Odyssey 10+ years ago, as a coach. When I saw that the tournament didn’t have a venue that supported its size well, I contacted the regional director to see what could be done, and asked Millersville if we could hold the tournament on our campus. The folks at Millersville were super supportive in bringing the tournament to campus.  However, they had no idea the first year that this would mean thousands of people!  By the second year everyone understood the scope, and the folks at MU Student Services and I started working with the Odyssey Regional Board and Director to plan how to best support the teams on their big day. We have now hosted the tournament for 10 years. The events take place primarily in the Student Memorial Center (SMC), Stayer Hall, and Pucillo Gym, with some other venues that vary by the year.

Odyssey participants are definitely students we’d like to have at Millersville one day.  Their creativity, their team spirit, their resourcefulness, and their work ethic all say that they would be amazing community members.  Specifically, students who prefer the Classics problem seem well suited for English and students who prefer Problem 4 for AEST.  But no matter what problem students choose, they all focus on creating a narrative, which is the heart of English.

Turns out the Marauder is an excellent UNO player. Beware!

Students in Odyssey work for 4+ months to create a short (less than 8 minutes) play to “solve a problem.”  There are 5 choices of problems for grades 3-12, each with a different slant (creating a vehicle, classics, balsa wood structure, etc.), and a special problem for K-2.  Participants must work together to put various required aspects into their narratives and scenes, and they have to construct their scenery with limited resources and so that they can move it by themselves quickly into the competition space.  Working under these restrictions makes students come up with unique approaches that help them understand more through hands-on application of their ideas.  They learn by doing–together.

Students also have to work together as a team to solve a spontaneous problem that they get the day of the competition. The problem can be verbal or hands-on, or a combination of the two. The team has to decide on the best players to address the task at hand and then those players work together to try to maximize points in the fast-moving event.

Garrison Carrida with Dr. Craven

Odyssey usually occurs the first Saturday of Spring Break.  We always appreciate volunteers to help with the day.  Over the past 3 years, volunteers from Garrison Carida Troop 501 have thrilled participants by bringing the Star Wars characters to life during the awards ceremony and on campus.  Darth Vader, Chewbacca, the Storm Troopers, the Royal Guard, and other characters have made brought the world of adult creativity into Pucillo as they interacted with participants. Let’s not forget that George Lucas studied the structure of myth to give the Star Wars stories a solid foundation!

While the Star Wars characters are very visible volunteers, the whole Odyssey of the Mind competition is run completely by volunteers who value creativity, teamwork, and the importance of fostering these qualities in the next generation.  I find this aligns both with the values of the English Department and with the values of Millersville University as a state public university committed to educating citizens who can contribute to their communities–both regional and global. If you value those ideas, please think about volunteering for next year’s competition by emailing regional director Lynn Fyfe.

All the work culminates is a fabulous day at Millersville, where teams get the space, the food, and the fun to make the day both memorable and special. Many thanks to all who volunteered to make East Central PA’s Regional Tournament the success it was. And particular thanks to Millersville University for giving us the space to make it happen. Create on!

Owen J. Roberts team with Garrison Carrida at the OM Awards
Owen J. Roberts team with Garrison Carrida at the OM Awards
Excitement on stage as a team realizes it is moving on to the State Competition.

 

 

 

 

 

 

 

 

–Jill Craven

Student Teaching

Mariah Miller wrote an article about her experiences student teaching. Read more below to learn what to expect!

Mariah Miller with her team during Halloween

I never thought I’d be someone who would get excited to be awake at 5:30am. Student teaching has done that for me. Every morning I get up, get ready, and head off to teach 7th grade English Language Arts at Conestoga Valley Middle School. As an English education major, this is the capstone of my entire college career. Everything that I’ve done has led up to this experience. It’s almost surreal to think about, in a sense.

I didn’t always want to be a teacher. I went back and forth between multiple majors for some time. For a semester, I majored in Biology, then switched to undecided, and then went back to English Education. Why did I choose to become a teacher? Mainly, I just want to teach students how to be good people. If I can teach one student how to be a genuinely good person, I’ll know I’ve succeeded. The thing about being an educator is that you are teaching the students so much more than just your subject area entails. You’re there to help them grow not just as as learners, but as productive people in society. Teaching is not an easy job to have, despite what some people think. Here are some of the things I’ve learned so far during my Student Teaching semester:

  1. There is so much more to teaching than you think. You’re constantly thinking, changing plans, and adapting. You have to manage the classroom while simultaneously thinking on your feet. Kids will ask you questions that you did not even think would be on their radar. In order to counteract the everyday spontaneity of being a teacher, over prepare and organize. You can never prepare too many activities, or think of too many ways that students could misunderstand. Put yourself in your students’ shoes. What questions would you have about this activity/assignment if you were this student? Outside of the classroom, keep an agenda and calendar with all of the important assignments/lessons you will have to do. You’ll thank yourself later.
  2. Learning in college classes what teaching is and actually teaching are two entirely different ball games. Of course, the theories and methods are important, but remembering that these are actual individuals with their own unique backgrounds is more important. I can’t stress it enough – get to know your students first and foremost. If you don’t establish rapport with students, it’s almost impossible to get them to want to learn. Your classroom environment is so much stronger when learners know that you care about them and want them to succeed. They’re not afraid to fail when they know you are there to catch them when they do.
  3. You can’t predict what is going to happen on a daily basis. You may have a plan, but that plan may fall flat and you will have to improvise on the spot. Don’t be afraid to try new things, because your mentor will be there to help you! It’s ok for things to not work out because it’s a learning experience. Failure = growth!
  4. Don’t be afraid to reach out for support. If you find yourself struggling, ask for help. You have so many people around who want you to succeed.
  5. It’s not as scary as you probably think it is. Throughout your professional bloc, you will pick up on the ins and outs of your school/classroom (using the printer, taking attendance, organizing student work, grading, disciplining, managing the classroom, etc.). When you start your student teaching semester, your first main focus is integrating yourself back into the classroom. Your mentor won’t just throw you to the sharks without any support. You gradually ease into taking over the classroom.

Lastly, I’ve learned to just have fun and enjoy this valuable time of my developing professional career. It may seem like a semester is a long time, but it flies by when you’re the one teaching. Student teaching has made me more excited than ever to have a classroom of my own one day. I’ve never been so sure of a career in my life. As you take the next step into student teaching, remember these words. I promise they will help to guide you and make student teaching one of the best experiences of your life.

-Mariah Miller

Do you have any advice for student teachers or any experiences other students could benefit from about student teaching? If so, contact Rachel Hicks with your story.

Interning with University Communications and Marketing

Matthew Reichard, recent graduate from Millersville University, completed an internship during his last semester in Millersville University’s Communication and Marketing Department. Read more about his experiences below! 

Matthew Reichard

Fall of 2018 was my final semester at Millersville, and it provided me with the best experience I could have imagined. This experience came by way of an internship through the University’s Communications and Marketing department. Initially, I was very hesitant when looking into the internship requirement for my degree. The classroom allowed for a safer environment. I had been doing journalistic writing with the classroom from my start here at MU. The work allowed me to learn, but in a more controlled environment. I was allowed to pick the topics of my paper while in most classes, allowing me to be an expert on what I was writing by choice. The writings went directly from me to the professor, and that was it. I got a grade in the gradebook and moved on.

With my internship. I got to step out of what was comfortable and learn from it. The writing wasn’t always what I was passionate about, so I had to do more research. I had to focus on who would be reading the articles I wrote, so I had to focus on the language or formalities behind the writing. The writings I did would go out the world, for more than just the professor to see. It meant I was more vigilant of things. I read more. I researched more. I edited more. This was a blessing. The hard work I put in at my internship allowed me to see I stepped into the right career path. I loved writing about the things I was passionate about, and I got to do that some at my internship, but I also loved writing about everything else. Doing the research was a blast. I learned about folks in the university I would have never known about prior. I covered topics I would have never touched if I was left to pick my writings. It was wonderful to experience a work-like environment before I graduated.

Stepping out of what you already know can be scary. It was for me, and I’m sure it will be for you.  You won’t truly know if you love what you’re doing until you do it out of your comfort zone. My dream is to cover the video game industry, but I know that’s a hard job to find. I learned through my internship that I will be happy no matter what I am covering because I love the process of it all. I was always a little worried. This internship took that worry away. If you have an opportunity to do an internship, take it. You won’t regret it. Stepping outside the classroom was one of the best decisions I made here at MU. I had great professors that taught me and prepared me for the situation, but actually getting to the situation taught me even more.

By: Matthew Reichard

DJ Spooky’s Rebirth of a Nation

On Friday, March 22nd, Millersville University will present Rebirth of a Nation, by Paul D. Miller aka DJ Spooky at Biemesderfer Hall in the Winter Center. Tickets for the 7pm show are on sale at the Millersville box office (tickets will be free for the first 100 Millersville students–these are available in person at the SMC box office).  Rebirth of a Nation will be presented as a film screening with musical score remixed live by DJ Spooky and an after-screening discussion. The film runs 1oo minutes.

Conceived as a reimagining of director D.W. Griffith’s infamously racist 1915 silent film The Birth of a Nation, DJ Spooky’s Rebirth of a Nation is a controversial and culturally significant project that examines how “exploitation and political corruption still haunt the world to this day, but in radically different forms.” Originally commissioned in 2004 by the Lincoln Center Festival, Spoleto Festival USA, Wiener Festwochen, and the Festival d’Automne à Paris, the project was Miller’s first large-scale multimedia performance piece, and has been performed around the world, from the Sydney Festival to the Museum of Modern Art and The Lincoln Center.

Rebirth of a Nation – Trailer

No Description

“In a certain sense what I’m doing is portraying the film as he intended it,” DJ Spooky says of his remix. “This is a film glorifying a horrible situation. And I think a modern sensibility is something where people will look at this and go like ‘Oh, I can’t believe this, I don’t relate to it, I don’t think this is right, what does he mean?’ So it’s not letting him off the hook so much as presenting the film and actually having it fall in on itself.”

Miller takes Griffith’s original work and applies a “DJ re-mix.” Using his skills as a DJ to mash music and film techniques, he recontextualizes and deconstructs Griffith’s film and places it in a moral framework, drawing striking parallels between socio-political conflicts in America during Griffith’s era, the time of the American Civil War (when Birth of a Nation is set), and today.  Using his artistry to comment on Griffith’s film’s portrayal of white supremacy and its positive portrayal of the Ku Klux Klan, Miller’s work engages audiences in themes of civil rights and freedom, seen through the lens of DJ Spooky’s unique art of remixing.

DJ Spooky’s “Rebirth of a Nation”

An excerpt from DJ Spooky’s Rebirth of a Nation

Probably most well-known under his constructed persona as DJ Spooky That Subliminal Kid, Paul D. Miller aka DJ Spooky has recorded music and collaborated with a wide variety of musicians and composers, among them Iannis Xenakis, Ryuichi Sakamoto, Kronos Quartet, Pierre Boulez, Steve Reich, Yoko Ono, Thurston Moore and many others.  Miller was the first Artist in Residence at the Metropolitan Museum of Art, where he premiered his work “A Civil War Symphony” in 2013. In 2014, Miller was named a National Geographic Emerging Explorer, an honor recognizing visionaries at the forefront of global problem solving. Miller is the 2017-2018 recipient of The Hewlett 50 Arts Commission Award to support his new work “QUANTOPIA: The Evolution of the Internet,” a multimedia performance and an installation based on the history and evolution of the internet, which premiered at San Francisco’s YBCA in January 2019. Recent works include “Phantom Dancehall” with premier reggae label VP Records and his first blockchain album “The Invisible Hand” commissioned by SingularDTV.

Griffith’s original film features a character, Representative Stoneman (pictured above to the right of Lincoln), based on local US Representative Thaddeus Stevens, who lived and practiced law in Lancaster. Stevens was an advocate of the equality of men and the 14th Amendment, which had its 150th anniversary last year (also the 150th anniversary of Stevens’ death).  Stevens is buried downtown in the cemetery on Chestnut Street, the only place that would allow people of different skin colors to be buried together.  His epitaph reads:

I repose in this quiet and secluded spot,
Not from any natural preference for solitude
But, finding other Cemeteries limited as to Race
by Charter Rules,
I have chosen this that I might illustrate in my death
The Principles which I advocated through a long life:
EQUALITY OF MAN BEFORE HIS CREATOR.

If you are in downtown Lancaster, you should visit the cemetery to learn more about this leader in racial justice.

For more information, see https://www.sozoartists.com/djspooky

Free tickets for students are available at the box office in the Student Memorial Center.
Paid tickets are available at https://bit.ly/2H0bNeR through the MU Box Office.

This event is sponsored by the Frederick Douglass Black Culture Celebration, MIllersville University Department of English, The President’s Commission on Cultural Diversity and Inclusion, The School of Social Work’s Learning Institute, and the Robert S. & Sue Walker Center for Civic Responsibility and Leadership.

Alumni Profile: Dr. Jude Nixon

Dr. Jude V. Nixon has enjoyed more than 35 years as a college professor and administrator. His teaching and research interests include Victorian literature and culture and Caribbean literature. Dr. Nixon holds a PhD in 18th-20th century British Literature, and he has taught at universities (small, regional, comprehensive, doctoral, research, private, and public) in Pennsylvania, Texas, Michigan, and Massachusetts, where he currently teaches and resides. Read about his newest work on The Collected Works of Gerard Manley Hopkins: Editing G. M. Hopkins. 

Dr. Jude Nixon

At the Hopkins International Conference at Oriel College, Oxford, in 2004, Oxford University Press charged six Hopkins scholars with undertaking the challenging task of bringing out a new Collected Works of Gerard Manley Hopkins in 8 volumes to replace the five-volume extant edition. It has been over fifty years since the five-volume edition of Hopkins’s non-poetic texts was published: The Letters of Gerard Manley Hopkins to Robert Bridges; The Correspondence of Gerard Manley Hopkins and Richard Watson Dixon; Further Letters of Gerard Manley Hopkins including his Correspondence with Coventry Patmore (edited by Claude Abbott), Journals and Papers (edited by Humphry House); Sermons and Devotional Writing (edited by Christopher Devlin). The poetry has been republished in various forms and in edited collections. Although the edition served specialists and Victorian scholars adequately, it has long been out of print, is outdated editorially and annotatively, lacks primary materials recovered in the last four decades, and do not benefit from the last five decades of wide-ranging original scholarship on Hopkins. In addition to Higgins and Suarez, the team includes Cathy Phillips, Kelsey Thornton, Philip Endean (replaced by Noel Barber), and Jude V. Nixon.

The Collected Works will correct textual errors, restore censored materials, add a substantial amount of important primary texts, include a biographical register of notable figures, and provide new introductions, chronologies, and annotations that set Hopkins’s varied writings within their nineteenth-century literary and cultural contexts. These volumes will not only change Hopkins studies for the next generation, but will also help scholars to revise substantially our knowledge of Victorian poetry, art theory, education history, social studies, and cross-disciplinary studies.

This new edition, appearing when Hopkins’s position in the literary canon has become secure, presents his religious prose differently and free from the scrutiny of Jesuit censors: as raw material expressive of personal struggle. Sermons includes materials that have not been seen since Hopkins’s death, particularly notes from scriptural lectures he attended as an Oxford undergraduate; vows made in the Society of Jesus; and private meditations written during his Dublin years. Expanded historical and theological commentary are provided throughout the volume. This new treatment is mediated through new annotations to the sermons and spiritual writings, new chronologies that show the complexities of Hopkins’s ministry, and new introductions that set the spiritual writings within a Catholic, Jesuitical, and parochial context. The general introduction to Hopkins’s religious prose attempts four things: it outlines the tensions between Hopkins’s vision and the theology in which he had been trained, clarifies the relationship between Hopkins’s originality and wider Christian tradition, notably Duns Scotus and Ignatius Loyola, draws attention to the differences between the historical cultures of Victorian Catholicism and the early 21st century, in the hope of encouraging a more precise understanding of Hopkins’s creativity, and explores the interplay between Hopkins’s faith and readers who, if they believe in Christianity at all, necessarily believe in it differently from him. As well, the volume sets everything within the larger Victorian context in which they are embedded. What has come as a surprise to us is how tied Hopkins’s sermons are to the current issues of the day locally and geo-politically

Sermons and Spiritual Writings will be essential for understanding Hopkins the priest-poet, for investigating the impact of his Jesuit identity and training on his habits of mind, and for determining the relationship between his pastoral practices and private devotions. There has been in place a standard, almost orthodox, way of reading Hopkins’s ministry founded on partial and piecemeal historical evidence, which has been followed lockstep by critics and biographers. That evidence, slight though it is, has often been deployed to support that theory of reading. What we are offering here are not so much new ways to counter that tradition of reading, to radically alter it, as to problematize that reading by providing hitherto unknown historiographic, biographical, and cultural aspects of Hopkins’s priestly ministry. The tradition of reading has presented Hopkins largely on the sidelines of his parish ministry, as a spectator ill adapted and poorly equipped for ministry. Our evidence reveals the contrary, showing him as a priest who was part of a team digging in and doing the work of parish ministry. That work, when considered fully, was strikingly successful. Perhaps not so successful might be Hopkins’s at times relatively discrete roles if judged only by his sermons. But what we don’t have is the ability to compare them with those of his fellow-Jesuits and the presumably successful ones, which are not extant. Finally, Hopkins’s theology shapes his poems in ways not sufficiently recognized.

We anticipate completion of The Collected Works in 2020, with the release of The Poems. Reviews of the volumes thus far have been favourable. Helen Vendler, for example, reviewing the Correspondence in the Times Review of Books (London), writes: “A marked narrative of intellectual and personal engagement arises as one letter follows another, and as the correspondences with poets come and go like eddies in the flow of mail.” Another critic, reviewing The Dublin Notebook, applauds the work of the editors: “Profs. Higgins and Suarez, both experienced editors, have completed this major editorial project with great distinction: they have provided a generous fifty-six page introduction, full editorial notes, 117 pages of facsimiles and transcriptions, explanatory and textual notes, the nine appendices, a biographical register of the names Hopkins most frequently cites, and a comprehensive bibliography.” It will be intriguing to observe public reception of the volumes and estimation of their scholarly value.

Finally, The Collected Works will make the leap from bound books to e-books as part of Oxford Scholarly Editions On-Line (OSEO— http://www.oxfordscholarlyeditions.com/page/2/about). The project has been developing its lists chronologically; the first 19th-century rollout began in spring 2016. The Collected Works volumes published thus far will be part of the next tranche, and the remaining volumes will be added as they become available.

-Dr. Jude Nixon

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