Law and Justice
Students work with faculty advisors to devise self-designed majors. Coursework in the major builds upon students’ experiences in the general education curriculum while providing students with pathways to deepen their knowledge or further develop their passion in a particular area of study.
Law and Justice
The American Bar Association does not recommend any undergraduate majors or group of courses to prepare for a legal education. Students are admitted to law school from almost every academic discipline. You may choose to study subjects that are considered to be traditional preparation for law school, such as history, English, philosophy, political science, economics, or you may focus your undergraduate studies in areas as diverse as anthropology, art, music, or science. Whatever major you select, you are encouraged to pursue an area of study that interests and challenges you, while taking advantage of opportunities to develop your research and writing skills. Taking a broad range of difficult courses from demanding instructors is excellent preparation for legal education. A sound legal education will build upon and further refine the skills, values, and knowledge that you already possess.
— Visit American Bar Association
Designing Your Major
Students interested in preparing for law school are advised to take a wide range of courses and choose Cooperative Education field experiences that would help them to develop their skills, values, knowledge in the areas of problem-solving, critical reading, writing and editing, oral communication and listening, research, organization and management, public service and promotion of justice, relationship-building and collaboration, and exposure to the law.
Some Options in the Curriculum
Anthropology
- ANTH 110: Culture Conflict
- ANTH 230: Anthropology of Human Rights
English Composition
- ENG 105: English Composition
- ENG 251: Expository Writing I
- ENG 351: Advanced Expository Writing
History
- HIST 105: The World Beyond: Cultural Imagination, Exchanges, and History
- HIST 210: African American History, from the Colonial Period to the Present
- HIST 220: U. S. History I, from the Colonial Period to 1877
- HIST 221: U. S. History II, 1877 to the Present
- HIST 225: World History I, to 1500
- HIST 226: World History II, from 1500 to the Present
- HIST 250: The Construction of Race and Ethnicity in North America
Literature
- LIT 101: Close and Critical
- LIT 130: Literature and Social Justice:
Philosophy
- PHIL 110: Law and Justice in the Western Tradition
- PHIL 120: Formal Logic
- PHIL 210: Comparative Philosophy
- PHIL 221: Environmental Ethics and Political Theory
- PHIL 225: Critical Thinking
- PHIL 332: Modern Philosophy
Mathematics
- MATH 102: Explorations in Mathematics and Quantitative Reasoning
- MATH 105: Introduction to Statistics
- MATH 205: Intermediate Statistics
- MATH 151: Precalculus
Political Economy
- PECO 105: Foundations of Political Economy
- PECO 110: Principles of Economics
- PECO 175: U. S. Foreign Policy: The American Empire
- PECO 210: U. S. Political System
- PECO 220: Intermediate Micro and Macroeconomic Theory
- PECO 270: Political Economic Theory
- PECO 280: Capitalism I: Globalization and Development
- PECO 285: Capitalism II: Capital in the Digital Age
- PECO 320: Labor Economics
- PECO 350: Public Policy
- PECO 360: Comparative Political Economy
- PECO 375: International Relations
- PECO 390: Special Topics in Political Economy: Introduction to American Law
Psychology
- PSYC 105: General Psychology
- PSYC 110: Foundations of Social Psychology
- PSYC 330: Cross-Cultural Psychology
Cooperative Education Field Placements
In the past, students have participated in Co-ops around the country and abroad. Here are a few examples:
- Chris Chavers ’22 worked in communications and development at the Transgender Law Center in Oakland, CA. His work included using TLC’s social media platforms to communicate various messages incorporating their efforts for the survival of trans lives and magnifying the voices of trans people of color.
- As multidisciplinary intern at RAICES (Refugee and Immigrant Center for Education and Legal Services), located in Houston, Texas, Kensy Zelaya Sabillon ’22 worked directly with attorneys and legal assistants, as well as engaged in outreach to the Houston community
- Anna Samake ’19 worked as an executive intern for Black Alliance for Just Immigration (BAJI), a nonprofit organization dedicated to the education and engagement of African American and black immigrant communities in order to help them organize and advocate for racial, social. She assisted Opal Tometi, director of BAJI, in meetings and research, working closely on a new project called, “Migration within African countries.”
- For her third Co-op, Michelle Fujii ’18 went to Nagasaki, Japan. She volunteered as a Foreign Affairs Aide at Nagasaki University’s Research Center for Nuclear Weapons Abolition (RECNA), is a research center that works toward realizing a world without nuclear weapons, through academic research, policy recommendations, and information dissemination. Her work included translating documents both ways between English and Japanese, helping with other English-related activities, and assisting RECNA in hosting events and conferences.
Faculty
Teó received both a PhD in Psychology and a MA in Social-Community Psychology from Universidad de Puerto Rico, Recinto de Rio Piedras. Before coming to Antioch, Teó served as an Assistant Professor of Psychology and Research Methods at Xavier University School of Medicine in Aruba. Included in Teó's current research interests are the historical aspects of "animal psychiatry" and evolutionary theory. Among the courses Teó has taught are General Psychology, Human Development, Personality Psychology, and History and Systems of Psychology.
Education
Ph.D., Psychology, Universidad de Puerto Rico, Recinto de Río Piedras
M.A., Social-Community Psychology, Universidad de Puerto Rico, Recinto de Río Piedras
B.A., Psychogy, Magna Cum Laude, Universidad de Puerto Rico, Recinto de Río Piedras
Dr. Jennifer Grubbs is a enviro-feminist anthropologist in the Department of Anthropology at Antioch College. Dr. Grubbs earned her doctorate from American University in Washington, D.C., in Anthropology, specializing in Race, Gender, and Social Justice, where her work examined the creative and confrontational ways in which activists co-create identities of resistance within neoliberal capitalism to dismantle ecological and species hierarchies through the spectacle of protest. She comes to Antioch College after serving as the Assistant Director of the Women's Studies Program and Visiting Assistant Professor at East Tennessee State University. At ETSU, Dr. Grubbs developed courses through a transdisicplinary lens that addressed a range of topics including antiracist social justice, popular culture, global feminism, and speciesism. She has published her work in a variety of venues, both academic and public, including two documentary storytelling projects based in the Washington, D.C. area. Dr. Grubbs has conducted ethnographic work with environmental and animal advocacy movements based in North America, immigration-support communities in rural Virginia, and with Holocaust survivors residing in Cincinnati, Ohio. Her current research bridges feminist anthropology, environmental communication, and queer studies, both in method and application, through an examination of representations of race, gender, and sexuality as it connects to species in the U.S. Dr. Grubbs is interested in deconstructing the interconnected hierarchies that are used to naturalize and perpetuate systems of violence through a critical media lens. Her courses foster a unique experience by incorporating a range of technologies and voices that encourage critical thinking through discussion.
EDUCATION
Ph.D. in Anthropology with Specialization in Race, Gender, and Social Justice, American University
- Dissertation: Queer(ey)ing the Ecoterrorist: Neoliberal Capitalism, Political Repression as Discipline, and the Spectacle of Direct Action. Committee: Dr. Daniel O. Sayers (Chair), Dr. William Leap, Dr. Stephen Depoe
M.A. in Women’s, Gender, and Sexuality Studies, University of Cincinnati
- MA Thesis: “The Intersectionality of Oppression: The Inclusion of Speciesism.” Committee: Dr. Lisa Hogeland (Chair), Dr. Adrian Parr, Dr. Jane Anderson, Dr. Elizabeth Farians
M.A. in Communication, University of Cincinnati
- MA Thesis: “Farm Sanctuary: Creating a Space Where Theory Meets Practice.” Committee: Dr. Stephen Depoe (Chair), Dr. James Crocker-Lakness, Dr. Michael J. Woeste
B.A. in Communication, University of Cincinnati
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Dean Snyder joined the Antioch College faculty in 2015 as Assistant Professor of Political Economy. He holds a Ph.D. in political science from Syracuse University’s Maxwell School of Citizenship and Public Affairs. Snyder’s teaching and research center on global politics, with a specific emphasis on global political economy, international relations, and political ecology.
As a teacher, Snyder draws on democratic educational models to foster deep discussion and self-directed student engagement with the major political issues facing humanity today. Snyder chairs Antioch College’s Social Sciences Division and has played a key role in developing the College’s Self-Designed Major curriculum. Snyder’s teaching has been recognized by the Southwestern Ohio Council for Higher Education, which honored him with its Excellence in Teaching Award in 2018.
EDUCATION
- Ph.D., Political Science, Syracuse University, 2015
- M.A., Political Science, Syracuse University, 2009
- B.A., Political Science, Lehigh University, 2005
COURSES
Dean Snyder offers courses in three major fields: International Relations, Global Political Economy, and Political Ecology.
- International Relations
- U.S. Foreign Policy: The American Empire
- International Relations
- Global Political Economy
- Capitalism I: Globalization and Development
- Capitalism II: Capital in the Digital Age
- Capitalism III: Transnational Corporations
- Political Ecology
- Political Ecology I: The Global Ecological Crisis
- Political Ecology II: Advanced Readings
AWARDS
-
2018 – Southwestern Ohio Council for Higher Education, Excellence in Teaching Award
-
2016 – Mellon Globalization Fellowship, Great Lakes College Association
-
2016 – New Political Science Dissertation Award, American Political Science Association, New Political Science Section
SELECTED PUBLICATIONS
- “The Capitalist Advertising and Marketing Complex: A Political Materialist Analysis,” New Political Science 39:4 (December 2017) (with Matt Guardino)
- “The Tea Party and the Crisis of Neoliberalism: Mainstreaming New Right Populism in the Corporate News Media,” in Claire Snyder-Hall & Cynthia Burack, eds., Right-Wing Populism and the Media (New York: Routledge, 2014) (with Matt Guardino)
- Manuscript Above Originally Published As: “The Tea Party and the Crisis of Neoliberalism: Mainstreaming New Right Populism in the Corporate News Media,” New Political Science 34:4 (December 2012)
SELECTED CONFERENCE PRESENTATIONS
- 2018 – “Commercial Capital, Consumer Culture, and the Infrastructure of Alienation” American Political Science Association, Annual Meeting
- 2017 – “The Capitalist Advertising and Marketing Complex” Caucus for a New Political Science, 50th Anniversary Conference
- 2015 – “Commodity Chains, Class Power, and Logistics: Commercial Capital as Global Circuit Manager” American Association of Geographers, Annual Meeting
- 2014 – “Global Commodity Chains and the Corporate Power of Commercial Capital” Institute for Global Law and Policy, Harvard Law School
- 2014 – “Capitalism, Commodity Chains, and the Restructuring of the International Grain Trade” International Studies Association, 55th Annual Convention
- 2013 – “The Rise of Commercial Capital in the Global Political Economy” Rethinking Marxism, Eighth International Conference
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Prior to joining Antioch College Amy Osborne was the director for the Institute for Learning Differences at Thomas More College. She has also held appointments at the University of Cincinnati, Southern New Hampshire University, and Pikeville College. Amy has had a variety of teaching experiences working with college students in the areas of mathematics, statistics, and quantitative research methods for the education and social sciences. Presently pursing a PhD in Psychology, she is interested in cognitive and affective variables and their relationship to learning, particularly college mathematics. Additionally, she has used her passion for teaching to teach students of all ages interested in areas such as glass-blowing and the ecology of pollinators, such as honey bees. At present she in completing a grant cycle to fund Pollination Stations in and around the south-central Ohio region. When not teaching she can be found spending time with her family, cooking, and working in the apiary.
EDUCATION
- 2012-Present Grand Canyon University, Phoenix, AZ
- Pursuing PhD in Psychology-Cognition & Learning
- 2003-2008 University Of Cincinnati, Cincinnati, OH
- Graduate courses in Education, Mathematics, and Art
- 1994-1996 Eastern Kentucky University
- 1999-2000 Richmond, KY
- MS Mathematics (emphasis in Statistics)
- 1997-1999 Morehead State University
- 2001-2002 Morehead, KY
- Graduate courses in Education and Art
- 1992-1994 Morehead State University, Morehead, KY
- BS Mathematics, Physics
- 1990-1992 Ashland Community College, Ashland, KY
SCHOLARLY ACTIVITIES
Robin Littell has been teaching English composition courses for over ten years to a diverse
body of traditional and non-traditional students at varying levels of skill and confidence in their
writing. She builds course content in ways that make the writing process meaningful and
engaging, leading students to develop a “tool kit” that is transferable from class to class and
beyond. Through careful attention to student needs, Robin creates a learning environment that
is supportive yet challenges students to do their best work.
Robin also teaches and writes short fiction and has numerous publications and
acknowledgments for her work. Her focus is currently flash fiction, a literary genre with a vibrant
history in which attention to the narrative arc, language, and image is vital because of the limited
space of the form. Her protagonists are women who often break convention and challenge
contemporary societal expectations, along with those whose stories illuminate the difficult and
tenuous nature of romantic and familial relationships. Robin has been the writer in residence at
the Dickinson House and Spark Box Studio in Olsene, Belgium and Ontario, Canada,
respectively. She is the winner of the 2018 Vella Chapbook contest, which resulted in the
publication of her chapbook Flight.
Selected Courses
ENG 101 Plus (Formerly ENG 090 College Writing Skills)
ENG 105 English Composition (Formerly Global Seminar in Writing)
ENG 251 Expository Writing: Writing for the Arts
ENG 251 Expository Writing: Nature Writing
ENG 350 Advanced Creative Writing: Flash Fiction
GS 140 Global Seminar: Water
LIT 243 Intro to Cinema
Education
M.F.A., Creative Writing (Fiction), Miami University
M.A., English, National University
Thesis - Dividing the Mind: Connections to the Uncanny in The Yellow Wallpaper and
Reading Lolita In Tehran
B.A., Psychology, Magna Cum Laude, Ohio State University
Publications
Brooke Blackmon Bryan is an aesthetic philosopher and oral historian who composes work in narrative, media and textiles. A practitioner of critical and digital pedagogies, she serves as Associate Professor of Writing & Digital Literacy and Dean for Innovation and the Applied Liberal Arts at Antioch College. Brooke convenes the creativity and story area of practice, teaches a variety of nonfiction writing courses, and supports students in self-design majors that engage contemporary continental philosophy, media, oral history, critical community studies, and contemporary art practice.
Brooke's current research focuses broadly on process and activist philosophy and takes two main tracks. The first is an object-focused exploration of impermanence and the incorporeal and critique of new materialisms that locates the American quilt within a feminist Deleuzian aesthetic, exploring its praxis and conservation through virtuality, multiplicity, and event. This work is guided by a curiosity of what we think it means "to save" something, particularly art objects. Her second line of research engages radical pedagogies at the intersection of Deleuze and Guattari’s philosophy and community-based research models in an attempt to rethink and reconfigure practices in higher education today. This work generates primary sources through interview, specifically engaging questions of collaborative and co-constructed knowledge production, how we might explode the canon of western theorists in our research and curricula, and how institutions of higher education must scaffold epistemological access with a focus on vigor, not rigor.
Brooke often refers to herself as a radical phenomenologist with an audio recorder. She can often be found in the Writing Institute building digital interview exhibits and working with students on their writing craft, in the midst of an interview with a person who is working in the trenches with these connected questions, or in her studio stitching and mending.
She helps to curate public-facing student and faculty work and pedagogical resources for the Great Lakes Colleges Association and Global Liberal Arts Alliance here: ohla.info
EDUCATION
- Ph.D. Candidate, Philosophy, Aesthetics, and Art Theory, Institute for Doctoral Studies in the Visual Arts (ABD 2020)
- M.A., Humanities— Oral History Methodology & Sound Studies, Antioch University, 2013
- B.A., Humanities— World Classics, Antioch University, 2009
PEER-REVIEWED PUBLICATIONS
- Invited Review, Classics Revisited: A Shared Authority: Essays on the Craft and Meaning of Oral and Public History, by Michael Frisch. The Oral History Review, Volume 44, Issue 2, Summer/Fall 2017, Pages 380–382, https://doi.org/10.1093/ohr/ohx054.
- A Closer Look at Community Partnerships, Oral History Review (2013) 40(1): 75-82 https://doi:10.1093/ohr/oht023
- Why here/why now: using websites to power community projects. In D. Boyd, S. Cohen, B. Rakerd, & D. Rehberger (Eds.), Oral history in the digital age. Institute of Library and Museum Services.
- Interview Project. Oral History Review (2010) 37 (1):71-73. https://doi: 10.1093/ohr/ohq035
- Oral History in the Liberal Arts: A community-based teaching & learning program using tools for digital scholarship & storytelling. Consortium for Teaching and Learning, 2018.
- Interviewing 101: A few resources for teaching undergrads how to interview for Public-facing Digital Projects. Within One Term. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
- After the Interview: On Workflow & Choosing a Digital Tool to Visualize, Organize, and Publish Interview Collections. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016.
PEDAGOGICAL PUBLICATIONS
Bryan, Brooke. “Oral History in the Liberal Arts: A community-based teaching & learning program using tools for digital scholarship & storytelling.” Consortium for Teaching and Learning, Great Lakes Colleges Association, 2018. Retrieved from http://glcateachlearn.org/oral-history-in-the-liberal-arts-a-community-based-teaching-learning-program-using-tools-for-digital-scholarship-storytelling/.
Bryan, Brooke. “Interviewing 101: A few resources for teaching undergrads how to interview for Public-facing Digital Projects. Within One Term.” Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016. Retrieved from http://ohla.info/interviewing-101-a-few-resources-for-teaching-undergrads-how-to-interview-for-public-facing-digital-projects-within-one-term/.
Bryan, Brooke. “After the Interview: On Workflow & Choosing a Digital Tool to Visualize, Organize, and Publish Interview Collections.” Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016. Retrieved from http://ohla.info/visualizing-organizing-publishing-interview-collections/.
Bryan, Brooke. “A Liberal Sort of Learning: Phenomenological Oral History and the Empirical Humanities.” Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016. Retrieved from http://ohla.info/a-liberal-sort-of-learning-phenomenological-oral-history-and-the-empirical-humanities/.
Bryan, Brooke. “On capturing the full scope of an evanescent vapor. With an audio recorder.” Oral History in the Liberal Arts, Great Lakes Colleges Association, 2015. Retrieved from: http://ohla.info/on-capturing-the-full-scope-of-an-evanescent-vapor-with-an-audio-recorder/.
Bryan, Brooke. ‘High Stakes’ Experiential Learning on Co-op: Four Antioch College Students Show Digital Projects at Oral History Association ’15. Oral History in the Liberal Arts, Great Lakes Colleges Association, 2016. Retrieved from http://ohla.info/high-impact-oral-history-antioch/.
COURSES TAUGHT @ ANTIOCH COLLEGE
PHIL 299 Independent Study: DELEUZE, A THOUSAND PLATEAUS
EXPR 251: Antioch Community Action
EXPR 251: Antioch Community Research
GS 210: Global Seminar on Water and GS 210: Global Seminar Continuing Studies: Borderlands
ENG 251: Expository Writing: Personal Scholarly Narrative and ENG 351: Advanced Expository Writing: Long-form Creative Nonfiction
CLCN 145: Community Reporting
ARTS 395: Visual and Critical Studies Seminar and ARTS 494: Senior Seminar: Studio Practice & Critique
LIT 299: Professional & Technical Writing and ENG 101/105 English Composition: Content and Form
WORK 150: Work Portfolio I— On Working
WORK 331: Sound, Sight, Sentiment: Phenomenologies of Place
WORK 425: Humanities Fieldwork: Oral History & Digital Scholarship
WORK 475: Extended Field Experience
RECENT SCHOLARLY ACTIVITIES
Panelist/Workshop Lead. History Design Lab Institute. January 6-7, 2020, Oberlin College, Oberlin, Ohio. Invited.
Panelist. “From Historical Inquiry to Happenings of Being: Oral History as Phenomenological Praxis & Pedagogy” in Positionality, Perspective, and Praxis: Reflections and New Directions in Interviewing” panel. Oral History Association Annual Meeting, Salt Lake City, October 16-20, 2019.
Guest Lecturer. “Tactical Outreach and Interview Strategies for Community Fieldwork” in Diversity in the Heartland, Professor Ric Sheffield. Kenyon College, October 1, 2019. Invited.
Guest Lecturer. “Informed Consent and Oral History Fieldwork in Documentary Studies” in Cross Cultural Encounters in Cinema course, Professor Catalina Jordan Alvarez. Antioch College, September 19, 2019. Invited.
Workshop lead: “Into to Digital Tools: StoryMaps with Brooke Bryan.” Oral History in the Liberal Arts Institute, Antioch College, Yellow Springs, OH, July 11, 2019.
Presenter. “After the Interview— Workflows for Data Management & Indexing for Scholarly Access.” Oral History in the Liberal Arts Institute, Antioch College, Yellow Springs, OH, July 11, 2019.
Presenter, “The Art of the Interview: A Tactical Approach to an Abbreviated Life Story Methodology.” Oral History in the Liberal Arts Institute, Antioch College, Yellow Springs, OH, July 10, 2019.
Presenter. “Project Planning: Developing Project Statements, Consent Forms, Public-facing Project Pages & Outreach Plans” Oral History in the Liberal Arts Institute. Antioch College, Yellow Springs, OH. July 10, 2019.
Presenter. “Digital Oral History as Community-Based Learning— Innovations, Complications, Art” Oral History in the Liberal Arts Institute. Antioch College, Yellow Springs, OH. July 9, 2019.
Presenter. “Pedagogical Frameworks for High Impact Community-Based Learning.” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 28, 2019. Invited.
Presenter. “Place-Based Multimedia Projects with StoryMaps & Storymaps JS.” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 28, 2019. Invited.
Presenter. “Advancing your Scholarly Agenda with the Oral History Metadata Synchronizer (OHMS).” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 28, 2019. Invited.
Presenter. “After the Interview— Workflows for Data Management & a Flash Intro to
Digital Tools for the OHLA Method.” Oral History in the Liberal Arts Workshop. Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 28, 2019. Invited.
Presenter. “Field Recording Basics for Interviewers: Getting Good Sound.” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 27, 2019. Invited.
Presenter. “The Art of the Interview: A Tactical Approach to an Abbreviated Life Story
Methodology.” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 27, 2019. Invited.
Presenter. “Digital Oral History as Community-Based Learning.” Oral History in the Liberal Arts Workshop. Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 26, 2019. Invited.
Panelist. “An Introduction to Doing Oral History in the Liberal Arts.” Oral History in the Liberal Arts Workshop, Global Liberal Arts Alliance International Oral History Institute. American University of Bulgaria, Blagoevgrad, Bulgaria, June 26, 2019. Invited.
Panelist. “Community Engaged Learning and the Future of Higher Education: Rust-Belt Responses” with chair Steven S. Volk. American Association of Colleges and Universities annual meeting, Raising Our Voices: Reclaiming the Narrative on the Value of Higher Education. January 25, 2019.
Presenter, “Digital Tools for Content Management & Computation.” Deree College- the American College of Greece. Athens, Greece, June 21, 2018. Invited.
Presenter, “Digital Oral History in Higher Education: Innovations & Complications.” Deree College- the American College of Greece. Athens, Greece, June 21, 2018. Invited.
Presenter, “Oral History in the Liberal Arts as a Framework for Digital Liberal Arts Collaboration.” Engaging Liberal Learning Through Global Partnerships, Global Liberal Arts Alliance Annual Meeting. Ifrane, Morocco, March 2018. Invited.
Chair, “Countering Official Narratives: Oral History and Social Justice” with Dr. Noriko Sugimori, Kalamazoo College and Dr. Ernest Cole, Hope College. Oral History and Student Engagement with Displaced Communities, Global Liberal Arts Alliance Oral History Workshop with Oberlin College & American University of Nigeria. Oberlin College, OH, October 2017. Invited.
Presenter, “Informed Consent as a Guiding Logic of Oral History Research and the Ethical Challenges of Digital Archives.” Oral History and Student Engagement with Displaced Communities, Global Liberal Arts Alliance Oral History Workshop with Oberlin College & American University of Nigeria. Oberlin College, OH, October 2017. Invited.
Chair, “Student-Engaged Oral History Research Under the Guidance of GLCA Faculty and Staff.” Oral History and Student Engagement with Displaced Communities, Global Liberal Arts Alliance Oral History Workshop with Oberlin College & American University of Nigeria. Oberlin College, OH, October 2017. Invited.
Panelist, “GLCA Research and Pedagogical Models: Oral History in the Liberal Arts” with Dr. Adrian Bautista, Meghan Mitchell, Dr, Ian McMillen, Dr. Ken Grossi, and Dr. Tania Boster. Oral History and Student Engagement with Displaced Communities, Global Liberal Arts Alliance Oral History Workshop with Oberlin College & American University of Nigeria. Oberlin College, OH, October 2017. Invited.
CONFERENCES ORGANIZED
[COORGANIZING SUSPENDED DUE TO COVID-19]: International Orality & Oral History Institute. Global Liberal Arts Alliance. Universidad San Francisco de Quito. Quito, Ecuador, June 2020.
Conference Co-Organizer, with Dr. Simon Gray of Great Lakes Colleges Association. Global Liberal Arts Alliance Oral History Workshop. American University of Bulgaria, June 25-July 2, 2019.
Conference Organizer. Oral History in the Liberal Arts Summer Institute: A workshop supporting community-based learning with oral history & digital storytelling. Antioch College, July 9-13 2019.
Conference co-Organizer, with Prof. Ric Sheffield of Kenyon College. Oral History in the Liberal Arts Summer Institute: A workshop supporting community-based learning with oral history & digital storytelling. Kenyon College, July 2018.
Conference co-organizer, Oral History in the Liberal Arts Faculty Development Intensive. With Tania Boster (Oberlin) and Chryssa Zachou (Head of the Department of Sociology, Deree College-the American College of Greece). June 21, 2018.
Conference co-organizer, with Professor Dierdre Johnston. “Oral History in the Liberal Arts Introductory Regional Workshop: Community-based Learning through Interview Fieldwork and Digital Scholarship” Hope College, Holland, MI. May 2018.
Conference Co-Organizer, with Professor Ric Sheffield of Kenyon College. Oral History in the Liberal Arts Summer Institute: A workshop supporting community-based learning with oral history & digital storytelling. Kenyon College, July 2017.
NEWS & FEATURES
- Brooke Bryan of Antioch College Unanimous Choice for Post Secondary Teaching Award of the Oral History Association https://www.facebook.com/oralhistoryassociation/posts/this-years-oha-postsecondary-teaching-award-was-awarded-tobrooke-bryan-from-anti/1262188363822834/ and https://co-op.antiochcollege.edu/faculty-spotlight-brooke-bryan-2/
- Brooke Bryan of Antioch College curates GLCA oral history research projects across Consortium http://glcateachlearn.org/oral-history-in-the-liberal-arts-a-community-based-teaching-learning-program-using-tools-for-digital-scholarship-storytelling/
- Brooke Bryan of Antioch College receives prestigious grant with Kenyon co-director https://co-op.antiochcollege.edu/antioch-college-co-op-faculty-awarded-prestigious-glca-grant/
- Oral History in the Digital Age Essays, Written by Noted Experts in the Field https://www.oralhistory.org/ohda-essays/
- Best Review from Brooke Bryan of Antioch College (from Concordia University’s Oral Historian’s Toolbox) http://oralhistorianstoolbox.cohds.ca/pop_up_pages/1many_eyes_pop_up.html
- Antioch College Retains Ideals Amid New Goals https://www.dispatch.com/article/20160515/NEWS/305159921
- Antioch alum wins Vermont council seat
- https://www.daytondailynews.com/news/local/antioch-alum-wins-vermont-council-seat/UYWUPctPCbr9UomxTsYPxO/
- Global Seminar on Water catalyzes conversations in the community https://ysnews.com/news/2014/09/a-multi-lens-look-at-water-needs
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Kevin McGruder’s interest in community formation led to a career in community development, and now as an academic, to research interests that include African American institutions, urban history, and gay and lesbian history. He has a B.A. in Economics from Harvard University and an M.B.A. in Real Estate Finance from Columbia University. Before pursuing doctoral studies at City University of New York, McGruder worked for many years in the field of nonprofit community development. Positions included Program Director at Local Initiatives Support Corporation, Director of Real Estate Development with the Abyssinian Development Corporation, and Executive Director of Gay Men of African Descent (in New York City).
McGruder’s interest in Harlem’s history led to two entrepreneurial ventures. From 1990 to 1991 he was owner/manager of Home to Harlem gift shop, and from 2000 to 2008 he was co-owner of Harlemade Style Shop, a store providing Harlem-themed tee shirts, books and other items celebrating Harlem.
During the 2011-2012 academic year McGruder was a Scholar in Residence at the Schomburg Center for Research in Black Culture, of the New York Public Library, where he conducted additional research and revised his doctoral dissertation for publication as a book. The result is Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920 (Columbia University Press, June 2015).
EDUCATION
- Ph.D., History, City University of New York, Graduate Center
- M.B.A., Real Estate Finance, Columbia University
- B.A., Economics, Harvard University
COURSES
- CLCN 210: Community Engagement
- HIST 210: African American History from the Colonial Period to the Present
- HIST 331: The History of the American City
SELECTED PUBLICATIONS
- The Emancipation Proclamation: Forever Free (Urban Ministries, Inc., 2013).
- Witness: Two Hundred Years of African-American Faith and Practice in the Abyssinian Baptist Church of Harlem (W.B. Eerdmans, 2013)
- Race and Real Estate: Conflict and Cooperation in Harlem, 1890-1920 (Columbia University Press, 2015)
- “A Fair and Open Field: The Responses of Black New Yorkers to the New York City Draft Riots”, Afro-Americans in New York Life and History, July, 2013
- “Pathologizing Sexuality: The U.S. Experience,” in Black Sexualities: Powers, Passions, Practices, and Policies, edited by Sandra L. Barnes and Juan Battle, Rutgers University Press, 2010
- “Black Sexuality in the U.S.: Presentations as Non-normative,” Journal of African American Studies, Vol. 13, No. 3 (2009)
- “To Be Heard in Print: Black Gay Writers in 1980s New York,” Obsidian III: Literature in the African Diaspora, Spring/Summer 2005, Volume 6, Number 1 (North Carolina State University)
- “Jane Ryder Fisher” The Black Scholar, Spring/Summer 1993
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Lara Marie Mitias currently serves as an Associate Professor of Philosophy at Antioch College where she teaches Asian philosophies, along with various courses in Western Philosophy. She completed her doctorate at the University of Hawaii specializing in Asian and Comparative philosophy. She has taught over 35 different courses in Western and non-Western philosophy, including Logic, Metaphysics, Social and Political Philosophy, Philosophy for Children (P4C) and courses on Death, along with many independent study courses, including On Happiness, and Indian Philosophy of Language. She has published in a range of areas from Indian philosophy of Mind to Japanese and Continental Philosophy to Philosophy for Children.
Education
Ph.D., Philosophy, University of Hawai’i
M.A., Philosophy, Ohio University
B.A., Philosophy, Ohio University
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Favorite Courses
Existentialism
In this class we will study the writings of the some of the most interesting and influential philosophers of the 19th and 20th century, including Kierkegaard, Nietzsche, Heidegger, and Sartre. These philosophers bring our attention back to fundamental aspects of our own existence and experience and so have been classified together as 'existentialist'. Existentialist philosophers don’t offer us a philosophical movement, or any set of philosophical claims, or even methods. These philosophers aimed to lead us to our own point of view by giving us access to their singular points of view. They bring our attention to essential aspects of being an existing individual, and as both subject and object. Turning our focus back to the experience of being 'the existing individual', and recognizing the reality or 'truth' of our own subjectivity, has been a significant movement in the history of philosophy. This revival of the real (experiencing) subject has been pivotal for philosophical and social and political developments in the 20-21st century.
Indian and Buddhist Philosophy
This course is an introduction to Indian philosophical traditions including Buddhism.
We begin with the Vedas and Upanisads, at the beginning of written history and with some of the earliest writing we have. In these ancient Sanskrit texts we find the seeds of a complex and analytical philosophical tradition, giving rise to a detailed development through theoretical debate with opposing schools lasting over a millennia.
From these early profound expressions of Indian philosophy, we turn to the seminal text of Indian culture and thought, the Bhagavad Gita, or Song of God. We will explore the ethics of the Gita with the study of Yoga philosophy, including parts of the Yoga Sutras, and will discuss the pervasion of the philosophy of yoga in the Indian philosophical and religious traditions, as well as its appropriation of this tradition and these ideas in the West. This text has been said to give the distillation of Indian philosophy offering its essence. In this text we also find the presentation of the views of two central strains of Indian philosophical thought: Advaita-Vedanta and Samkhya-Yoga. We will read from these schools most significant and most expressive texts, as well as secondary sources clarifying these philosophies.
After establishing this background in Classical Indian philosophies we will turn to Buddhist Philosophical developments. The Buddha lived relatively early in the development of Indian philosophies and the schools developed in argument with one another. In this enduring conversation, Buddhism is often involved and its traditions often hold views antithetical to central views held in common by other schools, and we will explore these important differences. We will also look at what is shared in these Indian traditions and its significance and in relation to more familiar Western philosophical ideas. There are also many divergences among and between these traditions on many issues and ideas. We will read excerpts from the Theravada and Mahayana traditions, including the words of Buddha and important Buddhist texts. We will end with a short introduction to the development Chan Buddhism in China and then Zen in Japan.
Philosophy for Children (P4C)
P4C stands for ‘Philosophy for Children,’ and is an innovative international pedagogical movement meant to foster inquiry and critical thinking skills in a shared community.
When we do philosophy with children (P4C), we don’t teach philosophy. Instead, we facilitate group discussion among students. P4C is most often at the elementary level, but can be done with any grade or group and the methods of P4C and their practice are useful far beyond the classroom.
With the Philosophers Toolkit for understanding one another in hand, and the rules and practices of doing P4C in shared community, together we discuss issues concerning the students and explore ideas that they are interested in. Through the practices of inquiry and critical thinking skills, students consider their own thinking and that of others on interesting and important questions. These may be questions that we often don't take time to explore. “Why does someone become homeless and why do we treat them badly?” a fearless group of students in Hawaii asked after one of them had thrown stones at a man living on a beach the day before. Children have innumerable ideas and questions; things they think and wonder about and want to talk about, and practicing P4C in the classroom gives us the opportunity.
The idea of P4C, and the P4C program was created by Matthew Lipman at Montclair State University but the ideals of P4C, and the importance of developing the thinking skills and practice of community inquiry can be traced to John Dewey and the requirements for genuinely democratic societies. And P4C has been called ‘philosophy for everyone,’ and its use and benefits extend far beyond the classroom. The methods of P4C enable us to engage and discuss critical issues together in a critical and productive way without being critical of others or being criticized by others. These methods of engagement and inquiry and this model of pedagogy are essential to productive dialogue and understanding.
The experiences we have doing P4C in the classroom are exciting and unique. It is very fun, often enlightening, and always interesting!
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All Special Topics Courses in Philosophy
(These courses are student-interest driven)
Recent Special Topics:
- Philosophy of Time
- Phenomenology
- Yoga Philosophy: Patanjali’s Yoga Sutras
Recent Independent Studies:
- Metaphysics
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Recent Papers
“De and Yin: Can Daoist philosophy offer us a new feminism?” Society for Asian and Comparative Philosophy (SACP) Conference, Beijing China 6/2017
“Going without-going: Going without-going: Conclusions on present time from a Nyāya-Buddhist debate,” American Philosophical Association Pacific meeting, March 2017
“Phenomenologies of Place” Philosopher’s Roundtable, Antioch College, October 2016
“The Place of the Body in Nishida Kitaro’s Phenomenology of Place,” Philosopher’s Roundtable, Antioch College, January 2017
“Living Places,” 11th international Philosophers East-West Conference on ‘Place,’ East-West Center, University of Hawai‘i at Mānoa, May 23-June 12016
“The Conversion of Opposites: Speculative Metaphysis and the Appreciation of Beauty in Whitehead’s Philosophy and Daoist Thought,” Society for the Advancement of American Philosophy (SAAP) 43rd Annual Convention, University of Oregon and Oregon State University, March 3-6 2016
“The Transitivity of External Good-ness and It’s Significance,” response paper to M. Cashen “Aristotle on External Goods: Applying the Politics to the Nichomachean Ethics,” Indiana Philosophical Association (IPA) Conference Response Paper, November 12-14 2015
Selected Publications
“The Logic of Dao” submitted to Frontiers in Chinese Philosophy (FPC), Brill Publishing, Submitted 6/2016, in third and final review 3/2017.
“The Place of the Body in the Phenomenology of Place: Edward Casey and Nishida Kitaro.” In Place. Edited by Peter D. Hershock and Roger T. Ames. Honolulu: University of Hawai'i Press, forthcoming.
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Rahul Nair is an Assistant Professor of World History at Antioch College. Previously he has served as an Assistant Professor at Georgia Gwinnett College in Lawrenceville, Georgia (2012-13) and at the University of Denver in Denver, Colorado (2005-12). He received his doctoral degree in History with a specialization on South Asia, from the University of Pennsylvania in 2006, after graduating with an M.A. in Modern Indian History from Jawaharlal Nehru University in New Delhi, India. His areas of specialization include South Asia, imperialism, and world history. He is currently working on a book titled, The Rise and Decline of India’s Population Problem in the Twentieth Century. He is fluent in Malayalam, French, Bengali, and Hindi.
EDUCATION
- Ph.D., History, University of Pennsylvania, 2006
- M.A., History, Jawaharlal Nehru University in New Delhi, India, 1998
- M.A., Economics, University of Delhi in Delhi, India, 1996
- B.A., Economics, University of Kerala, 1993
COURSES
- HIST 105: The World Beyond: Cultural Imagination, Exchanges and History In this foundation-level course, students will study how people in various parts of the world imagined what was beyond their everyday experiences, particularly across the oceans, and how these imaginings often motivated them to venture out to make contact with these other worlds for purposes of trade, resettlement, and conquest. The course will use early texts of various cultures, travelogues, diaries, ship captains’ accounts, newspaper articles, and other sources to reveal the voices of the participants in historical events.
- HIST 226: World History II, from 1500 CE to present This course provides students with an understanding of the changes experienced by peoples in Asia, Africa, Europe, and the Americas as the interaction between these peoples increased as a result of exploration, trade, and conquest. Topics to be covered will include the global impact of the Trans-Atlantic slave trade, the establishment of colonies by European nations, the growth and expansion of militarism, the development of foreign policies to manage the interaction between nations, the decolonization movement, and the growth of the global economy.
- HIST 334: The History of a Person: Gandhi Gandhi’s iconic status both in India and abroad owes much to his leadership role in the struggle for Indian independence from British rule. His own life was roughly coterminus with the Indian national movement, which in 1947 resulted in the creation of two nations, India and Pakistan. Gandhi’s philosophy of non-violence, political morality, and critique of western modernity were developed in the context of and are inextricably linked to the history of the Indian nationalist movement. In the first part of this course we look at the origins and trace the development of an Indian national movement that was already half a century old when Gandhi came onto the scene. We then examine how under Gandhi’s leadership the nationalist movement becomes a mass movement that culminated in both the tragedy of partition and the triumph of independence.
SCHOLARLY ACTIVITIES
SELECTED PUBLICATIONS
- Book Manuscript: The Rise and Decline of India’s Population Problem in the Twentieth Century (under contract with Routledge)
- “The Planning of Birth in the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952,” under review in South Asian History and Culture.
- The Population Problem in Inter-war India and China, Panel Organizer, 2017 American Historical Association Conference, Denver, 5-8 January 2017.
- The Planning of Birth and the Birth of Planning: Medicalized Birth Control as Population Control in India, 1919-1952, 2017 American Historical Association Conference, Denver, 6 January 2017.
- The Pitfalls and Potential of Teaching Gandhi to American Undergraduates, Presenter, Roundtable on Teaching South Asia in the U.S. and the Midwest: Strategies, Challenges Possibilities. 2016,Ohio Academy of History Annual Meeting and Conference, 1-2 April 2016.
- Sex and the Nation: A Tale of Two American Visitors to India, 2013, International Conference on South Asian Studies, Leiden, 6-7 December 2013.
- “The Construction of a ‘Population Problem’ in Colonial India 1919-1947,” in Journal of Imperial and Commonwealth History (2011), 39:2, 227-47.
Recent News
New Faculty Publications
Assistant Professor of Psychology Téofilo Espada-Brignoni has recently had two articles published in scholarly journals, both centering around culture and music.
Amanda Akers ’19: Seoul Connections
Amanda Akers graduated from Antioch College in 2019, studying under a self-designed major with a focus in Creative Writing. She currently lives and works in Seoul, South Korea, pursuing writing whilst working as an English teacher.
Apply ‘broken-windows’ theory to policing, writes McGruder
