Pous’s talk was part of a much larger week of events that included other research presentations, cultural events, and public talks, with an epicenter in a huge street demonstration that took place on March 24 throughout the country. The massive mobilization commemorates the day on which the dictatorship started in 1976, and brought together political activists and groups, as well as cultural spectacles and common citizens, to remember the dark years of the dictatorship, so as not to repeat them again. Under the cry of Nunca Mas! (Never again), the people maintain a culture of memory despite the attempt of the current government to dismantle the human rights platform that makes it possible.

In the context of the Cold War, Argentina, like most Latin American countries during the 60s, 70s and 80s, went through a period of military dictatorships that targeted political opponents with the financial and political support from the U.S. From 1976 to 1983, Argentina was under a military dictatorship that utilized irregular methods of repression against its own population. Following the lesson learned at the School of the Americas, the military regime created a system of clandestine centers of detention in which political opponents were brought after being kidnapped in the streets, their workplaces or in their homes. Once in these clandestine prisons, they were tortured, treated with minimum care, uncommunicated from their family members, and most of them were killed and their bodies disappeared. It is calculated that 30,000 people disappeared under this system of repression.

Since the return of democracy in 1983, there has been a grassroots collective effort to recompose the social link by fomenting a culture of memory in the country under the banner of Not forget, not forgive (Ni Olvido ni Perdón). Throughout the years, different human rights organizations worked along with state officials, international support groups, and local community organizations to persecute the criminal legally (over 1000 were already condemned), build and maintain several sites of memory, and provide retribution to the people affected directly and indirectly by it.

Pous’s talk emphasized this collective effort to cultivate a culture of memory across different generations. For Pous, “the task of memory today is an intergenerational endeavor that requires to be open ot listen to the questions and concerns of the new generations.” In his talk, he focused on key cultural products like the films “The Official History” (1985) and “Argentina 1985” (2022) as well as the fiction books “La casa de los conejos” (2006) and “Diario de una princesita Montonera” (2012) to highlight the public debates around postdictatorship democracy that have fed the culture of memory in the country.

Earlier in the week, Pous presented his book, Eventos Carcelarios (UNC Press, 2022), at the University of El Salvador for an audience of professors and graduate students. He delivered a talk about the novel “El beso de la mujer araña” (Puig 1976) in conjunction with a historical analysis of the liberation of political prisoners in 1973, at the return of a seven-year dictatorship that preluded the most horrific one mentioned above. His talk focused on the “connection between an historical event that was lived as if it was the revolution, but it turned out to be the beginning of the defeat of the revolutionary project”. For Pous, the prison cell became “a singular place of reflection and self-critique” that the novel depicts in detail to reimagine the possibility of a radical imagination today.

 (Brepols, 2026) is derived from the third and fourth installations of the  conference. The purpose of the conference was to examine how the bishop, one of the key characters in the administration of medieval Europe, shaped how medieval European history has been recorded and remembered. Bolstered by the sense that the bishop, as an organizing idea, matters, the inaugural conference, In the Hands of God’s Servants, sought to examine the construction, enhancement, and expression of episcopal power at a local level. Papers selected and adapted for publication appeared in , which offers microhistories of episcopal power and authority, fracturing what we know about the bishop into episodes that represent dioceses and dependents, and the individuals that ran them. The singularity of these stories inspired the subject of the second conference on Episcopal Personalities. Papers from this conference were published in , which explored the work and responsibilities of the bishop, how a bishop’s persona shaped his approach to the episcopal office, and how a bishop’s charisma affected the way in which he was received or remembered by the communities he served.

Analysis of the bishop’s personality encouraged the organizers to mine the slippery space between the office and the man, not only for the ways this space elides differences between the episcopal personae of priest, pastor, or prince, but also because the space sheds light on from where— or from whom — a bishop’s power derived. The third conference, The Bishop as Diplomat, took up this question as its focus, turning away from the bishop as an agent for and as himself, to the bishop’s role as a representative of the power and authority of others. The papers offered at this conference examined how bishops developed the skills and tactics needed for diplomacy, as well as how and when these skills were deployed, and in what circumstances. They also explored what it meant for a bishop, who was already representing an office beyond himself, to be a diplomat, which often required the bishop to re-present someone else.

Two years later, organizers turned to a theme that had been at the edge of each of the previous conferences: the Bishop as Patron. This conference focused on visual, material and social expressions of episcopal power as well as how those expressions were managed to ensure the legitimacy or the legacy of a bishop. Papers examined traditional examples of patronage, such as those demonstrated through the construction, expansion, and renovation of buildings and the production and reception of manuscripts. The papers asked how and with whom bishops built relationships, and how those relationships were maintained (or neglected).

The essays selected from these last two conferences were edited, expanded and combined into a single volume. Together, they offer a broad overview of how relational culture defines how, why, and for whom bishops work.

is divided into four parts. The introduction, authored by Gatti and Silvestri, explains how this book, the last in the “Power of the Bishop” series, responds to and expands on the usefulness of the “bishop” as a category of scholarly focus. Next, a prologue by Philippa Byrne asks, “What was Episcopal about Episcopal Patronage?” The remaining essays are divided into two sections. The first section, “Episcopal Patronage as Re/Presentation”, foregrounds the material aspects of episcopal patronage, such as churches, manuscripts, hagiographies, rites, rituals, frescoes, windows and tombs. This section includes a chapter by Gatti, “Diplomatic Gestures: Art and Ambivalence in Eleventh-Century Italy”, in which she compares visual images of the bishop to the embodied language of diplomatic gestures. The final section, “Patronizing Bishops: Clients, Diplomats, Allies, and Rivals”, examines episcopal patronage as an extension of episcopal relationships with families, kings, emperors, and clients, with predecessors and successors, as alliances and antagonisms, and between bishops and their congregations, as well as the monastic and secular clergy.

Creating a coherent collection in a field as broad and disparate as medieval studies can be challenging. In fact, the hardships experienced during the COVID-19 pandemic, prohibitions for travel, the closure of archives and libraries across the UK, Europe, and North America, as well as the crises in higher education and funding cuts for scholarly work, made completing this book particularly difficult. In fact, it was because of these challenges that a decision was made to publish papers from the 2017 and 2019 conferences together after plans for a separate volume fell through. This effort fulfilled a commitment made by the conveners to publish high-quality scholarly papers that had been selected and expanded for publication.

This year’s symposium, “Sensorial Cosmologies and Cultural Resistance in Latin America,” explored political strategies, activism, and theoretical interventions for combatting cultural homogenization in Latin America and the Caribbean. Presenters engaged themes such as religion, cosmology and critical theory; gender justice and eco-feminism; and migration from the global south and racial inequality in the USA.

Seventeen scholars from across the US joined ������Ƶ faculty conveners Federico Pous (World Languages and Cultures), Leyla Savloff (Sociology and Anthropology), and Juan Leal Ugalde (World Languages and Cultures) to feature work on counternarratives and cultural resistance offered by Indigenous cosmogony and artistic creation. Presentations included  topics such as “Catholic Feminism and Reproductive Justice in Argentina,” “Resistance in Apu Kolki Hirka,” “Revival in the Sikiru Movement,” and “Trans Migrant Women’s Spatial Practices in Queens.”

“The quality of papers presented, and the intellectual conversation we held at the symposium were very stimulating,” said Federico Pous, associate professor of Spanish. “We are currently preparing a dossier for the very well-known journal Acontracorriente, in which most of the participants at the symposium will publish an article on the topic of sensorious cosmologies. I hope to continue organizing academic encounters like this one in the future.”

This year’s keynote presentation, “Contemporary Audiovisuality as a Site of Cosmological Inscription,” was delivered by Ana M. Ochoa, professor of music and ethnomusicology at Tulane University. Her lecture outlined her collaborative work on audio production among indigenous filmmakers in South America.

“The global politics of migration calls us to think how media, audiovisual and sound technologies are not simply a way to broadcast entertainment, art, or events. They have been part of the fabric of a sensorial cosmological transformation in the make-up of life and how we think of it,” said Ochoa. “This is not only the case when, for example, indigenous peoples film their myths, or participate in transnational art events to affirm their cultures and cosmologies, but also as we trace the historical links between extractivism, the soundscape of life, and audiovisual sensoriums.”

CSRCS Director Brian Pennington emphasized that supporting ������Ƶ faculty scholarship is a primary purpose of the symposium.

“Symposium participants, led by Drs. Savloff and Pous, have already developed a detailed roadmap for publishing these papers, and we are excited about the important collection that will result,” said Pennington.

For more information, visit the On the Edge Symposium webpage.

Now a journalism and Spanish double major at ������Ƶ, Vann will join with dozens of fellow ������Ƶ musicians for a Wind Ensemble performance at Carnegie Hall in New York City, a moment that will reflect her musical growth and commitment to balancing two distinct passions.

That performance takes place on March 11 as part of a showcase ensemble for the 24th Annual New York Wind Band Festival.

Vann, a Phoenix Band Scholar and member of the Fire of the Carolinas marching band from Siler City, North Carolina, played in a high school band. With only three clarinets, one musician per part, she was used to being the only one playing a section of a piece. In the ������Ƶ wind ensemble, there are multiple clarinets playing per part.

“I learned to be extremely aware of myself and how I sound,” Vann said of her 15-member high school band. “There wasn’t much balance or blend because we were all focused on ourselves. But I’m grateful for that experience because it helped me figure out my specific sound and establish strong practice habits.”

Transitioning from a small band to ������Ƶ’s 50-member wind ensemble taught her how to balance and blend in her section.

“The first thing I realized was how big the sound was here,” Vann said. “I was surrounded by people who genuinely cared about music. Our director focuses so much on the little details. In high school, we focused more on the bigger picture. Here, everyone is working in harmony to create something beautiful.”

Combining two passions

While music is a passion, Vann is not a music major. She studies journalism and Spanish and serves as a copy editor and reporter for , juggling interviews and deadlines with rehearsals and performances.

She credits ������Ƶ’s opportunities for allowing her to continue performing while pursuing a non-music degree.

“I love how ������Ƶ gives students who aren’t music majors the opportunity to participate in ensembles,” Vann said. “If they didn’t, I wouldn’t be able to do what I love.”

Her decision to continue playing was inspired by the Phoenix Band Scholarship. After taking a year off from playing the clarinet during her senior year of high school, she realized how much she missed performing.

“I decided to do it because I missed playing so much,” Vann said. “I am really happy I did. I have met so many people who share a passion for music.”

Jonathan Poquette, ������Ƶ’s Fletcher Moore Distinguished Emerging Scholar and director of bands, said he is intentional about welcoming any ������Ƶ student, regardless of major, to participate in music ensembles.

“As a faculty, we enjoy working with students who are passionate about making music, even if they are not music majors,” Poquette said. “The fact that so many of our students are non-music majors, and yet we can achieve tremendous experiences like this, is what makes ������Ƶ so special.”

Performing on the big stage

When Vann first learned the wind ensemble would perform at Carnegie Hall, she described it as “a roller coaster of emotions.”

“At first I was completely shocked, then excited, then nervous,” Vann said. “I felt a sense of pressure, but it was a good kind of pressure, the kind that pushes you to be the best musician you can be.”

Performing at Carnegie Hall represents nearly a decade of dedication and practice.

“It’s hard to believe I’m going to be on the best stage in the world, where so many legends have performed,” Vann said. “All the time and effort I’ve spent practicing since sixth grade has led to this moment.”

While she has not visited Carnegie Hall before, she is eager to step on the stage alongside her bandmates.

“I think I will feel everything, excitement, nerves and adrenaline,” Vann said. “But we’ve practiced so hard, and I know we are ready. I’m just going to take it all in.”

As she prepares for the trip to New York City, Vann is looking forward to sharing the experience with her band family.

“This will definitely be a core memory for me,” Vann said. “Each member of the ensemble is vital. It wouldn’t be the same without every single one of them, and Dr. Poquette has worked so hard to make this a reality.”

Beyond ������Ƶ, Vann said she hopes to one day report and write for a publication and tell stories she is passionate about. She also hopes to pursue translation work with her education in Spanish.

“Music will always be a part of my life and is another way to express myself,” she said. “I can’t imagine not doing music. Wherever I end up, I hope to join a community band or orchestra to keep refining my skills.”

Since his 2023 arrival at ������Ƶ, Kelly has hosted a ‘listening tour’ and spent time with each department to hear directly from faculty and staff about what they value. Kelly said that common themes soon emerged from those conversations and the new statement reflects dozens of discussions.

������Ƶ College, the College of Arts and Sciences new vision statement reads: “The Heart of an ������Ƶ Education: Ignite Curiosity, Engage Challenges, Transform Worlds.”

The mission statement then declares:

“Upholding the centrality of the liberal arts, we explore and apply disciplinary and interdisciplinary knowledge for inquiry, creativity, discovery and problem solving in a complex and changing world.”

The statement lists core values that include accessibility, belonging, critical thinking, diversity, equity and inclusion, integrity, intellectual curiosity, problem-posing and respect for human dignity.

Community Reflections

• “There were several opportunities for different groups, departments, branches, interdisciplinary programs, to discuss versions on the table. It was in those conversations where we might learn how a word or phrase was heard within and across disciplines; where we found convergence, deeper awareness, and respect. The both-and of this process modeled what we value and genuinely captures our shared identity as ������Ƶ College.” – Caroline Ketcham, associate dean of ������Ƶ College, the College of Arts and Sciences and a professor of exercise science
• “It was always important to us that this wasn’t a process where faculty were just asked to weigh in at the end, after the real decisions had already been made. From start to finish, it was grounded in listening to what faculty across the college say we do well and what values they believe guide our shared work. Our task wasn’t to invent a mission, vision and values, but to clearly articulate what faculty are already living and leading with. I think that’s why faculty can so readily see themselves and their departments represented in the final statements.” – David Buck, associate dean of ������Ƶ College, the College of Arts and Sciences and an associate professor of psychology
• “Having shared goals and articulated values helps everyone in the college feel connected as a community, value each other’s work and prioritize our energies on initiatives that matter to us.” – Shannon Duvall, interim associate dean of ������Ƶ College, the College of Arts and Sciences and professor of computer science
• “I appreciated the collaborative nature of it all, not just between the dean’s office and department chairs, but also extending to faculty members across ������Ƶ College, the College of Arts and Sciences. It really did involve all of us. What particularly stood out to me were the conversations in our chairs’ meetings with the dean where we came to agreements on core values. It’s inspiring to see that distinctly different types of disciplines uphold the same core values.” – Joel Karty, chair of the Department of Chemistry and ������Ƶ’s Sydney F. & Kathleen E. Jackson Professor of chemistry
• “I appreciated being part of a process that felt genuinely collaborative. Our participation was not merely symbolic. It felt meaningful, and I experienced the dean’s office as truly listening. The process itself was also inspirational, and I feel bolstered in leading my own department through similar work. It was powerful to see such a broad, collective effort take shape into something tangible.” – Samantha DiRosa, chair of the Department of Art and a professor of art and environmental studies
• “The process of creating a new vision statement, mission statement and core values for ������Ƶ College, the College of Arts and Sciences was both thoughtful and deeply collaborative. Over many months, department chairs worked together to reflect on what makes us distinctive and how best to express those qualities in guiding statements. The process intentionally sought input from across departments, ensuring that everyone in the college had the opportunity to contribute their perspectives. Personally, the time spent reflecting with fellow chairs on what makes each of our departments special fostered a deeper sense of shared purpose and collective commitment.” – Carrie Eaves, chair of the Department of Political Science and Public Policy and associate professor of political science and public policy

Kelly said he was pleased the final language resonated with the faculty in the college.

“The true measure of a successful attempt to lead a group or an organization towards a renewed vision, mission and core values is whether the words and sentiments ‘sound like us’,” he said. “When I heard that some faculty believed my presentation of our vision, mission and core values at our spring faculty meeting ‘sound like us,’ I knew that our work together in small and large group settings was a huge success. It means that stakeholders were heard and that the words resonate so much so that the tune or melody is familiar. The vision, mission and core values reflect truly who we are and where we are going with much intention.”

At ������Ƶ, the eight graduate students are paired with faculty mentors across disciplines within ������Ƶ College, the College of Arts and Sciences. Throughout the academic year, the graduate students visit campus to observe classes, attend department and faculty meetings, and, in some cases, teach. The goal is to provide a comprehensive view of what it means to be a faculty member at a university like ������Ƶ.

Tedd Wimperis, assistant professor of classical languages, is serving as a mentor to Tara Wells, a Duke University graduate student in classical studies.

“As the PFF program is intended to introduce graduate students into the many roles that faculty have within a university, I see my role as being a guide, a source of examples, and a point of contact for the mentee to experience faculty life at a liberal arts college,” Wimperis said.

Wimperis and Wells typically meet twice a month, sometimes informally over coffee and other times on campus for class visits or meetings. This is the third time Wimperis has served as a PFF mentor.

“I see it especially as a way of giving aspiring faculty a leg up in the transition from a graduate program to a faculty position,” Wimperis said. “I’m able to offer my mentee information and experience that I wish I had when I was in their position; knowing more about the job market, how to combine teaching and research productively, how universities work beyond the classroom and how to contribute to a thriving academic program.”

Preparing graduate students for a broader ecosystem is a central focus of the program. Wimperis hopes Wells leaves the experience with insight into teaching strategies, grant writing, the job market and work-life balance.

“As faculty, you’re responsible for a much wider array of responsibilities,” Wimperis said. “A big point, I think, is the importance of being part of a team. Becoming not only a great teacher, scholar, and mentor of students, but also a supportive colleague, is a recipe for success in the transition to faculty life.”

For Wells, the program has offered both professional insight and meaningful connections.

“The PFF program allows us to learn about what it’s like to be a faculty member at different types of institutions, such as small liberal arts colleges, large research-focused universities, state schools, community colleges and historically black colleges and universities,” Wells said. “Above all else, the most meaningful aspect of the program has been the opportunity to meet people from an unbelievable range of academic backgrounds and positions.”

Participants in the program attend visits to partner institutions, group meetings, a kickoff dinner with deans from participating schools and informal gatherings that allow the graduate students to reflect on their experiences together.

“I cherish the connections the program has made possible for me,” Wells said.

Her mentorship with Wimperis has been particularly impactful.

“Tedd has been great to work with,” Wells said. “He has shared interesting and useful information about his experiences being both part-time and full-time faculty. Tedd also takes particular care in ensuring that I am getting what I want and need as a mentee, which I greatly appreciate.”

Having a mentor in her discipline has allowed Wells to apply broader program lessons to the field of classical studies.

“It’s been nice to have a faculty mentor in my discipline, while also having the balance of meeting many people outside of my area of study,” Wells said.

During the campus visit to ������Ƶ, the graduate students were welcomed by Assistant Provost for Academic Excellence and Integrity Angela Lewellyn and participated in a junior faculty panel featuring faculty in their first or second year at ������Ƶ. The panelists offered advice about the job search process and the early years of faculty life. The graduate students also had the opportunity to meet with ������Ƶ students.

“Hearing directly from students of the same age and level that I would be working with in the next few years gives me a chance to understand their perspectives, which is invaluable for providing the best experience and support for them,” Wells said.

As Wells looks ahead to completing her doctorate in 2027 and entering the faculty job market, she said the program has helped her think intentionally about supporting students, general advice and preparing for interviews.

“My biggest goal in life is to help others,” she said. “I am looking forward to making a difference in my students’ lives.”

Community Conversations & Civic Engagement

Deliberative Dialogue – America’s 250: What’s Next America?

Monday, Feb. 23, 4:30 p.m., Lakeside 212

As America marks its 250th year, this dialogue invites reflection on our shared past and the opportunity for diverse voices to share space and ideas to develop a collective vision for the next 250. Sponsored by the Kernodle Center for Civic Life and Political Engagement Work Group

Better Together: Breaking Bread, Building Bridges

Feb. 24 – May 5, every other Tuesday, 12:30-1:45 p.m.

Join us at Better Together this spring for connection and conversation. This time together invites us to live fully in the present and reflect on what makes this moment meaningful. Share stories, explore diverse perspectives, and build community. .

Dr. Habiba Sarabi: Education Rights of Afghan Women

Tuesday, Feb. 24, 4:30-5:30 p.m., Alumni Gym

Join a conversation with Dr. Habiba Sarabi on the global impact of Afghanistan’s ban on women’s education and the fight for educational rights and gender equality. Dr. Sarabi, an Afghan politician, women’s rights activist, and medical doctor made history as the first woman to be appointed a provincial governor in Afghanistan, leading Bamyan Province. She previously served as Minister of Women’s Affairs and Minister of Culture and Education, where she focused on expanding education, protecting the environment and advancing the rights of women.

State of the Union Address Watch Party

Tuesday, Feb. 24, 8-10:30 p.m., Moseley 105

Join us for pizza and a live viewing of President Trump’s first State of the Union address of his second term. Come watch, discuss and stay informed. Sponsored by ������Ƶ Votes!

Love Your Body, Berry Much

Wednesday, Feb. 25, 11:30 a.m. – 1:30 p.m., Lakeside Entrance

Stop by for coconut-lime strawberries and a strawberry mocktail, courtesy of ������Ƶ Dining, while also learning tips for mindful eating. Swing through, grab a treat and discover ways to build healthier habits. Visit the for more information.

Cynthia Miller-Idriss – “Man Up: Understanding Misogyny to Prevent Extremism

Lauren Dunne Astley Memorial Lecture

Thursday, Feb. 26, 4:30 p.m., Numen Lumen Pavilion, McBride Gathering Space

Extremism expert Cynthia Miller-Idriss examines how misogyny – online and off – fuels the rise in far-right and mass violence, and offers strategies for interruption and prevention rooted in everyday life. The Lauren Dunne Astley Memorial Lecture honors Lauren, who was set to join ������Ƶ’s Class of 2015 before her murder by a former boyfriend in July 2011. Established in her memory, the fund educates the ������Ƶ community on healthy relationships and building a culture free from violence. Visit the Spring Cultural Calendar for more information about upcoming events this semester.

Adventure Time with ������Ƶ Outdoors!

Adventures in Leadership Summer Staff Positions Available

Applications are now open for summer Adventures in Leadership staff positions, where you’ll guide incoming first-year students through exciting outdoor experiences. Earn potential internship credit and build leadership skills. Apply today on the ������Ƶ Job Network!

������Ƶ Challenge

The ������Ƶ Challenge is a great way to help classes, teams, organizations, corporations or cohorts grow through building authentic relationships, learning how to manage resources, developing creative thinking, and applying knowledge in new ways. Visit the ������Ƶ Challenge website to review the options, gather your group, and complete the interest form to schedule a customized, no-cost experience.

Last Chance to Become an Orientation Leader

Application Deadline is Friday, Feb. 27

The Orientation Leader application is still live. As an OL, you are an integral part of the orientation process. You will play a pivotal role in the transition of all the new students to ������Ƶ, serving as a guide and mentor to new students throughout their transition. by this Friday, Feb. 27.

The annual ������Ƶ tradition invites students, faculty, staff and neighbors to explore the wide range of religious, spiritual, ethical and cultural traditions and worldviews represented at ������Ƶ through interactive and educational stations spread out across campus. The event, originally scheduled for Tuesday, Dec. 2, was moved to Dec. 4 due to inclement weather.

Walkways shimmered with light, guiding guests as they explored new ideas met new people and experienced the richness of ������Ƶ’s community in meaningul, hands-on ways.

“Tonight’s luminaries reflected what we strive for every day — a campus where many faiths, many cultures, and many stories illuminate one shared path of belonging,” said Rev. Kirstin Boswell, university chaplain and dean of multifaith engagement.

With the theme “Many Lights on One Night,” the 2025 festival featured the largest number of participants in its history, with a record 36 stations: 24 educational tables, seven entertainment stations, three refreshment areas, and two informational tables.

Friends Rio Franzoso ’26, Jacob Whitmer ’26, Luca Crest ’26 and Logan Corriveau ’26 were taking in the lights together on Thursday.

“It’s a great way to get to know what’s on campus,” said Corriveau, a double major in finance and economic consulting. “There’s so many ways to get involved, and I think this is a great way to walk around with their friends and see what is actually offered on campus.”

For the 11th year, the luminaries featured the names of university donors spread throughout the Historic Neighborhood, the Lambert Academic Village and Under the Oaks. Franzoso’s mother gifted a luminary in her name, so she wanted to come to the festival and take a photo with the light.

“This event, amongst others at ������Ƶ, does a good job separating ������Ƶ from other universities,” said Franzoso ’26, an elementary education major. “There’s a broader sense of community involvement, and it’s a pillar of their undergraduate education.”

Hillary Zaken, director of multifaith programming and engagement, says that the opportunity to come together makes this celebration unique and cherished on campus.

“It isn’t often that we get to pause and celebrate what matters to all of us. Spending time together, enjoying the lights that brighten the darkness across our beautiful campus, and recognizing the light we find in one another – that is what the Festival of Lights and Luminaries is all about,” said Zaken.

At Fonville Fountain, outside of Alamance Building, the Asian-Pacific Students Association offered people the opportunity to write their wishes, hopes and messages on floating lanterns, a tradition in many Asian cultures and festivals, and place them in Fonville Fountain.

Princess Lord ’28, a human service studies major, placed her wish in the fountain and reflected on how the celebration brings everyone together.

“It shows how ������Ƶ is trying to be inclusive and show respect and appreciation for the students and their culture,” said Lord.

The festival’s success is a collaborative effort, with contributions from the Truitt Center, the Department of World Languages and Cultures, Facilities Management, Technology Services, Catering, Student Involvement, University Advancement, University Communications and the Office of the Vice President for Student Life.

On November 20, 2025 students and faculty gathered in Carlton Commons to watch and participate in two theatre performances created by Associate Professor of Spanish Federico Pous’ Spanish 4500 Innovation/Social Protest Theatre Class.

Associate Professor of Spanish Pablo Celis-Castillo’s SPN3300 “Spanish Speaking World Through Media” class was in attendance, as well as Associate Dean of ������Ƶ College David Buck and Associate Professor of Spanish Nina Namaste.

The performance was “forum theater,” an interactive performance that centers around a social issue. After watching the performance, audience members are asked questions about the issue they saw and how to solve it, and they are then invited to join the scene, replacing an actor and changing the way their character handles the situation.

The class is composed of nine students who performed two plays entirely in Spanish. The first group of students’ performance was centered around feminism. The production, titled “We Can Do It,” centers around a college class where two boys do not contribute to the group project, and the girls are forced to do all the work and are given lower scores than the boys. Throughout the theatre performance, the girls try to figure out how to get justice.

The second performance, titled “First Word, Last Day,” takes place in an office, where a new female employee learns quickly that she is silenced whenever she voices her suggestions in a male-dominated advertising company, where she feels that “they are a team and I am alone.” In this performance, the other employees dismiss her idea and presence, which makes the work environment unpleasant and extra difficult for her to feel valued in. The boss dismisses her idea saying, “You’re new and don’t have much experience, listen to him and listen to me.”

Both performances depicted misogynistic issues that can arise in both academic and professional settings. Professor Pous engaged the audience by asking thought-provoking questions to examine these systems of power critically. He asked, “What was the conflict?” followed by “What do you think could solve it?”

After the discussion, audience members were invited to step in and replace the problematic character in a scene that they wished to change. In the first play, an audience member volunteered to support one of the female group members to talk to the professor and confront her male counterparts. In the second play, two audience members stepped in, one replacing a passive coworker and the other replacing the boss.

Several audience members participated in each of the performances, replacing characters and changing various scenes in an attempt to solve the issue originally presented. Many creative ideas were presented, which led to engaging discussions about the social issues presented.

The National Collegiate Hispanic Honor Society, Sigma Delta Pi, recognizes students who excel in the study of the Spanish language, literature and cultures—and who foster understanding, appreciation and respect for the Spanish-speaking world. Its motto, Spanías Didagéi Proágomen, means “to continue under the inspiration of the Spanish language.”

Eighteen students were inducted into ������Ƶ’s Rho Eta chapter during a ceremony on Wednesday, Nov. 5, at 5:30 p.m. in Lakeside (2nd floor). The event was a team effort planned and organized by Assistant Teaching Professor Ricardo Mendoza, Program Assistant Annetta Womble (World Languages and Cultures & Interdisciplinary Programs), WLC student assistants, WLC faculty and students, and community collaborators Raquel Johanna Giraldo and Helen McLeod.

The ceremony was led by Ricardo Mendoza, assistant teaching professor and president of the Rho Eta chapter, and presided over by ������Ƶ students Stephanie Mirsky and Izzy Greenstein. Alumna MacKenzie Martinez ’21 offered words of encouragement, sharing how Spanish has shaped her professional path in border-region advocacy. Martinez, a proud Jewish Chicana from Richmond, Virginia, double-majored in Spanish and Anthropology with minors in Gender Studies and Latin American Studies. She has served with Al Otro Lado and the International Rescue Committee and is currently Advancement Manager at Alliance San Diego.

The program featured live music by Raquel Johanna Giraldo (Colombia). Parents, relatives and friends joined the celebration via Zoom. WLC faculty Ketevan Kupatadze, April Post, Nina Namaste, Mayte de Lama, Bethanny Sudibyo, Pablo Celis-Castillo, Federico Pous and Ricardo Mendoza participated and shared remarks with the inductees.

Congratulations to the Fall 2025 inductees:
Faith Almond, Sofie Cate Suzanne Crabbe, Lindsey Grace Dwyer, Miranda Justine Fitch, Jinelle Alexa Gonzalez, Olivia Christine Guarino, Erin Elena Howard, Natalie Hudson, Ella Kathryn Kinman, John Cooper Carlos Ludlow, Archibald Meskhidze, Logan Marlene Miller, Samuel Potter Montgomery, Molly Moylan, Allison Orozco Rosaldo, Annabelle Kay Richardson, Logan McAdam Scott and Amelia Summers.

Eligibility: To join Sigma Delta Pi, students must complete three years of college-level Spanish (18 semester hours) or the equivalent, including at least three credit hours at the junior level in Hispanic literature or Hispanic culture/civilization.