Response to Mark Wilhelm: DEI, Great; DWS (Dismantling White Supremacy), Even Better
Intersections No. 56 · Fall 2022
The purpose of higher education at Lutheran colleges and universities is to contribute to the flourishing of all. DEI is great, but if Lutheran colleges and universities want to up their game, DWS (dismantling white supremacy) is even better. Dismantling white supremacy is essential to the flourishing of all. Thus, it should be a core practice of our higher education.
The protests and rebellion around the deaths of George Floyd, Ahmaud Arbery, Breonna Taylor, and others have helped the wider/whiter public in the United States understand both the importance and urgency of dismantling white supremacy. Around the same time, Trump-appointed, Acting Secretary of Homeland Security Kevin McAleenan confirmed white supremacy to be our greatest domestic threat.
Given how hot this summer has been, we could also make connections between white supremacy on the one hand, and climate disruption and environmental degradation on the other, like James Cone does.
“The logic that led to slavery and segregation in the Americas, colonization and apartheid in Africa, and the role of white supremacy throughout the world is the same one that leads to the exploitation of animals and the ravaging of nature. It is a mechanistic and instrumental logic that defines everything and everybody in terms of their contribution to the development and defense of white world supremacy.”
What is white supremacy, and what is a key harm to BIPOC communities? According to Frances Ansley,
“White supremacy is a political, economic, and cultural system in which whites overwhelmingly control power and material resources, conscious and unconscious ideas of white superiority and entitlement are widespread, and relations of white dominance and non-white subordination are daily re-enacted across a broad array of institutions and social settings.”
If any part of the above quote describes business as usual at our colleges and universities, it’s time for a long, hard look at ourselves in light of our commitment to the flourishing of all.
There are some Lutheran sensibilities that can help us make dismantling white supremacy a core practice of higher education. I’ll just mention three.
1) To Lutherans, self-righteousness is totally sus. Lutheran understandings of human beings as created and loved by God, and of infinite worth, make them skeptical about self-justification, attempts to earn and prove your worth. We’re thus free to see our beauty and our flaws.
My own higher education has often felt like a seemingly endless valorization, endorsement, and aggrandizement of the West and whiteness. Whether it’s been about the Enlightenment/Enwhitenment, science and technology, industry and development, or equality and democracy, the sense of white superiority has been at once tedious and terrible. But if classic scary movies have taught us anything, it’s that what you disavow comes back to haunt you. We’re being haunted by the legacies of genocide, slavery, and colonialism today. It’s time to interrogate this past, undo its impacts in the present, and work for a better future.
2) To Lutherans, the death of Jesus was a decolonial shockwave, still reverberating across space and time. We’re all living in a state of thrownness because of it. It turns out that the eye-averting execution of this thirty-something, Palestinian-Jewish construction worker—condemned for blasphemy by his religious community and viewed as a threat to society by the political regime—inspires our solidarity with marginalized peoples, those subordinated by white supremacy. It also turns out that this particular death generates momentum in decolonizing higher education. It’s time to rewrite general education based on a more diverse and inclusive range of sources.
3) Finally, Lutheran colleges and universities are supposed to deliver higher education that lays a foundation for critical thinking that can still register awe. Dismantling white supremacy means more awe, and thus more wonder and joy, based on a much richer, broader cross-section of human experience. It also contributes to intellectual curiosity and humility.
How can Lutheran colleges and universities make a stronger commitment to DEI? By making the dismantling of white supremacy a core practice of higher education.
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Editorial
From the Editor: Why All This Talk About Vocation?
Colleen Windham-Hughes
Windham-Hughes introduces the Fall 2022 issue built around Mark Wilhelm’s keynote “Why all this talk about vocation?” and previews five panel responses, two first-time conference reflections, and companion pieces on Womanist theology — framing vocation as a call not to privilege but to constructive and corrective work that undoes unjust systems.
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Article
Why All This Talk About Understanding the Mission of NECU Member Institutions as a Vocation?
Mark Wilhelm
In his valedictory keynote, retiring NECU Executive Director Mark Wilhelm argues that Lutheran higher education is, properly understood, vocation-based education — outlining four core practices recovered over the past fifty years and naming the constructive and corrective work still to be done, including a fuller embrace of DEIJ and of the diverse vocations of NECU’s 27 institutions.
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Response
Response to Mark Wilhelm: Vocation, Mission and Privilege
Marit Trelstad
Trelstad affirms Wilhelm’s claim that vocation is the foundational shared mission of Lutheran higher education rather than one program among many, and presses the critique that calls to “vocational reflection” can mask privilege — arguing that an intersectional lens shows vocational discernment is in fact a matter of survival and flourishing for students from marginalized communities.
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Response
Response to Mark Wilhelm: Distinguishing Between Identity and Vocation
Andrew Tucker
Tucker proposes that NECU’s next most faithful step is to faithfully and effectively differentiate vocations and identities — arguing that identity is who you are, vocation is what you do, and that recognizing the plurality of both helps Lutheran institutions name which work is theirs to take up and which is good work that belongs to someone else.
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Response
Response to Mark Wilhelm: Vocation—Wide Perspective Questions
Mary-Paula Cancienne
Cancienne, drawing on Iain McGilchrist, asks whether higher education has prioritized micro lenses at the expense of the macro view, and invites educators to hold the drama of individual vocation stories within a wider plot that includes James Webb Telescope wonder, climate grief, the long shadow of enslavement, and the resilience of native populations.
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Response
Response to Mark Wilhelm: Adopting the Framework of ‘Because’ and ‘Therefore’
Paul C. Pribbenow
Pribbenow describes how Augsburg University responded to its dramatic demographic transformation (from 18% to nearly 70% BIPOC entering students over sixteen years) by adopting an institutional vocational statement and a simple “because/therefore” framework for translating particular Lutheran theological convictions into institutional programs, policies, and practices.
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Article
Work Works
Julius Crump
Crump argues that in an era of class-stratified careerism and the “ruins of neoliberalism,” commencement-speech rhetoric about heroic vocation will not resuscitate vocation — instead, professors embodying vulnerability, extemporaneity, and contemporaneity in the classroom can show students that consistent work, embodied as service to others, is itself worthy.
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Reflection
Why All This Talk About Vocation?
Madyson Ray
Ray, a junior at Midland University and the only student attendee at the 2022 conference, reflects on four workshops — on teaching womanist thought, on supporting student-athletes, on resistance to the word “vocation,” and on vocational reflection — and brings home concrete ideas including a women’s-history scavenger hunt and semester-long vocational reflections.
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Institutional Focus
LibGuide: Introduction to Womanist Theology
Elli Cucksey
Cucksey, the head librarian at Trinity Lutheran Seminary, recounts how Beverly Wallace’s Introduction to Womanist Theology class — the first offering of the ELCA Seminaries’ Womanist Theology Initiative — led her to build a publicly available LibGuide that amplifies Black women’s voices and gathers the resources of the course for future students.
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Article
Doing the Work One’s Soul Must Have
Beverly Wallace, Yolanda M. Norton
Norton and Wallace describe the Womanist Experiential Learning Initiative — including the Beyoncé Mass, study-abroad partnerships in Portugal, Brazil, and Ghana, and the Black Girl Magic Academy for teenage girls — as a way of centering Black women’s voices in theological education and doing, as Katie Geneva Cannon put it, “the work…that one’s soul must have.”
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Editorial
From the Publisher
Arne Selbyg
No. 10 · Fall 2000
Selbyg explains that, while Intersections usually publishes papers from the annual Vocation of a Lutheran College conferences, this issue gathers presentations from a St. Olaf 125th-anniversary conference—a companion to the volume Called to Serve edited by Pamela Schwandt—because the theology and educational perspectives behind them apply to any Lutheran college and clarify what makes ELCA church-related colleges excellent institutions for students of any faith.
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Poem
Two Poems: The Advent Carol / The Madonna of Dohany Street
Brian Forry Wallace
No. 2 · Winter 1997
Two poems by Brian Forry Wallace of Capital University: “The Advent Carol,” a litany of the babies who were not adored—the Jewish baby shot with a Luger, the Black child hanged from a tree, the female messiah tossed into a river, the Tutsi infant cut by machetes, the Japanese newborn incinerated by atom bombs, the Chinese baby crushed by Japanese bombs, the aborted Mary’s child—ending with the baby “whom we do not understand, cannot feed, whom we kill”; and “The Madonna of Dohany Street,” on a Holocaust photograph in a Budapest museum of a dead mother and her dead Christ-child daughter in the former ghetto, in which annunciation, nativity, adoration, and crucifixion are seen together in a single instant.
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Article
The University in the City of God: Beyond Dialectics and Rhetoric
Gregory A. Clark
No. 4 · Winter 1998
Clark, drawing on Alasdair MacIntyre’s Three Rival Versions of Moral Enquiry, distinguishes the preliberal, liberal, and postliberal university and argues that the liberal university’s pretense of dialectical neutrality has masked a particular rhetoric of its own. Following John Milbank’s Theology and Social Theory, he holds that every philosophy and institution is finally a rhetoric and that the church’s task is not to win on the secular university’s terms but to proclaim and embody an alternative city. The Christian college, then, should give up the apologetic pose of meeting secular reason halfway and instead practice the rhetoric of the gospel: a proclamation of Jesus, an enactment of Christian friendship and peace, and a willingness to be vulnerable to the violence of the world as Jesus was vulnerable to his own. Clark commends this stance to colleges related to the church.
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Article
Liberal Arts and Professional Education: A Call for Philosopher-Servants
Steven C. Bahls
No. 24 · Fall 2006
Bahls, President of Augustana College (Rock Island), calls for a renewed commitment at Lutheran colleges to form “philosopher-servants” — graduates whose grounding in the liberal arts and the liberating gospel equips them for thoughtful service in business, education, nursing, and the other professions. Their impact, he argues, is “a good thing and a fact that we can be proud of as those who labor in Lutheran higher education.”
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Article
"We're Looking for a College—Not a Vocation": Articulating Lutheran Higher Education to Prospective Students and Parents Seeking Relevance
Karl Stumo, Tom Crady
No. 38 · Fall 2013
Drawing on Sallie Mae and UCLA enrollment data, the websites of competitor institutions, and candid voices from the field, Crady and Stumo describe a recruitment landscape in which yield rates have collapsed, discount rates have soared, and the word “Lutheran” often presents an obstacle until it is patiently unpacked. They survey mission language at Augsburg, PLU, Gustavus, and Wartburg and argue that strategic message development is the only way for ELCA schools to make vocation and Lutheran identity “credible, relevant, differentiating, and compelling” to prospective families.
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Editorial
From the Publisher: Staying Connected
Mark Wilhelm
No. 38 · Fall 2013
Wilhelm frames Intersections as a tool for maintaining relationships among leaders in ELCA higher education, welcomes the journal’s new editorial advisory board, and points readers toward the 2014 Vocation of a Lutheran College conference at Augsburg and a special interfaith understanding conference at Augustana with Eboo Patel and Presiding Bishop Elizabeth Eaton.