Citizenship and the Right to Public Education for Undocumented Immigrants
October 27 @ 3:30 pm – 5:00 pm
Lecturer: Robert Koulish, Director, MLAW Programs and Joel J. Feller Research Professor
College of Behavioral and Social Sciences, University of Maryland
Immigrants are not as different from citizens in terms of citizenship responsibilities and right as many have been led to believe. And quite frankly, depending on how citizenship is defined, immigrants– even undocumented immigrants– can have much to teach citizens about what it means to be a strong citizen.
Co-hosted by the Department of Government and Politics and the MLAW Programs
The Architecture of Thomas Jefferson for a New Democracy
From October 24
Lecturer: Cynthia R. Field, Adjunct Professor, and Isabelle J. Gournay, Associate Professor
School of Architecture, Planning and Preservation, University of Maryland
This talk will present an avenue into Thomas Jefferson’s ideals and actions through his architecture. Jefferson’s architecture reflects the influence of both Scottish philosophy and French Enlightenment. This combination was a well-established special relationship in Europe. It manifested itself in his faith in the “associationist” reading of buildings and the symbolic and functional geometric forms of contemporary French designs. The dominating idea of architecture for Jefferson was its provision of didactic models for the new citizens of a democracy. In this regard, we will examine his plans for the University of Virginia, the Virginia State Capitol (on which he worked with a French architect), and his contributions to the Capitol in Washington, DC.
Hosted by the School of Architecture, Planning and Preservation
Lecturer: Thomas D. Cohen, Professor, Department of Physics, University of Maryland
The philosophical movement known as the Enlightenment stressed the role of reason and in many deeps ways guided the development of modern science. In developing the political system of the United States, its founders were also profoundly influenced by the ideas of the Enlightenment. This talk explores the interactions between American democracy and science from their enlightenment beginnings to the present.
Promises of Consent and Equality? Public Education after the American Revolution
From October 19
Lecturer: Holly Brewer, Burke Chair of American History and Associate Professor
Department of History, University of Maryland
The American Revolution led to the birth of public education as we know it because, as many founders argued, unlike aristocracy where a few men born to power ruled, democracy required an educated citizenry who could govern themselves. While educating the public took place on the state level, not the national, and policies were thus characterized by dramatic differences, the promises of the Revolution opened a national debate over what those promises meant. The founders’ ideas about who could or should consent to their own government framed their policies for who should be educated and in what disciplines and to what degree: these promises of equality did not necessarily include everyone.
Co-hosted by the Department of History and the Center for Global Migration Studies
From the Schoolhouse Gate to the Jailhouse Door: Constitutional Rights on Campus
From October 13
Guest Speaker: Frank LoMonte, Executive Director, Student Press Law Center
The Supreme Court first explicitly recognized in 1943 that students have inalienable constitutional protections that public schools cannot take away, but since that time, student rights have been on an ideological roller-coaster depending on the tenor of the times. Why today’s judicial deference to school disciplinary decisions — and school authorities’ panicky overreaction to social media — puts students at risk.
Co-hosted by the Philip Merrill College of Journalism and College Park Scholars
Lecturer: Susan Dwyer, Executive Director, Honors College and Associate Professor
Department of Philosophy, University of Maryland
A hallmark of liberal democracies is that government ought not legislate morality. But while genuine liberty requires that each of us determine our own conception of the good in accordance with our values, democracy itself cannot flourish without all of us — state and private actors alike — taking part in an active and lively conversation about what is morally good and bad and why.
Co-hosted by the Honors College and the Department of Philosophy
Can you imagine coming to college and being told you must return to your dorm by 7:30pm? lights out by 10:30pm? Report intended destinations to a chaperone and even need permission to leave the campus? 100 years ago, for the first women accepted to our then young institution, that’s how it was.
Old guidebooks on appropriate behavior and attire for women at this time, are on display at McKeldin Library from now until mid January 2017. These books, interestingly enough, warned that women who giggled in gangs or spoke of going on dates within the library, might be exiled from it for doing so. They also encouraged women to smile at male students so they might do better on quizzes.
Today, UMD is a different world, constantly encouraging us to explore beyond the campus, apply for internships in DC and sending out text alerts when undesired attention crosses the line to sexual harassment. This only happened because as students and educators, we refused to be small minded and quiet. Today I can go to the library in the middle of the night, wear my pajamas to class and set my personal boundaries where I want them. We spoke up again and again to achieve this. Thats why the history of our campus, country and identities within it, are important to reflect on.
Our 3rd lecture event left our videographer feeling very optimistic! Please enjoy Angus Murphy, Professor and Chair of the Department of Plant Science and Landscape Architecture, University of Maryland, as he expounds on The Unifying Role of The Land-grant University.
The second event in our Democracy Then & Now lecture series. Judith P Hallett provided lavender handouts for our second DTN event, so that even people who had not yet read Cato, could follow along with important textual references. Now that’s what I call inclusive! Hallett explores the evolving reactions of classical scholars to the play’s representations of race and gender from the 1990s to the present day.