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  • UK universities and the war in Gaza

    UK universities and the war in Gaza

    2024 was a difficult year for UK higher education, particularly in the international arena.

    Universities from all parts of the sector struggled to meet their overseas student recruitment targets in an increasingly competitive global market. Some international research collaborations – once encouraged by governments and funding councils – came under tighter scrutiny.

    And many campuses were rocked by protests over the conflict in the Middle East. I have touched on the last of these issues in a previous Wonkhe article – but it is worth revisiting in the light of ongoing tensions.

    Campus protests

    There are wars underway in diverse parts of the world – last year saw serious loss of life in Ukraine, Sudan, Myanmar and Yemen, to name only a few. However, nowhere attracts the attention of staff and students like the invasion of the Gaza Strip which followed the 7 October attack on Israel and the abduction of hundreds of civilian hostages.

    Some argue that this is unfair or, at least, disproportionate – why has Israel faced so much criticism when other regimes have committed atrocities against civilian populations with no demonstrations on British campuses? While that is undeniable, it is also true that the Palestinian people in Gaza are enduring a horrendous situation; despite the recent ceasefire, tens of thousands of innocent lives have been lost and hundreds of thousands are still denied access to basic essentials. The anguish and concern expressed by staff and students in response to their plight are surely justified.

    During 2024, that concern manifested itself in encampments across 30 or so universities. There were numerous marches, often organised in combination with civic gatherings. The public events tended to focus on demands that the government condemn the Israeli military action and use its influence to stop the war.

    On campus, the centre of attention was slightly different, with pressure on university administrations not only to provide financial support for Palestinian scholars but also to disinvest in companies which supplied arms to Israel. This drew on a longer running campaign which argued that any investment in the arms trade is fundamentally immoral. The incoming Labour government’s withdrawal of some export licences has not changed the situation – the issue has become a rallying point for those who feel powerless to alleviate the suffering of innocent people in the war zone.

    Formulating a response

    The protests have put university managers under considerable pressure. Initially, administrators were reluctant to say anything, being anxious to avoid alienating different groups or to make individuals who had an affiliation with Israel feel under attack. UK senior managers were also aware of the deep divisions on some American campuses – several heads of institutions resigned after making infelicitous statements while navigating between radical student opinion and aggrieved benefactors.

    Even so, quite quickly senior managers in British universities began to share ideas and formulate a common position. This generally involved voicing support for academic freedom and freedom of expression while calling on protestors to respect the position of others. There were nuances – some institutions banned flags or outlawed certain contentious slogans; several announced that they would not talk to activists until camps were disbanded. In the face of prolonged disruption, a few resorted to legal interventions to remove tented villages.

    For the most part, though, UK universities engaged with all shades of opinion, facilitated peaceful protest and sought to foster rather than stifle debate. The monthly colloquies at meetings organised by Universities UK were supplemented by occasional reflective discussions at events elsewhere.

    Like others, the University of Glasgow’s senior management and university court (the governing body) considered the ethical position as well as the politics of the situation. We communicated regularly with the wider community, reached out to activists and met with faith groups, student representatives, civic leaders and national bodies.

    A key concern was to ensure that students (especially, in this instance, Jewish and Muslim students and staff) always felt welcome and safe on campus. We were one of the first institutions to call for the release of the hostages and a humanitarian ceasefire. The university issued regular reminders about good conduct but did not rush to take disciplinary action against individuals. When students occupied a building, senior managers met with the leaders; we permitted a peaceful demonstration outside the door of the governing body meeting. In response to Students’ Representative Council (SRC) and trade union demands, we undertook a widespread consultation on disinvestment in the arms trade.

    Despite vociferous calls from students and trade unions, Glasgow’s Court voted two-to-one against disinvestment; following a thoughtful discussion, a majority agreed with senior managers that it was morally right for the UK to have a defence sector and that this should be distinguished both from the conflict in the Middle East and from the question of which countries the UK sold arms to. In essence, the Court’s position was unchanged from 2020, when officers were instructed to write to government ministers calling for tighter restrictions on sales to countries which breached international law, or which had poor human rights records.

    Towards reconstruction

    The decision on disinvestment does not constitute the sum of our response to the situation in the Middle East. Alongside this, we have sought to build on Glasgow’s status as a University of Sanctuary through practical action in support of those suffering in Gaza and other conflict zones.

    A key aspect of this was the conference we organised in December, in conjunction with Professor Sultan Barakat of Hamad Bin Khalifa University, on the post-war reconstruction of higher education in Gaza.  With most university campuses in the area reduced to rubble, reconstruction might seem like a momentous task, but the event attracted nearly 200 registrations. It drew strong support from UK universities and significant engagement from colleagues based in the Middle East.

    The conference delegates heard directly from victims of the conflict. They learned of its disastrous impact and considered academic analyses of aid interventions (often meagre and inadequate) as well as efforts to support students and academics to continue their studies. The attendees engaged in the difficult task of identifying how UK higher education can best support universities in the region to rebuild.

    Key messages included the undying hunger of Palestinians in Gaza for higher education, their determination to create a better future and the belief that, with international support, all obstacles to reconstruction can be overcome. Scotland’s former First Minister Humza Yousaf (who gave a moving address in the main Glasgow synagogue following the 7 October attack on Israel) told the conference: “this is not about taking sides – it’s about being pro-humanity.”

    The conversation will not cease – we intend to reconvene in Qatar and online in the spring, and to strengthen links with colleagues in key agencies, such as the Council for At-Risk Academics (CARA), who attended the conference. We will continue to draw support from a coalition of interests, including the UCU, whose local representatives actively supported the event.

    In the coming semester, we anticipate further protest and vigorous debate at Glasgow over the correct response to the war in Gaza and its aftermath.  The situation there remains desperate and the prospects for a lasting peace – for Palestinians, Israelis and Lebanese alike – are still very uncertain. But the events of the past few days should give us hope, and we in the higher education sector should do everything we can to advance the cause of peace and reconstruction. By identifying solutions to age-old problems, sharing our resources and giving practical assistance to colleagues in need, we can help make hope a reality.

    The author is writing in a personal capacity.

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  • A new funding body landscape emerges in Scotland

    A new funding body landscape emerges in Scotland

    Last June the Scottish government set out two proposals for changing up the funding bodies in post-compulsory education, following James Withers’ damning indictment of a “lack of cohesive approach, common purpose, or strategic narrative” in how Scotland’s skills system was organised.

    There were two options on the table, and the less drastic reshuffle has prevailed following consultation: the Scottish Funding Council (SFC) will take on all the funding responsibilities from Skills Development Scotland (SDS), which currently handles apprenticeships and training. And the Student Awards Agency Scotland (SAAS) will take further education student support off SFC’s hands, rather than being dissolved as per the other consultation option.

    We’ll be left with one funder – SFC – and one student support distributor – SAAS. SDS will still exist, retaining its careers information and guidance roles. It all sounds fairly coherent, when put like that, though open to criticism that it is simply a rejiggling of the funding system component parts (Annex B to the business case presents an exhaustive list of all the possible permutations of changes to the landscape, which some poor civil servant had to go through). Certainly from what we’ve seen, many consultation responses stressed that when it came to funding, the burning question is “how much” rather than “who”.

    Whether student support responsibilities stayed with SAAS or became a department of SFC was probably at the end of the day a somewhat moot point, and the Scottish government doesn’t bother to give any particular justification for the decision, besides it being slightly preferred by consultation respondees (44 per cent to 35 per cent). It would likely have been a whole heap of organisational work for little strategic reward.

    But let’s not underestimate the overall change that’s going to take place. We’ve now got post-school funding responsibilities all in one place within the SFC, including apprenticeships and other training – a landscape-wide role for new chief executive Francesca Osowska (who starts this week) to get thinking about. It’s a similar tertiary lens to Medr in Wales, and the kind of thing that some commentators on the English system would bite your hand off for. That said, there’s no indication that the Scottish government will think about giving the SFC freer rein to assign funding across the skills system as it sees fit – we’ll still be puzzling over itemised budgets each December covering exactly how much will be spent where, for the foreseeable future.

    Legislation to enact the changes will now arrive “in the coming weeks”, with a view to it all being in place by autumn 2026. This may prove ambitious given that there are elections in Holyrood in the interim.

    Anyone for new powers?

    The consultation also asked for feedback on changes to SFC governance (all largely welcomed by respondents), as well as on “enhanced functions” for the funding council. This wasn’t a set of proposals, but more along the lines of a call for ideas, on issues like the information that those funded need to return to SFC, or the strengthening of data collection processes (respondents unsurprisingly were pro-strengthening rather than anti-strengthening).

    But it’s worth thinking about what’s changed since the consultation was launched. The financial situation at various Scottish universities has worsened significantly (meanwhile in England the sector has been hammering its regulator for not having collected more timely financial data). Higher education minister Graeme Dey has explicitly linked possible new powers with the SFC – for oversight and intervention – to its ability to respond to university financial crises.

    So in the consultation responses we see “calls for up to date information on the financial sustainability of institutions and skills providers, and the financial health of the skills sector as a whole” – moves here would seem to chime with ministerial thinking. On the question of new powers of intervention, there’s likely to be much more pushback:

    A number of fundable education bodies, individuals and others […] did not see any need for additional powers for SFC. These respondents suggested that SFC had all of the powers required for their current role, and that proposed reforms should be implemented before reviewing the need for new powers. This was also linked to a view that implementation of reforms should initially focus on policy and support.

    Today’s announcement on the preferred rearrangement of funding bodies is not accompanied by any indication of where government policy is going on powers and duties for the SFC – this will come with the legislation, and then almost certainly be the subject of parliamentary horse-trading during the bill’s passage through Holyrood.

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  • Where do we go from here? (Martin Luther King, 1967)

    Where do we go from here? (Martin Luther King, 1967)

    16 August 1967

    Atlanta, Georgia

    Dr. Abernathy, our distinguished vice president, fellow delegates to
    this, the tenth annual session of the Southern Christian Leadership
    Conference, my brothers and sisters from not only all over the South,
    but from all over the United States of America: ten years ago during the
    piercing chill of a January day and on the heels of the year-long
    Montgomery bus boycott, a group of approximately one hundred Negro
    leaders from across the South assembled in this church and agreed on the
    need for an organization to be formed that could serve as a channel
    through which local protest organizations in the South could coordinate
    their protest activities. It was this meeting that gave birth to the
    Southern Christian Leadership Conference.

    And when our organization was formed ten years ago, racial
    segregation was still a structured part of the architecture of southern
    society. Negroes with the pangs of hunger and the anguish of thirst were
    denied access to the average lunch counter. The downtown restaurants
    were still off-limits for the black man. Negroes, burdened with the
    fatigue of travel, were still barred from the motels of the highways and
    the hotels of the cities. Negro boys and girls in dire need of
    recreational activities were not allowed to inhale the fresh air of the
    big city parks. Negroes in desperate need of allowing their mental
    buckets to sink deep into the wells of knowledge were confronted with a
    firm “no” when they sought to use the city libraries. Ten years ago,
    legislative halls of the South were still ringing loud with such words
    as “interposition” and “nullification.” All types of conniving methods
    were still being used to keep the Negro from becoming a registered
    voter. A decade ago, not a single Negro entered the legislative chambers
    of the South except as a porter or a chauffeur. Ten years ago, all too
    many Negroes were still harried by day and haunted by night by a
    corroding sense of fear and a nagging sense of nobody-ness. (Yeah)

    But things are different now. In assault after assault, we caused the
    sagging walls of segregation to come tumbling down. During this era the
    entire edifice of segregation was profoundly shaken. This is an
    accomplishment whose consequences are deeply felt by every southern
    Negro in his daily life. (Oh yeah) It is no longer possible to count the
    number of public establishments that are open to Negroes. Ten years
    ago, Negroes seemed almost invisible to the larger society, and the
    facts of their harsh lives were unknown to the majority of the nation.
    But today, civil rights is a dominating issue in every state, crowding
    the pages of the press and the daily conversation of white Americans. In
    this decade of change, the Negro stood up and confronted his oppressor.
    He faced the bullies and the guns, and the dogs and the tear gas. He
    put himself squarely before the vicious mobs and moved with strength and
    dignity toward them and decisively defeated them. (Yes) And the courage
    with which he confronted enraged mobs dissolved the stereotype of the
    grinning, submissive Uncle Tom. (Yes) He came out of his struggle
    integrated only slightly in the external society, but powerfully
    integrated within. This was a victory that had to precede all other
    gains.

    In short, over the last ten years the Negro decided to straighten his
    back up (Yes), realizing that a man cannot ride your back unless it is
    bent. (Yes, That’s right) We made our government write new laws to alter
    some of the cruelest injustices that affected us. We made an
    indifferent and unconcerned nation rise from lethargy and subpoenaed its
    conscience to appear before the judgment seat of morality on the whole
    question of civil rights. We gained manhood in the nation that had
    always called us “boy.” It would be hypocritical indeed if I allowed
    modesty to forbid my saying that SCLC stood at the forefront of all of
    the watershed movements that brought these monumental changes in the
    South. For this, we can feel a legitimate pride. But in spite of a
    decade of significant progress, the problem is far from solved. The deep
    rumbling of discontent in our cities is indicative of the fact that the
    plant of freedom has grown only a bud and not yet a flower.

    And before discussing the awesome responsibilities that we face in
    the days ahead, let us take an inventory of our programmatic action and
    activities over the past year. Last year as we met in Jackson,
    Mississippi, we were painfully aware of the struggle of our brothers in
    Grenada, Mississippi. After living for a hundred or more years under the
    yoke of total segregation, the Negro citizens of this northern Delta
    hamlet banded together in nonviolent warfare against racial
    discrimination under the leadership of our affiliate chapter and
    organization there. The fact of this non-destructive rebellion was as
    spectacular as were its results. In a few short weeks the Grenada County
    Movement challenged every aspect of the society’s exploitative life.
    Stores which denied employment were boycotted; voter registration
    increased by thousands. We can never forget the courageous action of the
    people of Grenada who moved our nation and its federal courts to
    powerful action in behalf of school integration, giving Grenada one of
    the most integrated school systems in America. The battle is far from
    over, but the black people of Grenada have achieved forty of fifty-three
    demands through their persistent nonviolent efforts.

    Slowly but surely, our southern affiliates continued their building
    and organizing. Seventy-nine counties conducted voter registration
    drives, while double that number carried on political education and
    get-out-the-vote efforts. In spite of press opinions, our staff is still
    overwhelmingly a southern-based staff. One hundred and five persons
    have worked across the South under the direction of Hosea Williams. What
    used to be primarily a voter registration staff is actually a
    multifaceted program dealing with the total life of the community, from
    farm cooperatives, business development, tutorials, credit unions,
    etcetera. Especially to be commended are those ninety-nine communities
    and their staffs which maintain regular mass meetings throughout the
    year.

    Our Citizenship Education Program continues to lay the solid
    foundation of adult education and community organization upon which all
    social change must ultimately rest. This year, five hundred local
    leaders received training at Dorchester and ten community centers
    through our Citizenship Education Program. They were trained in
    literacy, consumer education, planned parenthood, and many other things.
    And this program, so ably directed by Mrs. Dorothy Cotton, Mrs. Septima
    Clark, and their staff of eight persons, continues to cover ten
    southern states. Our auxiliary feature of C.E.P. is the aid which they
    have given to poor communities, poor counties in receiving and
    establishing O.E.O. projects. With the competent professional guidance
    of our marvelous staff member, Miss Mew Soong-Li, Lowndes and Wilcox
    counties in Alabama have pioneered in developing outstanding poverty
    programs totally controlled and operated by residents of the area.

    Perhaps the area of greatest concentration of my efforts has been in
    the cities of Chicago and Cleveland. Chicago has been a wonderful
    proving ground for our work in the North. There have been no
    earth-shaking victories, but neither has there been failure. Our open
    housing marches, which finally brought about an agreement which actually
    calls the power structure of Chicago to capitulate to the civil rights
    movement, these marches and the agreement have finally begun to pay off.
    After the season of delay around election periods, the Leadership
    Conference, organized to meet our demands for an open city, has finally
    begun to implement the programs agreed to last summer.

    But this is not the most important aspect of our work. As a result of
    our tenant union organizing, we have begun a four million dollar
    rehabilitation project, which will renovate deteriorating buildings and
    allow their tenants the opportunity to own their own homes. This pilot
    project was the inspiration for the new home ownership bill, which
    Senator Percy introduced in Congress only recently.

    The most dramatic success in Chicago has been Operation Breadbasket.
    Through Operation Breadbasket we have now achieved for the Negro
    community of Chicago more than twenty-two hundred new jobs with an
    income of approximately eighteen million dollars a year, new income to
    the Negro community. [Applause] But not only have we gotten jobs through
    Operation Breadbasket in Chicago; there was another area through this
    economic program, and that was the development of financial institutions
    which were controlled by Negroes and which were sensitive to problems
    of economic deprivation of the Negro community. The two banks in Chicago
    that were interested in helping Negro businessmen were largely unable
    to loan much because of limited assets. Hi-Lo, one of the chain stores
    in Chicago, agreed to maintain substantial accounts in the two banks,
    thus increasing their ability to serve the needs of the Negro community.
    And I can say to you today that as a result of Operation Breadbasket in
    Chicago, both of these Negro-operated banks have now more than double
    their assets, and this has been done in less than a year by the work of
    Operation Breadbasket. [applause]

    In addition, the ministers learned that Negro scavengers had been
    deprived of significant accounts in the ghetto. Whites controlled even
    the garbage of Negroes. Consequently, the chain stores agreed to
    contract with Negro scavengers to service at least the stores in Negro
    areas. Negro insect and rodent exterminators, as well as janitorial
    services, were likewise excluded from major contracts with chain stores.
    The chain stores also agreed to utilize these services. It also became
    apparent that chain stores advertised only rarely in Negro-owned
    community newspapers. This area of neglect was also negotiated, giving
    community newspapers regular, substantial accounts. And finally, the
    ministers found that Negro contractors, from painters to masons, from
    electricians to excavators, had also been forced to remain small by the
    monopolies of white contractors. Breadbasket negotiated agreements on
    new construction and rehabilitation work for the chain stores. These
    several interrelated aspects of economic development, all based on the
    power of organized consumers, hold great possibilities for dealing with
    the problems of Negroes in other northern cities. The kinds of requests
    made by Breadbasket in Chicago can be made not only of chain stores, but
    of almost any major industry in any city in the country.

    And so Operation Breadbasket has a very simple program, but a
    powerful one. It simply says, “If you respect my dollar, you must
    respect my person.” It simply says that we will no longer spend our
    money where we can not get substantial jobs. [applause]

    In Cleveland, Ohio, a group of ministers have formed an Operation
    Breadbasket through our program there and have moved against a major
    dairy company. Their requests include jobs, advertising in Negro
    newspapers, and depositing funds in Negro financial institutions. This
    effort resulted in something marvelous. I went to Cleveland just last
    week to sign the agreement with Sealtest. We went to get the facts about
    their employment; we discovered that they had 442 employees and only
    forty-three were Negroes, yet the Negro population of Cleveland is
    thirty-five percent of the total population. They refused to give us all
    of the information that we requested, and we said in substance, “Mr.
    Sealtest, we’re sorry. We aren’t going to burn your store down. We
    aren’t going to throw any bricks in the window. But we are going to put
    picket signs around and we are going to put leaflets out and we are
    going to our pulpits and tell them not to sell Sealtest products, and
    not to purchase Sealtest products.”

    We did that. We went through the churches. Reverend Dr. Hoover, who
    pastors the largest church in Cleveland, who’s here today, and all of
    the ministers got together and got behind this program. We went to every
    store in the ghetto and said, “You must take Sealtest products off of
    your counters. If not, we’re going to boycott your whole store.” (That’s
    right) A&P refused. We put picket lines around A&P; they have a
    hundred and some stores in Cleveland, and we picketed A&P and
    closed down eighteen of them in one day. Nobody went in A&P.
    [applause] The next day Mr. A&P was calling on us, and Bob Brown,
    who is here on our board and who is a public relations man representing a
    number of firms, came in. They called him in because he worked for
    A&P, also; and they didn’t know he worked for us, too. [laughter]
    Bob Brown sat down with A&P, and he said, they said, “Now, Mr.
    Brown, what would you advise us to do.” He said, “I would advise you to
    take Sealtest products off of all of your counters.” A&P agreed next
    day not only to take Sealtest products off of the counters in the
    ghetto, but off of the counters of every A&P store in Cleveland, and
    they said to Sealtest, “If you don’t reach an agreement with SCLC and
    Operation Breadbasket, we will take Sealtest products off of every
    A&P store in the state of Ohio.”

    The next day [applause], the next day the Sealtest people were
    talking nice [laughter], they were very humble. And I am proud to say
    that I went to Cleveland just last Tuesday, and I sat down with the
    Sealtest people and some seventy ministers from Cleveland, and we signed
    the agreement. This effort resulted in a number of jobs, which will
    bring almost five hundred thousand dollars of new income to the Negro
    community a year. [applause] We also said to Sealtest, “The problem that
    we face is that the ghetto is a domestic colony that’s constantly
    drained without being replenished. And you are always telling us to lift
    ourselves by our own bootstraps, and yet we are being robbed every day.
    Put something back in the ghetto.” So along with our demand for jobs,
    we said, “We also demand that you put money in the Negro savings and
    loan association and that you take ads, advertise, in the Cleveland Call
    & Post, the Negro newspaper.” So along with the new jobs, Sealtest
    has now deposited thousands of dollars in the Negro bank of Cleveland
    and has already started taking ads in the Negro newspaper in that city.
    This is the power of Operation Breadbasket. [applause]

    Now, for fear that you may feel that it’s limited to Chicago and
    Cleveland, let me say to you that we’ve gotten even more than that. In
    Atlanta, Georgia, Breadbasket has been equally successful in the South.
    Here the emphasis has been divided between governmental employment and
    private industry. And while I do not have time to go into the details, I
    want to commend the men who have been working with it here: the
    Reverend Bennett, the Reverend Joe Boone, the Reverend J. C. Ward,
    Reverend Dorsey, Reverend Greer, and I could go on down the line, and
    they have stood up along with all of the other ministers. But here is
    the story that’s not printed in the newspapers in Atlanta: as a result
    of Operation Breadbasket, over the last three years, we have added about
    twenty-five million dollars of new income to the Negro community every
    year. [applause]

    Now as you know, Operation Breadbasket has now gone national in the
    sense that we had a national conference in Chicago and agreed to launch a
    nationwide program, which you will hear more about.

    Finally, SCLC has entered the field of housing. Under the leadership
    of attorney James Robinson, we have already contracted to build 152
    units of low-income housing with apartments for the elderly on a choice
    downtown Atlanta site under the sponsorship of Ebenezer Baptist Church.
    This is the first project [applause], this is the first project of a
    proposed southwide Housing Development Corporation which we hope to
    develop in conjunction with SCLC, and through this corporation we hope
    to build housing from Mississippi to North Carolina using Negro workmen,
    Negro architects, Negro attorneys, and Negro financial institutions
    throughout. And it is our feeling that in the next two or three years,
    we can build right here in the South forty million dollars worth of new
    housing for Negroes, and with millions and millions of dollars in income
    coming to the Negro community. [applause]

    Now there are many other things that I could tell you, but time is
    passing. This, in short, is an account of SCLC’s work over the last
    year. It is a record of which we can all be proud.

    With all the struggle and all the achievements, we must face the
    fact, however, that the Negro still lives in the basement of the Great
    Society. He is still at the bottom, despite the few who have penetrated
    to slightly higher levels. Even where the door has been forced partially
    open, mobility for the Negro is still sharply restricted. There is
    often no bottom at which to start, and when there is there’s almost no
    room at the top. In consequence, Negroes are still impoverished aliens
    in an affluent society. They are too poor even to rise with the society,
    too impoverished by the ages to be able to ascend by using their own
    resources. And the Negro did not do this himself; it was done to him.
    For more than half of his American history, he was enslaved. Yet, he
    built the spanning bridges and the grand mansions, the sturdy docks and
    stout factories of the South. His unpaid labor made cotton “King” and
    established America as a significant nation in international commerce.
    Even after his release from chattel slavery, the nation grew over him,
    submerging him. It became the richest, most powerful society in the
    history of man, but it left the Negro far behind.

    And so we still have a long, long way to go before we reach the
    promised land of freedom. Yes, we have left the dusty soils of Egypt,
    and we have crossed a Red Sea that had for years been hardened by a long
    and piercing winter of massive resistance, but before we reach the
    majestic shores of the promised land, there will still be gigantic
    mountains of opposition ahead and prodigious hilltops of injustice.
    (Yes, That’s right) We still need some Paul Revere of conscience to
    alert every hamlet and every village of America that revolution is still
    at hand. Yes, we need a chart; we need a compass; indeed, we need some
    North Star to guide us into a future shrouded with impenetrable
    uncertainties.

    Now, in order to answer the question, “Where do we go from here?”
    which is our theme, we must first honestly recognize where we are now.
    When the Constitution was written, a strange formula to determine taxes
    and representation declared that the Negro was sixty percent of a
    person. Today another curious formula seems to declare he is fifty
    percent of a person. Of the good things in life, the Negro has
    approximately one half those of whites. Of the bad things of life, he
    has twice those of whites. Thus, half of all Negroes live in substandard
    housing. And Negroes have half the income of whites. When we turn to
    the negative experiences of life, the Negro has a double share: There
    are twice as many unemployed; the rate of infant mortality among Negroes
    is double that of whites; and there are twice as many Negroes dying in
    Vietnam as whites in proportion to their size in the population. (Yes)
    [applause]

    In other spheres, the figures are equally alarming. In elementary
    schools, Negroes lag one to three years behind whites, and their
    segregated schools (Yeah) receive substantially less money per student
    than the white schools. (Those schools) One-twentieth as many Negroes as
    whites attend college. Of employed Negroes, seventy-five percent hold
    menial jobs. This is where we are.

    Where do we go from here? First, we must massively assert our dignity
    and worth. We must stand up amid a system that still oppresses us and
    develop an unassailable and majestic sense of values. We must no longer
    be ashamed of being black. (All right) The job of arousing manhood
    within a people that have been taught for so many centuries that they
    are nobody is not easy.

    Even semantics have conspired to make that which is black seem ugly
    and degrading. (Yes) In Roget’s Thesaurusthere are some 120 synonyms for
    blackness and at least sixty of them are offensive, such words as blot,
    soot, grim, devil, and foul. And there are some 134 synonyms for
    whiteness and all are favorable, expressed in such words as purity,
    cleanliness, chastity, and innocence. A white lie is better than a black
    lie. (Yes) The most degenerate member of a family is the “black sheep.”
    (Yes) Ossie Davis has suggested that maybe the English language should
    be reconstructed so that teachers will not be forced to teach the Negro
    child sixty ways to despise himself, and thereby perpetuate his false
    sense of inferiority, and the white child 134 ways to adore himself, and
    thereby perpetuate his false sense of superiority. [applause] The
    tendency to ignore the Negro’s contribution to American life and strip
    him of his personhood is as old as the earliest history books and as
    contemporary as the morning’s newspaper. (Yes)

    To offset this cultural homicide, the Negro must rise up with an
    affirmation of his own Olympian manhood. (Yes) Any movement for the
    Negro’s freedom that overlooks this necessity is only waiting to be
    buried. (Yes) As long as the mind is enslaved, the body can never be
    free. (Yes) Psychological freedom, a firm sense of self-esteem, is the
    most powerful weapon against the long night of physical slavery. No
    Lincolnian Emancipation Proclamation, no Johnsonian civil rights bill
    can totally bring this kind of freedom. The Negro will only be free when
    he reaches down to the inner depths of his own being and signs with the
    pen and ink of assertive manhood his own emancipation proclamation. And
    with a spirit straining toward true self-esteem, the Negro must boldly
    throw off the manacles of self-abnegation and say to himself and to the
    world, “I am somebody. (Oh yeah) I am a person. I am a man with dignity
    and honor. (Go ahead) I have a rich and noble history, however painful
    and exploited that history has been. Yes, I was a slave through my
    foreparents (That’s right), and now I’m not ashamed of that. I’m ashamed
    of the people who were so sinful to make me a slave.” (Yes sir) Yes
    [applause], yes, we must stand up and say, “I’m black (Yes sir), but I’m
    black and beautiful.” (Yes) This [applause], this self-affirmation is
    the black man’s need, made compelling (All right) by the white man’s
    crimes against him. (Yes)

    Now another basic challenge is to discover how to organize our
    strength in to economic and political power. Now no one can deny that
    the Negro is in dire need of this kind of legitimate power. Indeed, one
    of the great problems that the Negro confronts is his lack of power.
    From the old plantations of the South to the newer ghettos of the North,
    the Negro has been confined to a life of voicelessness (That’s true)
    and powerlessness. (So true) Stripped of the right to make decisions
    concerning his life and destiny he has been subject to the authoritarian
    and sometimes whimsical decisions of the white power structure. The
    plantation and the ghetto were created by those who had power, both to
    confine those who had no power and to perpetuate their powerlessness.
    Now the problem of transforming the ghetto, therefore, is a problem of
    power, a confrontation between the forces of power demanding change and
    the forces of power dedicated to the preserving of the status quo. Now,
    power properly understood is nothing but the ability to achieve purpose.
    It is the strength required to bring about social, political, and
    economic change. Walter Reuther defined power one day. He said, “Power
    is the ability of a labor union like UAW to make the most powerful
    corporation in the world, General Motors, say, ‘Yes’ when it wants to
    say ‘No.’ That’s power.” [applause]

    Now a lot of us are preachers, and all of us have our moral
    convictions and concerns, and so often we have problems with power. But
    there is nothing wrong with power if power is used correctly.

    You see, what happened is that some of our philosophers got off base.
    And one of the great problems of history is that the concepts of love
    and power have usually been contrasted as opposites, polar opposites, so
    that love is identified with a resignation of power, and power with a
    denial of love. It was this misinterpretation that caused the
    philosopher Nietzsche, who was a philosopher of the will to power, to
    reject the Christian concept of love. It was this same misinterpretation
    which induced Christian theologians to reject Nietzsche’s philosophy of
    the will to power in the name of the Christian idea of love.

    Now, we got to get this thing right. What is needed is a realization
    that power without love is reckless and abusive, and that love without
    power is sentimental and anemic. (Yes) Power at its best [applause],
    power at its best is love (Yes) implementing the demands of justice, and
    justice at its best is love correcting everything that stands against
    love. (Speak) And this is what we must see as we move on.

    Now what has happened is that we’ve had it wrong and mixed up in our
    country, and this has led Negro Americans in the past to seek their
    goals through love and moral suasion devoid of power, and white
    Americans to seek their goals through power devoid of love and
    conscience. It is leading a few extremists today to advocate for Negroes
    the same destructive and conscienceless power that they have justly
    abhorred in whites. It is precisely this collision of immoral power with
    powerless morality which constitutes the major crisis of our times.
    (Yes)

    Now we must develop progress, or rather, a program—and I can’t stay
    on this long—that will drive the nation to a guaranteed annual income.
    Now, early in the century this proposal would have been greeted with
    ridicule and denunciation as destructive of initiative and
    responsibility. At that time economic status was considered the measure
    of the individual’s abilities and talents. And in the thinking of that
    day, the absence of worldly goods indicated a want of industrious habits
    and moral fiber. We’ve come a long way in our understanding of human
    motivation and of the blind operation of our economic system. Now we
    realize that dislocations in the market operation of our economy and the
    prevalence of discrimination thrust people into idleness and bind them
    in constant or frequent unemployment against their will. The poor are
    less often dismissed, I hope, from our conscience today by being branded
    as inferior and incompetent. We also know that no matter how
    dynamically the economy develops and expands, it does not eliminate all
    poverty.

    The problem indicates that our emphasis must be twofold: We must
    create full employment, or we must create incomes. People must be made
    consumers by one method or the other. Once they are placed in this
    position, we need to be concerned that the potential of the individual
    is not wasted. New forms of work that enhance the social good will have
    to be devised for those for whom traditional jobs are not available. In
    1879 Henry George anticipated this state of affairs when he wrote
    in Progress and Poverty:

    The fact is that the work which improves the condition of mankind,
    the work which extends knowledge and increases power and enriches
    literature and elevates thought, is not done to secure a living. It is
    not the work of slaves driven to their tasks either by the, that of a
    taskmaster or by animal necessities. It is the work of men who somehow
    find a form of work that brings a security for its own sake and a state
    of society where want is abolished.

    Work of this sort could be enormously increased, and we are likely to
    find that the problem of housing, education, instead of preceding the
    elimination of poverty, will themselves be affected if poverty is first
    abolished. The poor, transformed into purchasers, will do a great deal
    on their own to alter housing decay. Negroes, who have a double
    disability, will have a greater effect on discrimination when they have
    the additional weapon of cash to use in their struggle.

    Beyond these advantages, a host of positive psychological changes
    inevitably will result from widespread economic security. The dignity of
    the individual will flourish when the decisions concerning his life are
    in his own hands, when he has the assurance that his income is stable
    and certain, and when he knows that he has the means to seek
    self-improvement. Personal conflicts between husband, wife, and children
    will diminish when the unjust measurement of human worth on a scale of
    dollars is eliminated.

    Now, our country can do this. John Kenneth Galbraith said that a
    guaranteed annual income could be done for about twenty billion dollars a
    year. And I say to you today, that if our nation can spend thirty-five
    billion dollars a year to fight an unjust, evil war in Vietnam, and
    twenty billion dollars to put a man on the moon, it can spend billions
    of dollars to put God’s children on their own two feet right here on
    earth. [applause]

    Now, let me rush on to say we must reaffirm our commitment to
    nonviolence. And I want to stress this. The futility of violence in the
    struggle for racial justice has been tragically etched in all the recent
    Negro riots. Now, yesterday, I tried to analyze the riots and deal with
    the causes for them. Today I want to give the other side. There is
    something painfully sad about a riot. One sees screaming youngsters and
    angry adults fighting hopelessly and aimlessly against impossible odds.
    (Yeah) And deep down within them, you perceive a desire for
    self-destruction, a kind of suicidal longing. (Yes)

    Occasionally, Negroes contend that the 1965 Watts riot and the other
    riots in various cities represented effective civil rights action. But
    those who express this view always end up with stumbling words when
    asked what concrete gains have been won as a result. At best, the riots
    have produced a little additional anti-poverty money allotted by
    frightened government officials and a few water sprinklers to cool the
    children of the ghettos. It is something like improving the food in the
    prison while the people remain securely incarcerated behind bars.
    (That’s right) Nowhere have the riots won any concrete improvement such
    as have the organized protest demonstrations.

    And when one tries to pin down advocates of violence as to what acts
    would be effective, the answers are blatantly illogical. Sometimes they
    talk of overthrowing racist state and local governments and they talk
    about guerrilla warfare. They fail to see that no internal revolution
    has ever succeeded in overthrowing a government by violence unless the
    government had already lost the allegiance and effective control of its
    armed forces. Anyone in his right mind knows that this will not happen
    in the United States. In a violent racial situation, the power structure
    has the local police, the state troopers, the National Guard, and
    finally, the army to call on, all of which are predominantly white.
    (Yes) Furthermore, few, if any, violent revolutions have been successful
    unless the violent minority had the sympathy and support of the
    non-resisting majority. Castro may have had only a few Cubans actually
    fighting with him and up in the hills (Yes), but he would have never
    overthrown the Batista regime unless he had had the sympathy of the vast
    majority of Cuban people. It is perfectly clear that a violent
    revolution on the part of American blacks would find no sympathy and
    support from the white population and very little from the majority of
    the Negroes themselves.

    This is no time for romantic illusions and empty philosophical
    debates about freedom. This is a time for action. (All right) What is
    needed is a strategy for change, a tactical program that will bring the
    Negro into the mainstream of American life as quickly as possible. So
    far, this has only been offered by the nonviolent movement. Without
    recognizing this we will end up with solutions that don’t solve, answers
    that don’t answer, and explanations that don’t explain. [applause]

    And so I say to you today that I still stand by nonviolence. (Yes)
    And I am still convinced [applause], and I’m still convinced that it is
    the most potent weapon available to the Negro in his struggle for
    justice in this country.

    And the other thing is, I’m concerned about a better world. I’m
    concerned about justice; I’m concerned about brotherhood; I’m concerned
    about truth. (That’s right) And when one is concerned about that, he can
    never advocate violence. For through violence you may murder a
    murderer, but you can’t murder murder. (Yes) Through violence you may
    murder a liar, but you can’t establish truth. (That’s right) Through
    violence you may murder a hater, but you can’t murder hate through
    violence. (All right, That’s right) Darkness cannot put out darkness;
    only light can do that. [applause]

    And I say to you, I have also decided to stick with love, for I know
    that love is ultimately the only answer to mankind’s problems. (Yes) And
    I’m going to talk about it everywhere I go. I know it isn’t popular to
    talk about it in some circles today. (No) And I’m not talking about
    emotional bosh when I talk about love; I’m talking about a strong,
    demanding love. (Yes) For I have seen too much hate. (Yes) I’ve seen too
    much hate on the faces of sheriffs in the South. (Yeah) I’ve seen hate
    on the faces of too many Klansmen and too many White Citizens Councilors
    in the South to want to hate, myself, because every time I see it, I
    know that it does something to their faces and their personalities, and I
    say to myself that hate is too great a burden to bear. (Yes, That’s
    right) I have decided to love. [applause] If you are seeking the highest
    good, I think you can find it through love. And the beautiful thing is
    that we aren’t moving wrong when we do it, because John was right, God
    is love. (Yes) He who hates does not know God, but he who loves has the
    key that unlocks the door to the meaning of ultimate reality.

    And so I say to you today, my friends, that you may be able to speak
    with the tongues of men and angels (All right); you may have the
    eloquence of articulate speech; but if you have not love, it means
    nothing. (That’s right) Yes, you may have the gift of prophecy; you may
    have the gift of scientific prediction (Yes sir) and understand the
    behavior of molecules (All right); you may break into the storehouse of
    nature (Yes sir) and bring forth many new insights; yes, you may ascend
    to the heights of academic achievement (Yes sir) so that you have all
    knowledge (Yes sir, Yes); and you may boast of your great institutions
    of learning and the boundless extent of your degrees; but if you have
    not love, all of these mean absolutely nothing. (Yes) You may even give
    your goods to feed the poor (Yes sir); you may bestow great gifts to
    charity (Speak); and you may tower high in philanthropy; but if you have
    not love, your charity means nothing. (Yes sir) You may even give your
    body to be burned and die the death of a martyr, and your spilt blood
    may be a symbol of honor for generations yet unborn, and thousands may
    praise you as one of history’s greatest heroes; but if you have not love
    (Yes, All right), your blood was spilt in vain. What I’m trying to get
    you to see this morning is that a man may be self-centered in his
    self-denial and self-righteous in his self-sacrifice. His generosity may
    feed his ego, and his piety may feed his pride. (Speak) So without
    love, benevolence becomes egotism, and martyrdom becomes spiritual
    pride.

    I want to say to you as I move to my conclusion, as we talk about
    “Where do we go from here?” that we must honestly face the fact that the
    movement must address itself to the question of restructuring the whole
    of American society. (Yes) There are forty million poor people here,
    and one day we must ask the question, “Why are there forty million poor
    people in America?” And when you begin to ask that question, you are
    raising a question about the economic system, about a broader
    distribution of wealth. When you ask that question, you begin to
    question the capitalistic economy. (Yes) And I’m simply saying that more
    and more, we’ve got to begin to ask questions about the whole society.
    We are called upon to help the discouraged beggars in life’s
    marketplace. (Yes) But one day we must come to see that an edifice which
    produces beggars needs restructuring. (All right) It means that
    questions must be raised. And you see, my friends, when you deal with
    this you begin to ask the question, “Who owns the oil?” (Yes) You begin
    to ask the question, “Who owns the iron ore?” (Yes) You begin to ask the
    question, “Why is it that people have to pay water bills in a world
    that’s two-thirds water?” (All right) These are words that must be said.
    (All right)

    Now, don’t think you have me in a bind today. I’m not talking about
    communism. What I’m talking about is far beyond communism. (Yeah) My
    inspiration didn’t come from Karl Marx (Speak); my inspiration didn’t
    come from Engels; my inspiration didn’t come from Trotsky; my
    inspiration didn’t come from Lenin. Yes, I read Communist
    Manifesto andDas Kapital a long time ago (Well), and I saw that maybe
    Marx didn’t follow Hegel enough. (All right) He took his dialectics, but
    he left out his idealism and his spiritualism. And he went over to a
    German philosopher by the name of Feuerbach, and took his materialism
    and made it into a system that he called “dialectical materialism.”
    (Speak) I have to reject that.

    What I’m saying to you this morning is communism forgets that life is
    individual. (Yes) Capitalism forgets that life is social. (Yes, Go
    ahead) And the kingdom of brotherhood is found neither in the thesis of
    communism nor the antithesis of capitalism, but in a higher synthesis.
    (Speak) [applause] It is found in a higher synthesis (Come on) that
    combines the truths of both. (Yes) Now, when I say questioning the whole
    society, it means ultimately coming to see that the problem of racism,
    the problem of economic exploitation, and the problem of war are all
    tied together. (All right) These are the triple evils that are
    interrelated.

    And if you will let me be a preacher just a little bit. (Speak) One
    day [applause], one night, a juror came to Jesus (Yes sir) and he wanted
    to know what he could do to be saved. (Yeah) Jesus didn’t get bogged
    down on the kind of isolated approach of what you shouldn’t do. Jesus
    didn’t say, “Now Nicodemus, you must stop lying.” (Oh yeah) He didn’t
    say, “Nicodemus, now you must not commit adultery.” He didn’t say, “Now
    Nicodemus, you must stop cheating if you are doing that.” He didn’t say,
    “Nicodemus, you must stop drinking liquor if you are doing that
    excessively.” He said something altogether different, because Jesus
    realized something basic (Yes): that if a man will lie, he will steal.
    (Yes) And if a man will steal, he will kill. (Yes) So instead of just
    getting bogged down on one thing, Jesus looked at him and said,
    “Nicodemus, you must be born again.” [applause]

    In other words, “Your whole structure (Yes) must be changed.”
    [applause] A nation that will keep people in slavery for 244 years will
    “thingify” them and make them things. (Speak) And therefore, they will
    exploit them and poor people generally economically. (Yes) And a nation
    that will exploit economically will have to have foreign investments and
    everything else, and it will have to use its military might to protect
    them. All of these problems are tied together. (Yes) [applause]

    What I’m saying today is that we must go from this convention and say, “America, you must be born again!” [applause] (Oh yes)

    And so, I conclude by saying today that we have a task, and let us go out with a divine dissatisfaction. (Yes)

    Let us be dissatisfied until America will no longer have a high blood pressure of creeds and an anemia of deeds. (All right)

    Let us be dissatisfied (Yes) until the tragic walls that separate the
    outer city of wealth and comfort from the inner city of poverty and
    despair shall be crushed by the battering rams of the forces of justice.
    (Yes sir)

    Let us be dissatisfied (Yes) until those who live on the outskirts of hope are brought into the metropolis of daily security.

    Let us be dissatisfied (Yes) until slums are cast into the junk heaps
    of history (Yes), and every family will live in a decent, sanitary
    home.

    Let us be dissatisfied (Yes) until the dark yesterdays of segregated
    schools will be transformed into bright tomorrows of quality integrated
    education.

    Let us be dissatisfied until integration is not seen as a problem but
    as an opportunity to participate in the beauty of diversity.

    Let us be dissatisfied (All right) until men and women, however black
    they may be, will be judged on the basis of the content of their
    character, not on the basis of the color of their skin. (Yeah) Let us be
    dissatisfied. [applause]

    Let us be dissatisfied (Well) until every state capitol (Yes) will be
    housed by a governor who will do justly, who will love mercy, and who
    will walk humbly with his God.

    Let us be dissatisfied [applause] until from every city hall, justice
    will roll down like waters, and righteousness like a mighty stream.
    (Yes)

    Let us be dissatisfied (Yes) until that day when the lion and the
    lamb shall lie down together (Yes), and every man will sit under his own
    vine and fig tree, and none shall be afraid.

    Let us be dissatisfied (Yes), and men will recognize that out of one
    blood (Yes) God made all men to dwell upon the face of the earth. (Speak
    sir)

    Let us be dissatisfied until that day when nobody will shout, “White
    Power!” when nobody will shout, “Black Power!” but everybody will talk
    about God’s power and human power. [applause]

    And I must confess, my friends (Yes sir), that the road ahead will
    not always be smooth. (Yes) There will still be rocky places of
    frustration (Yes) and meandering points of bewilderment. There will be
    inevitable setbacks here and there. (Yes) And there will be those
    moments when the buoyancy of hope will be transformed into the fatigue
    of despair. (Well) Our dreams will sometimes be shattered and our
    ethereal hopes blasted. (Yes) We may again, with tear-drenched eyes,
    have to stand before the bier of some courageous civil rights worker
    whose life will be snuffed out by the dastardly acts of bloodthirsty
    mobs. (Well) But difficult and painful as it is (Well), we must walk on
    in the days ahead with an audacious faith in the future. (Well) And as
    we continue our charted course, we may gain consolation from the words
    so nobly left by that great black bard, who was also a great freedom
    fighter of yesterday, James Weldon Johnson (Yes):

    Stony the road we trod (Yes),

    Bitter the chastening rod

    Felt in the days

    When hope unborn had died. (Yes)

    Yet with a steady beat,

    Have not our weary feet

    Come to the place

    For which our fathers sighed?

    We have come over a way

    That with tears has been watered. (Well)

    We have come treading our paths

    Through the blood of the slaughtered.

    Out from the gloomy past,

    Till now we stand at last (Yes)

    Where the bright gleam

    Of our bright star is cast.

    Let this affirmation be our ringing cry. (Well) It will give us the
    courage to face the uncertainties of the future. It will give our tired
    feet new strength as we continue our forward stride toward the city of
    freedom. (Yes) When our days become dreary with low-hovering clouds of
    despair (Well), and when our nights become darker than a thousand
    midnights (Well), let us remember (Yes) that there is a creative force
    in this universe working to pull down the gigantic mountains of evil
    (Well), a power that is able to make a way out of no way (Yes) and
    transform dark yesterdays into bright tomorrows. (Speak)

    Let us realize that the arc of the moral universe is long, but it
    bends toward justice. Let us realize that William Cullen Bryant is
    right: “Truth, crushed to earth, will rise again.” Let us go out
    realizing that the Bible is right: “Be not deceived. God is not mocked.
    (Oh yeah) Whatsoever a man soweth (Yes), that (Yes) shall he also reap.”
    This is our hope for the future, and with this faith we will be able to
    sing in some not too distant tomorrow, with a cosmic past tense, “We
    have overcome! (Yes) We have overcome! Deep in my heart, I did believe
    (Yes) we would overcome.” [applause]

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  • Snitch hotlines for ‘offensive’ speech were a nightmare on campus — and now they’re coming to a neighborhood near you

    Snitch hotlines for ‘offensive’ speech were a nightmare on campus — and now they’re coming to a neighborhood near you

    We know the term “Orwellian” gets thrown around a lot these days. But if a government entity dedicated to investigating and even reeducating Americans for protected speech doesn’t deserve the label, nothing does.

    This step towards the Stasi isn’t hypothetical, either. It’s real. The governing bodies in question are called bias reporting systems, and the odds are they’re already chilling free expression on a campus near you. What’s worse, they aren’t staying there — now municipalities and states are using them, too.

    In this explainer, we’ll break down what bias reporting systems are, how they’ve spread beyond campus, and why they’re a threat to free speech.

    What are bias reporting systems?

    If you’ve been on campus in the last decade, you’ve likely heard of bias reporting systems — or, as they’re sometimes called, bias response teams. Their structure and terminology vary, but FIRE defines a campus bias reporting system as any system that provides:

    1. a formal or explicit process for or solicitation of
    2. reports from students, faculty, staff, or the community
    3. concerning offensive conduct or speech that is protected by the First Amendment or principles of expressive or academic freedom.

    Bias reporting systems generally solicit reports of bias against identity characteristics widely found in anti-discrimination laws. Western Washington University, for example, defines a “bias incident” as “language or an action that demonstrates bias against an individual or group of people based on actual or perceived race, color, creed, religion, national origin, sex, gender identity or expression, disability, sexual orientation, age, or veteran status.” Some systems also invite reports of bias against traits like “intellectual perspective,” “political expression,” and “political belief,” or have a catch-all provision for any other allegedly biased speech.

    Many colleges have bias response teams that consist not only of administrators but law enforcement. They often investigate complaints and summon accused students and faculty to meetings.

    The ability to speak freely is core to our democracy. Any system or protocol that stifles or inhibits free expression is antithetical to the principles and ideals of our institutions of higher education and our republic. 

    You might be wondering, “Don’t civil rights laws already cover this sort of thing?” Well, not quite. Bias reporting systems cover way more expressive ground than civil rights laws do, which puts these systems at odds with First Amendment protections. They generally define “bias” in such broad or vague terms that it could be applied to basically anything the complainant doesn’t like, including protected speech. This is doubly so when a school includes that vague and subjective word “hate” as another form of language or behavior worth reporting.

    That’s a problem at public colleges, which are bound by the First Amendment, and also at private colleges that voluntarily adopt First Amendment-like standards. Bias reporting systems completely ignore the fact that “hate speech” has no legal definition, and that unless a given expression clearly falls into one of the clearly-defined categories of unprotected speech, like true threats or incitement to immediate violence, it is almost certainly protected by the First Amendment. This remains so regardless of how anyone might feel about the speech itself.

    Bias Response Team Report 2017

    Reports

    The posture taken by many Bias Response Teams is likely to create profound risks to freedom of expression and academic freedom on campus.


    Read More

    These initiatives incentivize and in many cases encourage people to report each other for disfavored expression. As you can imagine, these systems often lead to unconstitutional infringements on protected student and faculty speech and chill expression on campus.

    For example, after the University of California, San Diego received bias incident reports about a student humor publication that satirized “safe spaces,” administrators asked the university’s lawyer to “think creatively” about how to address the newspaper, which they felt “crosse[d] the ‘free speech’ line.” And at Connecticut College, pro-Palestinian students were reported for flyers mimicking Israeli eviction notices to Palestinians, prompting an investigation by a dean.

    These are just a couple of instances where bias reporting systems have crossed the line. Sadly, there are plenty more, spanning FIRE’s research and commentary going back as far as 2016 — and none of them are good news.

    Sound Orwellian enough for you yet? Wait until you hear how bias reporting systems work off campus.

    Bias reporting systems have graduated from campus into everyday life

    Exporting campus bias reporting systems to wider society is a disastrous idea. No state should be employing de facto speech police. But of course, that hasn’t stopped state and city governments from trying.

    Bias reporting systems have been popping up in one form or another across more than a dozen state and city municipalities in the last four years, usually consisting of an online portal or telephone number where citizens are encouraged to submit reports.

    If you’re thinking this is just like the hate crime hotlines that many states have had for years, there is one important difference: namely, the word “crime.” While the new bias reporting systems will similarly accept reports of criminal acts, they also actively solicit reports of speech and behavior that are not only not crimes, but also First Amendment-protected expression.

    They know this, too.

    Vermont state police protocol, for instance, describes the information it compiles as being on “biased but protected speech.” This raises the obvious question of why the police are concerning themselves with Americans lawfully exercising their fundamental rights, and opens the door to police responses that violate those rights.

    Wherever they’ve popped up, these bias reporting systems have been bad news. Washington Free Beacon journalist Aaron Sibarium’s research has turned up a number of alarming examples. In Oregon, citizens can report “offensive ‘jokes’” and “imitating someone’s cultural norm or practice.”

    Meanwhile, in Maryland, the attorney general’s office states on its website that “people who engage in bias incidents may eventually escalate into criminal behavior,” which is why “Maryland law enforcement agencies are required by law to record and report data on both hate crimes and bias incidents.” But these speculative concerns do not justify the chilling effect bias reporting systems create. Not only do these systems solicit complaints about protected speech, they also cast an alarmingly wide net. It’s hard to believe, for instance, that many “offensive jokes” are reliable signs of future criminal activity.

    At this point you’d be forgiven for thinking that “Orwellian” is an understatement.

    But that’s not the worst of it. In Philadelphia — home of FIRE, the Liberty Bell, and the Constitution — authorities fielding “hate incidents” can now ask for exact addresses and various identifying details about the alleged offending party, including their names. According to Sibarium, city officials will in some cases “contact those accused of bias and request that they attend sensitivity training.”

    You heard that right. If you’re reported for a “non-criminal bias incident” in the city of Philadelphia, the city may request that you take a course meant to teach you the error of your ways. “If it is not a crime, we sometimes contact the offending party and try to do training so that it doesn’t happen again,” Saterria Kersey, a spokeswoman for the Philadelphia Commission on Human Relations, told Sibarium.

    The training is voluntary, but it reflects an unsettling level of government interference in the thoughts and opinions of the public.

    At this point you’d be forgiven for thinking that “Orwellian” is an understatement.

    Bias reporting systems are a threat to free speech on and off campus

    Thankfully, there has been some considerable pushback on bias reporting systems — though not entirely successful. Washington, for example, introduced a bill to create a statewide bias reporting system, but it failed to advance out of the Senate Ways and Means committee. However, a new version of the bill passed in March of 2024, and Washington is now set to establish a bias reporting system this year.

    The threat remains real, and the consequences of these speech-chilling initiatives are further-reaching than it might seem at first glance.

    On campus, the mere existence of bias reporting systems threatens one of the purposes of higher education, if not the purpose: the free exchange of ideas. Some courts have recognized that bias reporting systems may chill protected speech to such a degree that they violate the First Amendment.

    Bias reporting systems fundamentally undermine the First Amendment rights of not just students and faculty, but also ordinary citizens.

    The state-level reporting systems raise similar First Amendment issues — especially when law enforcement is involved. Like their campus counterparts, the state systems use expansive definitions of “bias” and “hate” that could encompass a vast range of protected expression, including speech on social or political issues.

    However, unconstitutionality isn’t the only concern. Even a bias reporting system that stays within constitutional bounds can deter people from freely expressing their thoughts and opinions. If they are afraid that the state will investigate them or place them in a government database just for saying something that offended another person, people will understandably hold their tongues and suppress their own voices. Moreover, the lack of clarity around what some states actually do with the reports they collect is itself chilling.

    The ability to speak freely is core to our democracy. Any system or protocol that stifles or inhibits free expression is antithetical to the principles and ideals of our institutions of higher education and our republic. In both word and deed, bias reporting systems fundamentally undermine these principles — and now seriously threaten the First Amendment rights of not just students and faculty, but also ordinary citizens.

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  • Trump’s stated promise: ‘Stop all government censorship’ and his free speech Executive Order — First Amendment News 454

    Trump’s stated promise: ‘Stop all government censorship’ and his free speech Executive Order — First Amendment News 454

    Unprecedented.

    Let’s begin with President Donald Trump’s second inaugural address (Jan. 20), if only to contrast it with last week’s condemnation of his lawsuit against J. Ann Selzer, the Des Moines Register, and its parent company Gannett (see also FAN 451449 and 436). 

    Ready? Here it goes: 

    After years and years of illegal and unconstitutional federal efforts to restrict free expression, I will also sign an executive order to immediately stop all government censorship and bring back free speech to America.

    Never again will the immense power of the state be weaponized to persecute political opponents, something I know something about. We will not allow that to happen. It will not happen again. Under my leadership, we will restore fair, equal, and impartial justice under the constitutional rule of law.

    Never againIt will not happen againStop all government censorship

    And there’s more: When it comes to free speech, all views will be treated with “impartial justice.” Against that promissory note, let us turn to his unprecedented executive order as discussed below.

    Executive Order: Jan. 20, 2025

    By the authority vested in me as President by the Constitution and the laws of the United States of America, and section 301 of title 3, United States Code, it is hereby ordered as follows:

    What follows is a brief description of the Executive Order along with some preliminary comments.

    Section 1. Purpose

    This section opens with an attack on the Biden administration’s alleged “trampl[ing of] free speech rights” when it comes to “online platforms.” Such abridgments, it is asserted, were done in the name of combating “misinformation,” “disinformation,” and “malinformation” in order to advance the Biden administration’s “preferred narrative.” 

    Note at the outset that this section is primarily addressed to reversing the Biden administration’s apparent censorship of online expression. Even so, there is a generalized statement: “Government censorship of speech is intolerable in a free society.”

    Keep that in mind when it comes to what is set out in Section 4 below.

    Section 2. Policy

    This section focuses on four commitments: (i) securing free speech rights of all “American[s]”; (ii) mandating that “no [federal] agent engages in or facilitates” abridgments of free speech; (iii) ensuring that no “taxpayer resources” are used to abridge free speech; and (iv) identify and correct any past federal abridgments of free speech.

    Unlike Section 1, the explicit focus of this section is not confined to any free speech abridgments committed by the previous administration. The focus is on securing free speech rights of “citizens.” Hence, the policy is directed to an affirmative obligation of the Executive branch to protect free speech rights. The operative action words are “secur[ing],” “ensur[ing],” and “identify[ing].”

    Thus, there is a duty to ensure that no federal officers are used or taxpayer dollars expended in violation of the Speech Clause of the First Amendment. Also, unlike Section 1, much of Section 2 applies to all free speech rights and not those confined to social media. There is also a promise to investigate for any and all existing abridgments of free speech committed by “past misconduct by the Federal Government.”

    Section 3. Ending Censorship of Protected Speech

    Like Section 1, this section focuses on the actions of the past administration (i.e., abridgments committed “over the past four years”). This section, unlike section 2, explicitly applies to federal departments and agencies, though it also applies to federal officers, agents and employees. Such agencies and departments must comply with the requirements of Section 2.

    The second portion of this section deals with the investigative powers of the attorney general working “in consultation with the heads of executive departments and agencies.” Again, this investigation is confined to wrongs committed by the past administration. Following such investigations, a “report” shall be submitted to the President suggesting “remedial actions.”

    Much of this section seems repetitive of what is set out in Section 2, save for the references to federal departments and agencies and the need for investigation followed by a report to the President. Note that under Section 3, remedial action is suggested, whereas under Section 4, per this Executive Order, remedial action against the United States and its officers is prohibited.

    Section 4. General Provisions

    In order to appreciate the import of this clause, it is best to quote the final provision (sub-section (c) it in its entirety (with emphasis added):

    This order is not intended to, and does not, create any right or benefit, substantive or procedural, enforceable at law or in equity by any party against the United States, its departments, agencies, or entities, its officers, employees, or agents, or any other person.

    The opening provisions of this Section refer to authorizations of grants of executive power. The Order is to be implemented consistent with the “applicable law and subject to the availability of appropriations.”

    Importantly, While the First Amendment is a prohibition against the federal government and all its officers, this Executive Order:

    1. applies to free speech wrongs committed during “the last 4 years” or “past misconduct by the Federal Government” or abridgments occurring “over the last 4 years,” though there is a passing mention of securing the free speech rights of all “American[s].” 
    2. Yet even as against such past alleged free speech wrongs, the sole remedy is by way of corrective action taken by the Executive Branch. 
    3. If such corrective action, or any other actions taken by Executive officials in pursuance of this Executive Order, themselves abridge First Amendment rights, there is no independent remedy secured by the Order.

    Related

    FIRE weighs in with its own free speech recommendations to the President

    Below are the four general categories of recommendations made (see link above for specifics):

    1. Support the Respecting the First Amendment on Campus Act
    2. Address the abuse of campus anti-harassment policies
    3. Rein in government jawboning
    4. Protect First Amendment rights when it comes to AI

    “As president, Trump inherits the privilege and the obligation to defend the First Amendment rights of all Americans, regardless of their viewpoint — and FIRE stands ready to help in that effort.”

    Justice Ketanji Brown Jackson in free expression mode at the Inauguration?

    Justice Ketanji Brown Jackson at Trump Inauguration in 2024 wearing a distinctive collar adorned with cowrie shells, which are believed to offer protection from evil.

    Justice Ketanji Brown Jackson at the inauguration of Donald Trump on Jan. 20, 2024. (Imagn Images)

    According to Christopher Webb, such “a distinctive collar adorned with cowrie shells . . . are believed to offer protection from evil in African traditions.” (See also, Josh Blackman, “Justice Jackson Did Not Wear a Dissent Collar To The Inauguration. She Apparently Wore a Talisman To Ward Off Evil,” The Volokh Conspiracy (Jan. 21))

    Excerpts from Virginia Court of Appeals decision in Patel v. CNN, Inc.

    Kash Patel at the 2023 Conservative Political Action Conference

    Kash Patel, seen here at the 2023 Conservative Political Action Conference, is President Donald Trump’s nominee to head the FBI. (Consolidated News Photos / Shutterstock.com)

    An excerpt from today’s Virginia Court of Appeals decision in Patel v. CNN, Inc., decided by Judge Rosemarie Annunziata, joined by Judge Vernida Chaney (the opinions weigh in at over 12,000 words, so I only excerpt some key passages).

    Abortion picketing case lingers on docket

    The cert. petition in the abortion picketing case, with Paul Clement as lead counsel, has been on the Court’s docket since July 16 of last year. It has been distributed for conferences seven times, the last being Jan. 21. In his petition, Mr. Clement (joined by Erin Murphy) explicitly called on the Court to “overrule Hill v. Colorado.” (See FAN 433, July 31, 2024))

    Paul Clements and Erin Murphy

    Paul Clements and Erin Murphy

    More in the News

    2024-2025 SCOTUS term: Free expression and related cases

    Cases decided 

    • Villarreal v. Alaniz (Petition granted. Judgment vacated and case remanded for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam))
    • Murphy v. Schmitt (“The petition for a writ of certiorari is granted. The judgment is vacated, and the case is remanded to the United States Court of Appeals for the Eighth Circuit for further consideration in light of Gonzalez v. Trevino, 602 U. S. ___ (2024) (per curiam).”)
    • TikTok Inc. and ByteDance Ltd v. Garland (The challenged provisions of the Protecting Americans from Foreign Adversary Controlled Applications Act do not violate petitioners’ First Amendment rights.)

    Review granted

    Pending petitions

    Petitions denied

    Last scheduled FAN

    FAN 453: “‘The lawsuit is the punishment’: Reflections on Trump v. Selzer

    This article is part of First Amendment News, an editorially independent publication edited by Ronald K. L. Collins and hosted by FIRE as part of our mission to educate the public about First Amendment issues. The opinions expressed are those of the article’s author(s) and may not reflect the opinions of FIRE or Mr. Collins.

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  • Leverage Student Ambassadors and UGC in Education Marketing

    Leverage Student Ambassadors and UGC in Education Marketing

    Reading Time: 11 minutes

    Authenticity has become a cornerstone of successful education marketing campaigns. Nothing speaks louder to prospective students than real experiences shared by current students. That’s why we recommend the combined use of two powerful tools: student ambassador programs and user-generated content (UGC). 

    These strategies harness the voices of your students to create compelling, authentic narratives that resonate. In this blog, we’ll explore the enrollment-boosting potential of student ambassadors and UGC for education marketing, the benefits they offer, and actionable steps to integrate them into your strategy. Let’s get started!

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Understanding the Role of a Student Ambassador

    What is a student ambassador? A student ambassador is a current student who represents your institution in various capacities, from marketing and recruitment to campus events. These individuals are typically chosen for their enthusiasm, communication skills, and ability to connect with diverse audiences. 

    What do student ambassadors do? As the face of your school, student ambassadors embody its culture and values, offering prospective students and their families an authentic glimpse into campus life. 

    The roles of student ambassadors are varied. They may host campus tours, participate in Q&A sessions during open houses, or even create content for your social media platforms. By sharing their personal experiences, they help humanize your institution, breaking down barriers and building trust.

    HEM Image 2HEM Image 2

    HEM Image 3HEM Image 3

    Source: University of Waterloo

    Example: On its website, the University of Waterloo has a dedicated page for members of its community who are interested in its student ambassador program. This page details the role of a student ambassador, the requirements for candidates, their workload, and compensation. When you launch your student ambassador program, use site content to provide vital information to potential candidates and the students they’ll support in their roles. Use social media to keep your audience updated on the application process and involve student ambassadors in content creation to establish a relationship between them and the rest of your student body. 

    Reach out for help implementing effective enrollment-boosting digital marketing strategies! 

    What Is User-Generated Content (UGC)?

    User-generated content (UGC) refers to any content created by your students, alumni, or even staff, rather than your marketing team. This can include photos, videos, testimonials, social media posts, or blogs that showcase their authentic experiences. Unlike polished advertising campaigns, UGC is often raw and unfiltered, making it highly relatable and trustworthy.

    Now that audiences are bombarded with promotional material, UGC stands out. It delivers a level of authenticity that professionally crafted content simply cannot replicate. For prospective students, seeing someone “just like them” thriving at your institution can be the deciding factor in their enrollment journey.

    HEM Image 4HEM Image 4

    Source: University of Oxford | TikTok

    Example: Take a look at the comments on this TikTok video. The bottom one shows how many prospective students are turning to current students for advice and insights into their journey with your institution. This “day in the life” video from a University of Oxford student offers a glimpse into campus life from a personal perspective. Videos shared on a student’s personal page often feel more genuine since they don’t come across as promotional content.

    That’s not to say your school shouldn’t engage with these posts! Use hashtags, like #universityofoxford, to find UGC created by your community and reshare it on your school’s profile. To encourage more of this content, promote specific hashtags and even run contests or challenges to inspire creativity and engagement.

    The Benefits of Student Ambassadors and UGC

    Though their methodology is different, both student ambassador programs and UGC help to tell your school’s unique story authentically.

    These methods are particularly effective at humanizing your school’s brand. Discover some more of the unique benefits you can see when you combine these strategies correctly.

    • Authenticity and Trust: Both student ambassadors and UGC provide unfiltered insights into your institution. Prospective students are more likely to trust the words of a peer than a marketing brochure. When real students share their stories, it creates a sense of transparency and trust.
    • Increased Engagement: Content created by student ambassadors and peers often performs better on social media platforms. Audiences are more likely to engage with posts that feel genuine and relatable. This increased engagement can translate to higher visibility for your institution.
    • Cost-Effectiveness: Leveraging the voices of your students can reduce the need for extensive advertising budgets. While there may be costs associated with training or compensating ambassadors, the return on investment through increased applications and enrollment often outweighs the initial expenditure.
    • Community Building: By involving students in your marketing efforts, you foster a sense of pride and belonging. Ambassadors feel more connected to your institution, and their enthusiasm is infectious, positively influencing both their peers and prospective students.

    How to Build a Successful Student Ambassador Program

    Building a student ambassador program involves creating a structured initiative that aligns with your school’s marketing goals and fosters authentic engagement. A successful program requires careful planning, clear objectives, and ongoing support to empower ambassadors as true representatives of your institution. Here, we’ll walk you through the essential steps to design and implement a program that connects with prospective students and amplifies your school’s story.

    Define Clear Objectives

    Clear objectives are the cornerstone of a student ambassador program, aligning with your marketing goals and guiding ambassadors toward success. Start by clearly outlining the program’s purpose. For example, increasing applications, enhancing campus tour experiences, or boosting social media engagement. 

    This clarity of intent should be paired with measurable goals, to help ambassadors understand what success looks like. Measurable goals could be increasing tour attendance by 20% or generating a set number of social media posts each month 

    Tailor these objectives to match the unique strengths of each ambassador, assigning roles that play to their talents, such as public speaking for campus tours or storytelling for blog posts and videos. Providing a clear role description that details their responsibilities, tasks, and time commitments is equally critical to avoid confusion and set expectations. 

    To foster motivation, explain the “why” behind their tasks, helping them see how their efforts impact prospective students, build trust in the institution, and contribute to enrollment goals. Regular check-ins or feedback sessions can also ensure ambassadors stay on track, allowing for adjustments and maintaining engagement. With clearly defined objectives and the right support, ambassadors can confidently represent your institution and drive meaningful results.

    Recruit the Right Ambassadors

    Select ambassadors who reflect the diversity and values of your institution. Look for individuals who are enthusiastic, articulate, and comfortable sharing their experiences. Peer recommendations, faculty referrals, and application processes can help identify the best candidates.

    Foster Collaboration

    Facilitate collaboration between ambassadors and your marketing team. Regular meetings can help align their content with your broader campaigns while maintaining authenticity. Ambassadors should feel supported but not micromanaged.

    HEM Image 5HEM Image 5

    Source: University of Windsor

    Example: The University of Windsor demonstrates trust in its student ambassadors with a unique feature on its website. It allows current and prospective students to select an ambassador to chat with for answers to their school-related questions. To replicate this success, implement a comprehensive training program to ensure consistency and quality. Clear expectations enable your ambassadors to take on key responsibilities confidently, delivering a strong return on your investment.

    Provide Comprehensive Training

    • Familiarize Ambassadors with Your Institution’s Key Messaging and Values
      Begin by familiarizing ambassadors with your institution’s key messaging and values. This includes providing them with a clear understanding of your school’s mission, vision, and what sets it apart from competitors. Equip them with talking points about academics, extracurricular offerings, campus facilities, and student life, ensuring consistency in how they communicate your brand. Role-playing exercises can be particularly effective here, helping ambassadors practice delivering messages in a variety of scenarios, such as open houses, campus tours, or online Q&A sessions.
    • Train Ambassadors on Social Media Best Practices
      Training should also include social media best practices, especially if ambassadors are creating content for your platforms. Teach them how to craft posts that are engaging and aligned with your school’s tone and style. Provide guidelines on appropriate language, photo and video quality, and compliance with privacy policies.
    • Develop Public Speaking Skills
      Since many ambassadors will engage with prospective students and families in person, public speaking training is invaluable. Help them refine their communication skills with workshops that focus on clarity, confidence, and storytelling. Encourage them to share personal anecdotes about their experiences at your school, as these authentic stories are often the most memorable. Practice sessions with constructive feedback can significantly boost their comfort in delivering presentations or handling impromptu questions.
    • Build Soft Skills for Diverse Audiences
      Effective training also involves building soft skills like empathy, adaptability, and cultural awareness, especially for ambassadors interacting with diverse audiences. 

    Include scenarios that challenge them to navigate different cultural perspectives or address sensitive questions tactfully. By fostering these skills, you ensure ambassadors can create welcoming and inclusive experiences for prospective students and their families.

    • Incorporate Interactive Training Methods
      To make training engaging and practical, use a mix of interactive methods such as role-playing, group discussions, and hands-on activities. Incorporate real-world examples and success stories from past ambassadors to inspire new recruits and show them what’s possible. Providing a training manual or digital resource hub can also serve as a handy reference for ambassadors as they grow into their roles.
    • Provide Ongoing Support and Refreshers
      Finally, ongoing support and refreshers are critical. Schedule periodic check-ins to provide additional guidance, address challenges, and celebrate successes. The more prepared they are, the more effectively they’ll represent your school.

    Empower Ambassadors to Create

    Empowering student ambassadors to create their own content is one of the most effective ways to showcase the authentic, lived experiences that resonate with prospective students. By trusting ambassadors with creative freedom, you enable them to craft content that feels genuine and relatable—qualities that polished marketing campaigns often struggle to replicate.

    Start by encouraging ambassadors to focus on their personal experiences and unique perspectives. Heartfelt testimonials are another powerful form of content. Whether it’s a written story, a video, or a social media post, ambassadors sharing their personal journeys—why they chose your school, how it’s impacted their lives, and what they’ve learned—can create an emotional connection with viewers. 

    To provide inspiration and structure, consider giving student ambassadors a content calendar – a detailed content plan that outlines the where, what, and when of your posts. Highlighting diverse voices within your ambassador team ensures a broad range of experiences and perspectives are represented, appealing to a wider audience.

    Celebrate Their Contributions

    Recognize and reward your ambassadors for their efforts. This can range from financial compensation to exclusive perks like access to networking events or career development opportunities. Publicly celebrating their work reinforces their value and motivates others to get involved.

    HEM Image 6HEM Image 6

    Source: New York University

    Example: Here, New York University’s School of Global Public Health welcomes a new student ambassador, celebrating her accomplishments in the field, describing her role in the NYU community, and directing the audience to her student blog post. In addition to monetary rewards, student ambassadors appreciate public acknowledgments of their contributions. 

    Measure Success

    Track the impact of your ambassador program using metrics such as social media engagement, website traffic, and application rates. Use this data to refine your approach, ensuring continuous improvement.

    Incorporating UGC into Your Marketing Strategy

    A UGC marketing campaign can be a goldmine for schools looking to leverage their communities to tell their story. By encouraging students to share their experiences, you tap into a wealth of relatable and engaging material that resonates with prospective students. Let’s explore how to integrate UGC into your marketing strategy for maximum impact.

    Create Opportunities for UGC

    Encourage your students to share their experiences by hosting contests, themed hashtag campaigns, or student takeovers on social media. The more accessible you make the process, the more likely students are to participate.

    HEM Image 7HEM Image 7

    Source: Caleontwins | TikTok

    Example: Here, Humber College has paid well-known influencers to promote a contest called Humber Bring It. The aim was to showcase all the unique skills students brought to their community. In their video, the Caleon twins shared all the essential details of the contest such as the deadline, prizes for winners (a 5000 dollar tuition credit or a laptop), and the hashtag that each contestant should use. Contests like this are the perfect way to create a UGC buzz around your institution. 

    Showcase UGC Across Platforms

    To maximize the impact of user-generated content (UGC), feature it prominently across your marketing platforms. Incorporate student stories, photos, and videos on your website’s homepage, within program pages, and in blog posts to provide a genuine glimpse into campus life. Social media channels are another natural home for UGC, where they can drive engagement and create relatable touchpoints with prospective students. Consider integrating this content into admissions brochures, emails, and campus tour presentations to ensure consistent messaging.

    Before sharing any UGC, prioritize student consent. Always seek permission from contributors, clearly explaining where and how their content will be used. Providing written guidelines and gaining explicit agreement ensures transparency and builds trust. By celebrating your students’ experiences respectfully and prominently, you showcase your school’s vibrant community and also create a foundation of authenticity and ethical storytelling that resonates with your audience.

    Maintain Quality Control

    While UGC is inherently less polished, maintaining a level of quality ensures it aligns with your institution’s values and messaging. Begin by establishing clear guidelines for students contributing content. 

    These guidelines should outline your school’s tone, branding, and expectations for appropriateness, while still encouraging creativity and individuality. For example, provide tips on photography and video basics, such as lighting and framing, to enhance visual appeal without compromising authenticity.

    Review content before publication to ensure it represents your school positively. This doesn’t mean heavily editing or sanitizing the material—rather, it’s about ensuring the content reflects your institution’s culture, is free of inappropriate language or imagery, and avoids unintentional misrepresentation.

    Offering feedback to students can also be a valuable learning experience, helping them refine their work while staying true to their voice. By balancing authenticity with quality, you showcase the best of your community in a way that’s both relatable and professional.

    Engage with UGC Creators

    Show appreciation for students who contribute content by engaging with their posts, sharing their work, or even spotlighting them in dedicated campaigns. This not only boosts their morale but also encourages others to participate.

    Use UGC to Tell Stories

    Go beyond individual posts by weaving UGC into cohesive narratives. For example, compile videos and testimonials into a series showcasing different aspects of campus life. Storytelling adds depth and emotional resonance to your campaigns.

    Bringing It All Together

    Student ambassador programs and UGC are avenues for building authentic connections with your audience. By leveraging the voices of your students, you showcase your institution’s unique story in a way that resonates deeply with prospective students and their families.

    At Higher Education Marketing, we specialize in helping schools like yours unlock the potential of these strategies and many others. Whether you’re just starting or looking to refine your approach, our expertise ensures your campaigns drive meaningful engagement and results.

    Your students are your greatest storytellers. Let their voices elevate your brand and inspire the next generation to join your community.

    Struggling with enrollment?

    Our expert digital marketing services can help you attract and enroll more students!

    Frequently Asked Questions 

    What is a student ambassador

    A student ambassador is a current student who represents your institution in various capacities, from marketing and recruitment to campus events.

    What do student ambassadors do? 

    As the face of your school, student ambassadors embody its culture and values, offering prospective students and their families an authentic glimpse into campus life.

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  • Trump Issues Executive Order to Restrict Gender Ideology in the Federal Government

    Trump Issues Executive Order to Restrict Gender Ideology in the Federal Government

    by CUPA-HR | January 22, 2025

    On January 20, the Trump administration issued an executive order (EO) titled, “Defending Women from Gender Ideology Extremism and Restoring Biological Truth to the Federal Government.” The EO was one of several executive orders and actions published by the Trump administration on its first day in office.

    The EO states that the United States government will recognize only two sexes — male and female — and defines sex as “an individual’s immutable biological classification as either male or female.” The definition continues to say that sex is “not a synonym for and does not include the concept of ‘gender identity.’” The executive order also defines “woman” and “girl” and “man” and “boy” to be adult and juvenile human females and males, respectively.

    The EO orders the secretary of health and human services to provide guidance expanding on the definitions established in the EO. It also directs all federal agencies to use the definitions set forth in the order “when interpreting or applying statutes, regulations, or guidance and in all other official agency business, documents, and communications.” All federal agencies will also be directed to use the term “sex” and not “gender” when administering or enforcing sex-based distinctions in applicable federal policies and documents.

    It also appears that the Trump administration hopes to codify these definitions into law through Congressional action. Specifically, the EO directs the assistant to the president for legislative affairs to provide the president proposed bill text to codify the definitions set in the order within 30 days.

    The EO also discusses the Supreme Court’s decision in Bostock v. Clayton County, which held that Title VII of the Civil Rights Act of 1964 protects employees from discrimination on the basis of sexual orientation or gender identity. The EO states that the Biden administration argued that the Bostock decision “requires gender identity-based access to single-sex spaces under, for example, Title IX of the Educational Amendments Act,” which the Trump administration states is “legally untenable.” As such, the EO directs the U.S. attorney general to issue guidance to federal agencies to “correct the misapplication” of Bostock to “sex-based distinctions in agency activities.” The EO also directs the attorney general to issue guidance and assist federal agencies in protecting sex-based distinctions.

    The EO directs all federal agencies to submit an update to the Trump administration on implementation of this order within 120 days. The update is required to include information on changes to agency documents and agency-imposed requirements on federally funded entities, including federal contractors, that were implemented to comply with the order. The head of each federal agency is also directed to rescind all guidance documents inconsistent with the requirements of the order, and the EO includes a partial list of documents that the administration deems as inconsistent, including several Department of Education guidance documents on Title IX and the Equal Employment Opportunity Commission’s 2024 Enforcement Guidance on Harassment in the Workplace.

    Finally, the EO directs agencies to take “all necessary steps, as permitted by law, to end the federal funding of gender ideology” and to “assess grant conditions and grantee preferences” to “ensure grant funds do not promote gender ideology.”

    Federal agencies will soon begin to take action and announce guidance to comply with the EO requirements. Institutions should therefore be aware of forthcoming guidance from the Department of Education on Title IX as a result of this EO. There could also be future ramifications for institutions that receive federal funds, including grants and contracts. CUPA-HR will continue to monitor for agency actions as well as any additional updates from the Trump administration as it relates to sex and gender-related policy.



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  • Invisible labour: visible activism | SRHE Blog

    Invisible labour: visible activism | SRHE Blog

    by Sarah Montano, Inci Toral and Sarah Percy

    Behind many academic success stories lies an untold narrative of invisible labour – a hidden force driving progress but often overlooked or undervalued. From providing emotional support to sitting on committees, the silent effort sustains institutions yet leaves many working tirelessly in the background on non-promotable tasks. Only when invisible labour is met with visible activism, can change begin.

    As a group of academics over the years we became conscious of a phenomenon that affected not only ourselves but many of our colleagues. We particularly noticed that women* were increasingly being asked to take on emotional labour and tasks that, when it came to promotions were classified as “Non-Promotable Tasks” yet were essential to institutional practices. We concluded that this form of emotional labour was a form of wife work, work that is essential to the running of the home (aka Higher Education Institutions (HEIs)) yet often undervalued and the person carries the mental load. We use the term wife work due to the pejorative nature of wife work in the media and the value placed on such work in wider society. Using a feminist collaborative autoethnographic approach we explored invisible and emotional labour among female academics. Therefore, at the 2024 SRHE conference we delivered our paper on ‘Invisible Labour: Visible Activism’ and argued that it is only such activism that will help to end the inequities in HEIs.

    *we acknowledge that invisible and emotional labour can affect any academic of any gender, particularly those on education/ teaching focussed contracts.

    Shining a light on invisible labour

    Despite the increase in women’s participation in the workforce and in academia, there is still a significant gender pay gap and to compound the issue, this gap widened in 2021 and 2022 in 20/33 OECD countries. As noted by Stephenson (2023), in HE only 28% of professors are female despite women making up 43% of the academic workforce leading to a pay gap of 11.9%. We acknowledge that the reason for such pay gaps and gender biases are complex and multi-factorial (Westoby 2021), thus we focus specifically on the issue of the “gender unequal distribution” of academic labour (Järvinen and Mik-Mayer 2024:1).

    There is much discussion on the mental load outside the workplace; therefore, our focus is on the unpaid or unrewarded workload inside the workplace. As universities have new developed pathways to promotion (e.g. education or impact), citizenship has become less important, yet it is critical work that still needs to be done. However, the result of shifting paths to tenure/promotion means that women are carrying out “Non-Promotable Tasks” (Babcock et al, 2022: 15), which are institutionally important yet will not help career success.

    Wife work defined

    Wife work tasks include: writing references for students; mentoring; assisting students with emotional problems or recruitment; careers advice; taking on someone’s admin work whilst they gain awards; and committee work, effectively comprising what is known as service work. Importantly, a significant component of wife work is emotional labour. Emotional labour involves managing emotions and interactions in the academic setting without formal recognition or workload compensation. These emotional labour tasks may include student emotional support, listening, supporting colleagues, helping people or just always being nice. Such wife work occurs due to societal and institutional expectations that prompt women to take on such wife work, yet this labour whilst maintaining the organisation’s reputation and can lead to emotional dissonance and burnout (Grandey, 2013).

    Making the invisible visible

    Drawing on institutional theory​, feminist theory and theory of gendered organizations we explore how universities, embedded in social norms and values, perpetuate traditional gender roles and expectations. Our research specifically focuses on the “Non-Promotable Tasks,” which are essential for institutional functioning but do not contribute to career success and are undervalued and unrecognised. We highlight patterns about gender distinctions that lead to advantages or exploitations of academics and how these create differing identities and expectations within academia.​

    How we uncovered the invisible

    Our research has two stages. In the first stage, we used a feminist collaborative autoethnographic approach to explore invisible and emotional labour among female academics (Rutter et al, 2021)​. This method allowed for an in-depth examination of personal and shared experiences within our academic community (Akehurst and Scott, 2021)​. As the research subjects, we are comprised of female academics from the same department across international campuses, reflecting on our experiences with non-promotable tasks, emotional dissonance, mental load, and burnout (Grandey, 2013; Lapadat, 2017; Babcock et al, 2022)​. We go beyond individual experiences to co-construct the meaning of invisible and emotional labour collectively​.

    Findings that shape our understanding of invisible labour

    We identified the following categories of “wife-work”:​

    • Mentoring support (outside normal expectations or workload) ​
    • Administrative and Logistical Tasks/ Roles​
    • Recruitment and Outreach ​
    • Committee Work
    • Supporting Career Development
    • Academic and Professional Development​
    • Volunteering and Institutional Presence​
    • Helping people​
    • Taking on someone else’s role while they work on “important stuff”​
    • Listening​
    • Being kind ​

    Using the institutional framework, in which the institutional norms shape the undervaluation of service work (Palthe, 2014), we argue that the regulative, normative, and cognitive-cultural elements of institutional theory contribute to the gendered division of labour.  Through the application of these key dimensions, our findings can be categorised under three dimensions:

    1. Institutional Dimension, underpinned by the explicit rules, laws, and regulations that constrain and guide behaviour such as academic quality assurance and behavioural expectations within HEIs.

    2. Social Dimension, encompassing implicit values, norms, and expectations that define acceptable behaviour within a society or organization such as social expectations around punctuality, dress codes, and academic etiquettes in HEIs.

    3. Individual Dimension, which involves implicit but shared beliefs and mental models shaping how individuals perceive and interpret their environments. These are often taken for granted and operate at a subconscious level.

    Using this framework our findings are categorised accordingly to these elements outlined in Figure 1 below.  

    Figure 1:  Invisible Labour: Visible Activism Findings. Source: Developed by the authors

    It’s time for change

    We recognise that the critical issue is, as Domingo et al (2022) highlighted, the significance of recognising and valuing women’s work within institutions, and stress that the real issue lies within organisational practices rather than women themselves. Addressing emotional labour is vital for a supportive and equitable work environment. The burden of responsibility is deeply embedded into the societal norms and often acts as a catalyser for such responses by female academics (Andersen et al, 2022). ​As organisations shift their focus towards formal progress procedures that undervalue volunteerism and emotional labour (Albia and Cheng, 2023), there is a pressing need for activism to ensure equitable recognition and valuation of women’s contributions within academia.

    A path forward – from silence to solidarity

    Invisible labour has long been an unseen and unrecognised necessity in academia, but we argue that it need not, and should not be this way. Acknowledging and recognising the existence and value of invisible and emotional labour will ensure these ‘non-promotable’ tasks become more visible.  Therefore, there is a pressing need for activism to ensure equitable recognition and valuation of women’s contributions within academia. We emphasise the necessity of addressing these systemic issues to foster a more inclusive and supportive academic environment for all individuals involved. Change starts with awareness, so we hope this is a step in the right direction.

    Professor Sarah Montano is a Professor of Retail Marketing at Birmingham Business School. She was awarded a National Teaching Fellowship in 2023. Her research interests are primarily authentic assessments, digital education and retail as a place of community. She is an engaging and skilled communicator and regularly appears in the media on the subject of retail industry change.

    Dr Inci Toral is an Associate Professor at the University of Birmingham, Business School and she is the Business Education Research and Scholarship (BERS) Convenor at Birmingham Business School. Her work revolves around digital marketing, retailing, creativity and innovation in retail education and authentic assessments. 

    Dr Sarah Percy is an Assistant Professor in Marketing at Birmingham Business School, University of Birmingham, with a special interest in authentic assessments.

    Author: SRHE News Blog

    An international learned society, concerned with supporting research and researchers into Higher Education

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  • Trump Signs Executive Order Ending DEI Programs Including Affirmative Action

    Trump Signs Executive Order Ending DEI Programs Including Affirmative Action

    by CUPA-HR | January 22, 2025

    On January 22, President Trump signed an executive order (EO) titled “Ending Illegal Discrimination and Restoring Merit-Based Opportunity.” The EO directs all federal agencies to “terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements,” to enforce “longstanding civil rights laws,” and to “combat illegal private-sector DEI preferences, mandates, policies, programs, and activities.” The White House also published a fact sheet to supplement the order.

    The EO lists several other executive orders that the Trump administration is revoking. Notably, the Trump EO revokes executive order 11246, titled “Equal Employment Opportunity,” which has required federal contractors to have affirmative action plans since 1965. Additionally, the EO orders the Office of Federal Contract Compliance Programs (OFCCP) at the Department of Labor (DOL) to immediately cease “promoting diversity,” “holding federal contractors and subcontractors responsible for taking ‘affirmative action,’” and “allowing or encouraging federal contractors or subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin.” Both of these actions are explained by the EO to streamline the federal contracting process “to enhance speed and efficiency, reduce costs, and require federal contractors and subcontractors to comply with our civil rights laws.”

    The EO also directs each federal agency to include in every federal contract or grant award a term requiring a contractual counterparty or grant recipient to agree that it is in compliance with all applicable federal anti-discrimination laws and a term requiring the counterparty or recipient to certify that it does not operate “any programs promoting DEI that violate any applicable federal antidiscrimination laws.”

    The EO also includes orders to encourage the private sector to cease DEI programs and initiatives. Specifically, the EO directs the attorney general, in consultation with other relevant agencies, to promulgate a report with recommendations to enforce civil rights laws and encourage the private sector to end DEI practices. The report is required to identify “the most egregious and discriminatory DEI practitioners in each sector of concern.” It also requires each agency to identify up to nine potential civil compliance investigations as a way to deter DEI programs or principles. The EO lists institutions of higher education with endowments over $1 billion as potential targets for the civil compliance investigations.

    Finally, the EO directs the attorney general and secretary of education to issue guidance to state and local educational agencies and institutions of higher education that receive federal dollars or participate in the Title IV federal student loan assistance program regarding “the measures and practices required to comply with Students for Fair Admissions, Inc. v. President and Fellows of Harvard College.”

    The EO will have widespread implications for federal contractors in the higher education community. CUPA-HR will share further developments on this EO as they are released.



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  • Trump Signs Executive Order Ending DEI Programs Including Affirmative Action

    Trump Signs Executive Order Ending DEI Programs Including Affirmative Action

    by CUPA-HR | January 22, 2025

    On January 22, President Trump signed an executive order (EO) titled “Ending Illegal Discrimination and Restoring Merit-Based Opportunity.” The EO directs all federal agencies to “terminate all discriminatory and illegal preferences, mandates, policies, programs, activities, guidance, regulations, enforcement actions, consent orders, and requirements,” to enforce “longstanding civil rights laws,” and to “combat illegal private-sector DEI preferences, mandates, policies, programs, and activities.” The White House also published a fact sheet to supplement the order.

    The EO lists several other executive orders that the Trump administration is revoking. Notably, the Trump EO revokes executive order 11246, titled “Equal Employment Opportunity,” which has required federal contractors to have affirmative action plans since 1965. Additionally, the EO orders the Office of Federal Contract Compliance Programs (OFCCP) at the Department of Labor (DOL) to immediately cease “promoting diversity,” “holding federal contractors and subcontractors responsible for taking ‘affirmative action,’” and “allowing or encouraging federal contractors or subcontractors to engage in workforce balancing based on race, color, sex, sexual preference, religion, or national origin.” Both of these actions are explained by the EO to streamline the federal contracting process “to enhance speed and efficiency, reduce costs, and require federal contractors and subcontractors to comply with our civil rights laws.”

    The EO also directs each federal agency to include in every federal contract or grant award a term requiring a contractual counterparty or grant recipient to agree that it is in compliance with all applicable federal anti-discrimination laws and a term requiring the counterparty or recipient to certify that it does not operate “any programs promoting DEI that violate any applicable federal antidiscrimination laws.”

    The EO also includes orders to encourage the private sector to cease DEI programs and initiatives. Specifically, the EO directs the attorney general, in consultation with other relevant agencies, to promulgate a report with recommendations to enforce civil rights laws and encourage the private sector to end DEI practices. The report is required to identify “the most egregious and discriminatory DEI practitioners in each sector of concern.” It also requires each agency to identify up to nine potential civil compliance investigations as a way to deter DEI programs or principles. The EO lists institutions of higher education with endowments over $1 billion as potential targets for the civil compliance investigations.

    Finally, the EO directs the attorney general and secretary of education to issue guidance to state and local educational agencies and institutions of higher education that receive federal dollars or participate in the Title IV federal student loan assistance program regarding “the measures and practices required to comply with Students for Fair Admissions, Inc. v. President and Fellows of Harvard College.”

    The EO will have widespread implications for federal contractors in the higher education community. CUPA-HR will share further developments on this EO as they are released.



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