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  • Political Violence, Systemic Oppression, and the Role of Higher Education

    Political Violence, Systemic Oppression, and the Role of Higher Education

    The ambush shooting of two National Guardsmen near the White House on November 27, 2025, by Rahmanullah Lakanwal, a 29-year-old Afghan national, is the latest in a growing wave of politically motivated violence that has engulfed the United States since 2024. Lakanwal opened fire on uniformed service members stationed for heightened security, wounding both. Federal authorities are investigating whether ideological motives drove the attack, which comes against a backdrop of escalating domestic and international tensions. This ambush cannot be understood in isolation. It is part of a larger pattern of domestic political violence that has claimed lives across ideological lines. 

    Conservative activist Charlie Kirk was assassinated at Utah Valley University during a campus event in September 2025. Minnesota state representative Mary Carlson and her husband were murdered in their home by a man impersonating law enforcement, while a state senator and spouse were injured in the same spree. Governor Josh Shapiro survived an arson attack on his residence earlier this year. Even Donald Trump was the target of an assassination attempt in July 2024. Added to this grim tally are incidents such as the 2025 Manhattan mass shooting, in which young professionals, including two Jewish women, Julia Hyman and Wesley LePatner, were killed, and the Luigi Mangione case, in which a former student allegedly killed a corporate executive in New York. Together, these incidents reveal a nation in which lethal violence increasingly intersects with politics, identity, and ideology.

    The domestic escalation of violence cannot be separated from broader structures of oppression. Migrants and asylum seekers face detention, family separation, and deportation under the authority of ICE, often in conditions described as inhumane, creating fear and vulnerability among refugee communities. Routine encounters with law enforcement disproportionately harm Black, Indigenous, Latinx, and other marginalized communities. Excessive force and lethal policing add to communal distrust, reinforcing perceptions that violence is a sanctioned tool of the state. Political rhetoric compounds the problem. President Trump and other political leaders have repeatedly framed immigrants, political opponents, and even students as threats to national security, implicitly legitimizing aggressive responses and providing fodder for extremist actors.

    The domestic situation is further complicated by U.S. foreign policy, which has often contributed to global instability while modeling the use of violence as an instrument of governance. In Palestine, military aid to Israel coincides with attacks on civilians and infrastructure that human-rights organizations describe as ethnic cleansing or genocide. In Venezuela, U.S. sanctions, threats, and proxy operations have intensified humanitarian crises and political instability. Complicity with the governments of the UAE, Saudi Arabia, and Russia enables human-rights abuses abroad while emboldening domestic actors who mimic state-sanctioned violence. These global policies reverberate at home, influencing public discourse, shaping extremist narratives, and creating a climate in which political and ideological violence is increasingly normalized.

    Higher education sits at the nexus of these domestic and global pressures. Universities and colleges are not merely observers; they are active participants and, in some cases, victims. The assassination of Charlie Kirk on a campus underscores that institutions of learning are no longer insulated from lethal political conflict. Alumni, recent graduates, and professionals—such as the victims of the Manhattan shooting—are affected even after leaving school, revealing how closely academic networks intersect with broader societal risks. International and refugee students, particularly from Afghan and Middle Eastern communities, face heightened anxiety due to restrictive immigration policies, anti-immigrant rhetoric, and the real threat of violence. Faculty teaching topics related to immigration, race, U.S. foreign policy, or genocide are increasingly targeted by harassment, threats, and institutional pressures that suppress academic freedom. The cumulative stress of political violence, systemic oppression, and global conflicts creates trauma that universities must address comprehensively, both for students and faculty.

    Higher education cannot prevent every act of violence, nor can it resolve the nation’s deep political fractures. But it can model ethical and civic engagement, defending inquiry and speech without succumbing to fear or political pressure. It can extend support to vulnerable communities, promote critical thinking about the domestic roots of political violence and the consequences of U.S. foreign policy, and foster ethical reflection that counters the normalization of aggression. Silence or passivity risks complicity. Universities must recognize that the threats affecting campuses, alumni, and students are interconnected with broader systems of power and oppression, both domestic and global.

    From the White House ambush to Charlie Kirk’s assassination, from the Minnesota legislators’ murders to the Manhattan mass shooting, from Luigi Mangione’s high-profile killing to systemic violence enforced through ICE and police overreach, and amid the influence of incendiary political rhetoric and U.S. complicity in violence abroad, the United States is experiencing an unprecedented convergence of domestic and international pressures. Higher education sits at the center of these converging forces, and how it responds will shape not only campus safety and academic freedom but also the broader civic health of the nation. The challenge is immense: to uphold democratic values, protect communities, and educate students in a society increasingly defined by fear, extremism, and violence.


    Sources

    Reuters. “FBI probes gunman’s motives in ambush shooting of Guardsmen near White House.” The Guardian. Coverage on suspect identification and political reaction. AP News. Statements by national leaders following attacks. Washington Post. Analysis of domestic violent extremism and political violence trends. People Magazine. Reporting on Minnesota legislator assassination. NBC/AP. Statements by Gov. Josh Shapiro after Charlie Kirk’s killing. Utah Valley University and local ABC/Fox affiliates on the Kirk shooting. Jewish Journal, ABC7NY. Coverage of Manhattan mass shooting and Jewish victims. Reuters. Luigi Mangione case and court proceedings. Human Rights Watch / Amnesty International reports on Palestine, Venezuela, UAE, Saudi Arabia, and Russia. Brookings Institute. Analysis of political violence and domestic extremism. CSIS. “Domestic Extremism and Political Violence in the United States.”

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  • England’s international fee levy under fire after details revealed

    England’s international fee levy under fire after details revealed

    Critics of the policy – now subject to consultation – say the levy will only heap more pressure onto an already creaking higher education network. At present, only England’s universities will be subject to the charge, as the Office for Students, which will manage the charge, only regulates English institutions.

    Official modelling predicts that the change, set to come in from August 2025, will cost universities an annual £330 million. However, under the proposals, each provider will receive an annual allowance to cover their first 220 international students – a move that’s made smaller and specialist institutions breathe a sigh of relief.

    But for larger universities with high numbers of international students, the picture isn’t so rosy.

    Gary Davies, pro vice-chancellor of London Metropolitan University, told The PIE News the levy would have a detrimental effect on his institution despite being brought in as a flat fee.

    “For us the levy means a cut in funding for the very students the levy proposes to support. It will impact what we can offer in relation to student hardship, careers advice, scholarships for underrepresented students,” he said.

    Diana Beech, director of the Finsbury Institute at City St George’s, said the details of the policy had been “buried in the Treasury’s Red Book” – largely dodging coverage by the mainstream media.

    “This begs the question: why undermine one of the UK’s strongest export sectors without even gaining political credit for it – whether that’s by framing the levy as a tough stance on immigration or as a much-needed boost for disadvantaged students,” she asked.

    “By going about this policy in such a hush-hush way, the levy will simply tax legitimate, highly skilled migration under the radar and heap further pressure on universities already in financial distress. Worse still, fixing it as a flat £925 fee per student risks hitting those institutions least able to absorb the cost, given the lack of price elasticity outside the elite end of the sector.”

    Why undermine one of the UK’s strongest export sectors without even gaining political credit for it?
    Diana Beech, City St George’s

    University Alliance CEO Vanessa Wilson warned the levy risked “denting [the] success story” of UK international education – even if the cash raised would go towards a goo cause like domestic maintenance grants.”

    Wilson said the move would hit universities hard, and pressed for a full assessment of the levy’s effects on higher education institutions before its proposed implementation in 2028.

    “Alongside this, the government must explore further ways to soften the blow for professional and technical universities, such as cutting costly regulation and reviewing their participation in the Teachers’ Pension Scheme, which some universities are legally obliged to offer at increasingly expensive contribution rates,” she added. 

    Malcolm Press, president of Universities UK, pointed out that the UK’s international fees are already high. As a result of the proposed levy, he predicted, English universities would either have to reduce cross-subsidies that support teaching and research, or raise international fees further – which could drive down international student numbers and therefore force institutions to reduce domestic places.

    The irony of the levy – which will be used to fund maintenance grants for disadvantaged British students – actually reducing places for home students has been raised before. An analysis by the think tank Public First predicted the levy could shrink domestic places by 135,000.

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  • Canada bears the brunt of ‘big four’ woes

    Canada bears the brunt of ‘big four’ woes

    The study, conducted by ApplyBoard, highlighted the absence of consistent communication around policy shifts in Canada, the US, UK and Australia last year – a persistent issue that it said would likely drive subdued demand across the four in 2026. 

    Although a slowdown in Canada was widely expected, ApplyBoard CEO Meti Basiri said the projected 54% decline in new study permits this year was “stark”, setting Canada on track to issue the lowest total international study visas of the big four in 2025.  

    As per ApplyBoard estimates, Canada will see the sharpest drop in new international students, granting just 80,000 postsecondary study visas this year, while the US and Australia are set to see less dramatic drops.

    The UK – the only ‘big four’ destination without a projected decline – is on track to maintain 2024 study visa issuance levels, in line new Home Office data showing a 7% increase in applications this year, though this could be slightly tempered by pending changes proposed by the immigration white paper.

    Source: ApplyBoard.

    Basiri said Canada’s projected 80,000 new study permits would mark the lowest number of post-secondary approvals for the past decade, including during the pandemic. Elsewhere, stakeholders have raised concerns about the country’s plummeting study visa approval rate, which dropped below 40% this year.

    As the government pursues its goal of reducing Canada’s temporary resident population to below 5% by the end of 2027, the sector has been hit with two years of federal policy changes leading to lower application volumes, lower approval rates, and a higher proportion of onshore extensions.

    At the same time, in a recent student survey, Canada scored highly on welcomeness – with roughly 71% of students viewing it as open, safe and welcoming – but it also had one of the highest levels of disagreement for this metric. 

    “That polarisation suggests that international students are picking up on the tension between Canada’s long-standing reputation, and the current reality of caps, more limited work rights, and public debate that often links international students to housing and affordability pressures,” said Basiri.

    The report highlighted the impact of domestic political pressures around housing and net migration causing governments to tighten visa requirements, impose caps, reduce post-study work streams and raise compliance thresholds.  

    However, Basiri said the deciding factor for students increasingly came down to financial considerations, including the cost of study, cost of living and the ability to work during and after their studies.  

    “While political decisions set the rules of the game, affordability is often the filter through which students evaluate those rules – making it the more powerful force driving more students to consider more financially accessible destinations across Europe and the Asia-Pacific region,” he said.  

    “The speed at which alternative destinations are stepping up is remarkable,” Basiri added, highlighting the efforts of Germany, France, Spain, New Zealand, South Korea, and the UAE establishing clearer career pathways and expanding work rights, among other factors to boost internationalisation. 

    The speed at which alternative destinations are stepping up is remarkable

    Meti Basiri, ApplyBoard

    While traditional destinations are experiencing dips in demand, overall international student mobility continues to flourish, with more than 10 million students expected to study outside their home countries by the end of the decade, up from 6.9m in 2024.  

    The emergence of alternative destinations has not gone unnoticed, with another recent report tracking the rise of education “powerhouses” across Asia, fuelled by more English-taught programs, growing job opportunities and affordable study options.  

    Meanwhile, Europe is catching students’ attention, with European countries accounting for eight out of the top 10 destinations – outside the big four, Germany and Ireland – in ApplyBoard’s recent survey of student advisors.

    Basiri identified Germany and Spain as the destinations poised for the most growth next year: “Each offers a strong combination of affordability, workforce alignment, and clear post-study pathways that align with student priorities … Together, they are helping to shape the next wave of student mobility,” he said. 

    The rise of Germany in recent years has been widely reported on across the sector, with international enrolments on track to surpass 400,000 last year. What’s more, two-thirds of Germany’s international students say they intend to stay and work in the country after graduating.  

    Meanwhile, this summer the Spanish government authorised a policy to fast-track international students impacted by US visa restrictions, alongside authorising part-time work for students this academic year.  

    Coupled with previous measures relaxing visa requirements and new work and dependents rights, Spain is becoming “one of the most student-friendly destinations in Europe” said Basiri, noting its heightened appeal among Latin American students due to language and cultural affinities, as well as streamlined routes into the workforce.  

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  • UK study visa applications up 7% while dependant numbers plummet

    UK study visa applications up 7% while dependant numbers plummet

    New Home Office migration statistics show the full effect of an almost outright ban on dependants – with numbers dropping sharply for the second year in a row since the policy was announced.

    While there were 419,558 main applications for UK study visas in the year ending September 2025, marking a 7% increase on the previous year, there were 20,366 dependants – a 57% decrease year on year.

    It marks the second consecutive year of falling dependants, with this number decreasing annually by a whopping 87% in the year ending September 2024.

    It follows new rules introduced in January 2024 to ban students on postgraduate-taught programs from bringing their dependants with them to the UK.

    The number of UK study visas issued to international students and their dependants rose sharply after 2016 – reaching a post-Covid peak of 652,072 in 2023. Now, since the dependants ban, the number of study visas issued has fallen to 439,924.

    According to the Home Office, there has been roughly one dependant for every 20 main study visa applicants since the year ending March 2025 – a stark decline since the year ending September 2023, when this number stood at six per 20 main applicants.

    Source: Home Office

    Indian students were issued the most sponsored study visas in the year ending September 2025, with 99,18 visas issued. Chinese students made up the second biggest cohort – with 89,397 visas issued, 15% fewer than the previous year.

    Pakistani students were the third biggest group – issued 39,924 study visas, while there were gains for Nepali students (up 89% to 20,572) and Nigerian students (up 56% to 30,009).

    According to James Pitman, chairman of Independent Higher Education (IHE) and CEO of Studygroup, the effect of the dependants ban has been discriminatory – disproportionately affecting women.

    Speaking in a personal capacity at yesterday’s IHE annual conference, Pitman acknowledged that the dependants visa has “a major flaw”, but said that this could have been corrected rather than withdrawing the scheme entirely for taught degrees.

    “As predicted by the sector, that withdrawal was gender discriminatory, leading to the loss of 19,000 female students vs prior year in the January 2024 intake alone,” he said. “Every one of those was a human story, of ambitions denied, families fractured, careers restricted and yet again women being discriminated against – in this case by UK government policy.”

    Every one of those was a human story, of ambitions denied, families fractured, careers restricted and yet again women being discriminated against
    James Pitman

    Home Office figures obtained by Pitman via a freedom of information request show a marked year-on-year decline in women issued sponsored study visa grants for courses at RQF level 6-8 or equivalent starting in January.

    In 2023, of 81,079 total student visas, 45% were issued to women, compared to 55% that were issued to men. But the following year, after the dependants ban was brought in, the gender split was 66% in favour of men. These numbers stayed stable in 2025, the data showed, with 65% of sponsored study visas issued to men.

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  • Podcast: Budget, R&D, Scotland’s tertiary bill

    Podcast: Budget, R&D, Scotland’s tertiary bill

    This week on the podcast we examine how Budget 2025 reshapes the university funding model – from the international levy and modest new maintenance grants, to confirmed tuition fee uplifts and changes to pension tax arrangements that will affect institutional costs.

    We discuss what the package tells us about the government’s approach to public finances, the politics of international recruitment, and the sustainability of cross-subsidy in a tight fiscal environment for higher education.

    Plus we discuss research and innovation announcements and get across debate in Holyrood on the Tertiary Education and Training (Funding and Governance) (Scotland) Bill.

    With Ken Sloan, Vice-Chancellor and CEO at Harper Adams University, Debbie McVitty, Editor at Wonkhe, David Kernohan, Deputy Editor at Wonkhe and presented by Jim Dickinson, Associate Editor at Wonkhe.

    On the site:

    Budget 2025 for universities and students

    Universities now need to be much clearer about the total cost of a course

    Student finance changes in the budget – Director’s cut

    Reclassification ghosts and jam tomorrow at stage 2 of Scotland’s tertiary bill

    A government running out of road still sets the economic weather for higher education

    A change in approach means research may never be the same again

    You can subscribe to the podcast on Apple Podcasts, YouTube Music, Spotify, Acast, Amazon Music, Deezer, RadioPublic, Podchaser, Castbox, Player FM, Stitcher, TuneIn, Luminary or via your favourite app with the RSS feed.

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  • What Football Can Tell Us About How to Teach Reading – The 74

    What Football Can Tell Us About How to Teach Reading – The 74


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    When I go to my son’s football games, I can tell you which team will win — most of the time — just by watching them warm up. It’s not necessarily having the flashiest uniforms or the biggest player; it’s about the discipline, the focus and the precision of their routines.

    A school is no different.

    In my Texas school district, I can walk into a classroom and, in the first five minutes, tell you if effective reading instruction is happening. I don’t need to see the lesson plan or even look at the teacher. I just need to look at the kids. Are they engaged? Are they in a routine? Are they getting the “reps” they need?

    For too long, districts have been losing the game before it starts. They buy a new playbook (i.e., a curriculum) as a “hail Mary,” hoping for a fourth-quarter miracle. Still, they ignore the fundamentals, practice and team culture required for sustainable success.

    Chapel Hill Independent School District is committed to educating all children to compete in an ever-changing world. To that end, we’ve made literacy a nonnegotiable priority across all campuses. We anchor our approach in research-based practices and a culture of continuous learning for both students and staff.

    We’re building for the long run: a literacy dynasty. But our literacy success hasn’t come without putting in the work. We have a relentless focus on the fundamentals and, most importantly, a culture where every player — every teacher and administrator — fits our system.

    Trust the Analytics, Not Your Gut

    In reading instruction, we can’t make assumptions; all instruction has to start with the fundamentals. For decades, instruction was based on gut feelings, like an old-school coach deciding whether to go for it on fourth down or punt based on a hunch. But today, the best coaches trust the analytics, not their gut. They watch the game film.

    Chapel Hill is an analytics district; we do our research. And our game film is the science of reading.

    Many years ago, we started using structured literacy for a small group of students with dyslexia. It worked so well that we asked ourselves: If structured literacy is effective for a small group of students with dyslexia, shouldn’t it be essential for all students?

    We didn’t just adopt a new curriculum; we redesigned our literacy infrastructure — from structured literacy professional development for every teacher to classroom coaching and a robust tiered system of support to ensure no student falls through the cracks.

    That logic is our offensive strategy. It’s why we use tools like the Sold a Story podcast to show our staff why we’ve banned the strategies of a bygone era, like three-cueing. We have to be willing to reprogram the brain to align with what research proves works. But having the right playbook is only half the battle.

    A great playbook is useless without the right team to execute it.

    This is the most crucial part: “First who, then what.” In the NFL draft, teams don’t always draft the most talented player available. They conduct interviews and personality assessments and ultimately draft the player who best fits their system—the cultural fit.

    Tom Brady is arguably the greatest quarterback of all time, but he couldn’t run a read-option offense, which requires a fast, running quarterback. He wouldn’t fit the system, and the team would fail. But put Brady in a play-action offense, sit back and watch the magic happen.

    We operate the same way. When we interview, we’re not just looking for a teacher with excellent credentials and experience; we’re looking for a “Chapel Hill Way” teacher. It’s a specific profile: someone who believes in our philosophy of systematic, explicit, research-based instruction.

    This culture starts with our team captains: our campus principals. We need them to believe in our playbook, not just buy in because the district office said so. We invest in their development so they can champion literacy daily, monitor instruction and ensure every classroom executes our playbook with fidelity. It’s their conviction that turns a curriculum on a shelf into a living, breathing part of our culture.

    Talented teams win games. Disciplined, team-first organizations build dynasties.

    Building a dynasty requires sacrifice. When an educator joins our team, whether they’re a rookie or a seasoned veteran, we ask them to let go of the “I’ve always done it this way” mindset. That’s the equivalent of a player prioritizing their personal stats over a team win.

    It’s a team-first mindset. It’s about a willingness to put personal preference aside to build a championship team. For Chapel Hill ISD, our championship is ensuring every child learns to read.

    Our team-first philosophy has translated into measurable results: Across campuses, students are gaining the foundational skills they need, and data shows growth for every subgroup, including students with dyslexia and multilingual learners. We want students to become a product of our expectations, rather than their environment. Our district, which serves a diverse population, including a high percentage of students classified as low socioeconomic status, consistently scores above the state average in third-grade reading.

    At Wise Elementary, our largest campus[MOU1] , 56% of third graders met grade-level standards, and 23% scored above grade level on the 2023-2024 STARR assessment. And we had similar results across the district.

    So to my fellow education leaders: Before you shop for a new playbook, ensure you have the right team culture in place. Define your culture. Draft the right players. Build your team. Coach your captains. And obsess over the fundamentals.

    That’s how you win.


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  • A partnership across the Atlantic to inform the world

    A partnership across the Atlantic to inform the world

    Preety Sharma is a public health and development consultant currently based in Northern India, near the border with Nepal. She is also a News Decoder correspondent, one of dozens who came to News Decoder through a journalism fellowship at the Dalla Lana School of Public Health at the University of Toronto.

    For more than five years, the University of Toronto and News Decoder have partnered to help train health professionals in journalism, with the goal of meeting this need: Too much disinformation in the world about important health issues and too much factual information presented to the public in articles that are difficult to read.

    Under the program, mid-career professionals spend a year in journalism training at the University of Toronto and as part of the program, pitch stories to professional news organizations. But to get published, the articles must meet the strict standards of each news organization that accepts the story pitches.

    To publish on News Decoder, for example, the stories must be written in way that is accessible to young people and to those who read English as a foreign language. This is challenging for many professional journalists. The stories must also have a global angle and show how the problems in the stories play out in different parts of the world.

    Sharma’s first story for News Decoder was on how a relatively inexpensive food product made from algae could be the solution to ending world hunger. Another story she wrote, on the problem of plastics in children’s toys, became News Decoder’s most-read story of all time.

    “My first couple of stories were with News Decoder,” Sharma said. “I am glad to have had an opportunity to share it with a diverse and young audience globally.”

    Sharma is now a News Decoder correspondent, someone who writes periodically for the site.

    Bringing specialized knowledge to journalism

    Marcy Burstiner, News Decoder’s educational news director, has worked with Sharma on all her stories and thinks the Dalla Lana program and its partnership with News Decoder is unique and important. “When I taught university journalism, I often told science majors that they should consider going into journalism,” she said. “There are a thousand medical publications but they are not written with a general audience in mind and meanwhile most journalists lack the specialized knowledge to really understand and put into context what is happening in medicine and the hard sciences.”

    For News Decoder, this problem is particularly important, she said. “Health and science are two subjects that young people are hungry for information on and that’s our target audience,” Burstiner said. “But, because so much of the information is dense, they turn to sites on the internet that present pseudo science and they can’t tell the difference.”

    Sharma agrees. “In the age of fake news and social media information explosion, it is crucial to have a credible and trusted media outlet that can present complex issues, ideas and concepts to youth in a simple and educational style,” she said.

    News Decoder Founder Nelson Graves said that the partnership between the University of Toronto and News Decoder was a win-win proposition from the start. “Fellows at the Dalla Lana School of Public Health have a chance to publish stories examining some of the world’s most pressing issues on our global platform,” he said. “They benefit from editing by journalists with deep international experience.”

    The students in News Decoder’s global community and readers around the globe also benefit from the fellows’ reporting and insights, he said and that helps to maintain News Decoder’s breadth and depth.

    “News Decoder’s association with the University of Toronto encapsulates our nonprofit’s commitment to global citizenship and to fostering connections across borders and between generations,” Graves said.

    Connecting with young people

    Correspondent Norma Hilton also came to News Decoder through the University of Toronto’s fellowship in global journalism. Her first story was on K-Pop and social media influencers, a topic that’s important to News Decoder’s teen audience. Hilton said it was a great learning experience. “I’d never really written for a youth audience or taken more of an education angle to my stories before,” she said. “So, it was great to understand what young people want to hear about and write for them.”

    Hilton is also one of many University of Toronto fellows who have not only written stories for News Decoder, but become an integral part of the News Decoder team. She participated in workshops and cross-border roundtables with students and produced articles and videos that serve as journalism tutorials on such things as how to cover events, how to fact-check articles and how to cover traumatic situations.

    “I’ve never really thought I’d be on a panel of any kind, but being able to talk about my journalism experience and hopefully help younger people be interested in journalism and its power, has been the honour of a lifetime,” Hilton said.

    News Decoder Managing Director Maria Krasinski argued that the partnership with the University of Toronto is unique. “Neither of our organisations is a traditional journalism school,” she said. “Rather, we both recognize that learning journalism skills helps people, no matter their discipline or profession, communicate clearly and with impact.”

    She said that, for the students News Decoder works with, journalism is an entry point, a way to take action and engage with the issues affecting their communities and participate meaningfully in civic dialogue. “Young people discover that journalism isn’t just writing stories, it’s about learning to question, to listen and to make sense of the world,” she said.

    For the University of Toronto fellows, meanwhile, the journalism fellowship adds a powerful new skill to their already impressive toolkits. “It helps them translate their knowledge and expertise into stories that resonate beyond academic and industry circles,” Krasinski said. “Many of the fellows stay connected to News Decoder well after their fellowship ends. They are based all over the world and bring a diversity of perspectives and experience that enriches our news platform.”

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  • Students must intentionally develop durable skills to thrive in an AI-dominated world

    Students must intentionally develop durable skills to thrive in an AI-dominated world

    Key points:

    As AI increasingly automates technical tasks across industries, students’ long-term career success will rely less on technical skills alone and more on durable skills or professional skills, often referred to as soft skills. These include empathy, resilience, collaboration, and ethical reasoning–skills that machines can’t replicate.

    This critical need is outlined in Future-Proofing Students: Professional Skills in the Age of AI, a new report from Acuity Insights. Drawing on a broad body of academic and market research, the report provides an analysis of how institutions can better prepare students with the professional skills most critical in an AI-driven world.

    Key findings from the report:

    • 75 percent of long-term job success is attributed to professional skills, not technical expertise.
    • Over 25 percent of executives say they won’t hire recent graduates due to lack of durable skills.
    • COVID-19 disrupted professional skill development, leaving many students underprepared for collaboration, communication, and professional norms.
    • Eight essential durable skills must be intentionally developed for students to thrive in an AI-driven workplace.

    “Technical skills may open the door, but it’s human skills like empathy and resilience that endure over time and lead to a fruitful and rewarding career,” says Matt Holland, CEO at Acuity Insights. “As AI reshapes the workforce, it has become critical for higher education to take the lead in preparing students with these skills that will define their long-term success.”

    The eight critical durable skills include:

    • Empathy
    • Teamwork
    • Communication
    • Motivation
    • Resilience
    • Ethical reasoning
    • Problem solving
    • Self-awareness

    These competencies don’t expire with technology–they grow stronger over time, helping graduates adapt, lead, and thrive in an AI-driven world.

    The report also outlines practical strategies for institutions, including assessing non-academic skills at admissions using Situational Judgment Tests (SJTs), and shares recommendations on embedding professional skills development throughout curricula and forming partnerships that bridge AI literacy with interpersonal and ethical reasoning.

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  • Higher Education’s Long Reckoning With Indigenous Oppression

    Higher Education’s Long Reckoning With Indigenous Oppression

    [Editor’s note: United American Indians of New England host the National Day of Mourning. Their website is at United American Indians of New England – UAINE.]

    Each November, while much of the United States celebrates Thanksgiving, Indigenous communities and their allies gather in Plymouth, Massachusetts, and across the country for the National Day of Mourning. It is a day that confronts the mythology of national innocence and replaces it with historical clarity. For Higher Education Inquirer, the significance of this day extends directly into the heart of American higher education—a system built, in no small part, on the expropriation of Indigenous land, the exploitation of Native Peoples, and the continued structural racism that shapes their educational opportunities today.

    From the earliest colonial colleges to the flagship research institutions of the twenty-first century, U.S. higher education has never been separate from the project of settler colonialism. It has been one of its instruments.

    Land, Wealth, and the Origins of the University

    America’s oldest colleges—Harvard, Yale, William & Mary, Dartmouth—were founded within the colonial order that dispossessed Indigenous communities. While missionary language framed some of these institutions’ early purposes, they operated through an extractive logic: the seizure of land, the conversion of cultural worlds, and, eventually, the accumulation of immense academic wealth.

    The Morrill Land-Grant Acts of 1862 and 1890 expanded this pattern on a national scale. Recent research documented by the “Land-Grab Universities” project shows that nearly eleven million acres of Indigenous land—taken through coercive treaties, forced removal, or outright theft—were funneled into endowments for public universities. Students today walk across campuses financed by displacements their own institutions have yet to fully acknowledge, let alone remedy.

    Higher Education as an Arm of Assimilation

    The United States also used education as a tool for forced assimilation. The Indian boarding school system, with the Carlisle Industrial School as its model, operated in partnership with federal officials, church agencies, and academic institutions. Native children were taken from their families, stripped of their languages, and subjected to relentless cultural destruction.

    Universities contributed research, training, and personnel to this system, embedding the logic of “civilizing” Indigenous Peoples into the academy’s structure. That legacy endures in curricula that minimize Indigenous knowledge systems and in institutional cultures that prize Eurocentric epistemologies as default.

    Scientific Racism, Anthropology, and the Theft of Ancestors

    American universities played a central role in producing scientific racism. Anthropologists and medical researchers collected Indigenous remains, objects, and sacred items without consent. Museums and university labs became repositories for thousands of ancestors—often obtained through grave robberies, military campaigns, or opportunistic scholarship.

    The 1990 Native American Graves Protection and Repatriation Act (NAGPRA) was designed to force institutions to return ancestors and cultural patrimony. Yet decades later, many universities are still out of compliance, delaying repatriation while continuing to benefit from the research collections they amassed through violence.

    Contemporary Structural Racism in Higher Education

    The oppression is not confined to history. Structural racism continues to constrain Native Peoples in higher education today.

    Native students remain among the most underrepresented and under-supported groups on American campuses. Chronic underfunding of Tribal Colleges and Universities (TCUs) reflects a broader political disregard for Indigenous sovereignty and self-determination. Meanwhile, elite institutions recruit Native students for marketing purposes while failing to invest in retention, community support, or Indigenous faculty hiring.

    Some universities have begun implementing land acknowledgments, but these symbolic gestures have little impact when institutions refuse to confront their material obligations: returning land, committing long-term funding to Indigenous programs, or restructuring governance to include tribal representatives.

    What a Real Reckoning Would Require

    A genuine response to the National Day of Mourning would require far more than statements of solidarity. It would involve confronting the ways American higher education continues to profit from dispossession and the ways Native students continue to bear disproportionate burdens—from tuition to cultural isolation to the racist violence that still occurs on and around campuses.

    Real accountability would include:

    • Full compliance with NAGPRA and expedited repatriation.

    • Transparent reporting of land-grant wealth and the return or shared governance of those lands.

    • Stable, meaningful funding for TCUs.

    • Hiring, tenure, and research policies that center Indigenous scholarship and sovereignty.

    • Long-term institutional commitments—financial, curricular, and political—to Indigenous communities.

    These steps require institutions to shift from performative recognition to structural transformation.

    A Day of Mourning—And a Call to Action

    The National Day of Mourning is not merely a counter-holiday. It is a reminder that the United States was founded on violence against Native Peoples—and that its colleges and universities were not passive beneficiaries but active participants in that violence.

    For higher education leaders, faculty, and students, the question is no longer whether these histories are real or whether they matter. They are documented. They are ongoing. They matter profoundly.

    The real question is what institutions are willing to give up—land, power, wealth, or narrative control—to support Indigenous liberation.

    On this National Day of Mourning, HEI honors the truth that Indigenous survival is an act of resistance, and Indigenous sovereignty is not a symbolic aspiration but an overdue demand. The future of higher education must move through that truth, not around it.

    Sources

    Roxanne Dunbar-Ortiz, An Indigenous Peoples’ History of the United States.

    The Land-Grab Universities Project (High Country News & Land-Grab Universities database).

    David Treuer, The Heartbeat of Wounded Knee.

    Margaret D. Jacobs, A Generation Removed: The Fostering and Adoption of Indigenous Children in the Postwar World.

    NAGPRA regulations and compliance reports.

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