by David H. Lee, Ph.D., Assistant Professor of Communication, Department of Humanities, New York City College of Technology
There are large disparities in health outcomes for New Yorkers according to race, gender, income, education, ability, etc. CUNY students from low-income families and racialized groups are among the hardest hit by the SARS-CoV-2 pandemic and among the most impacted by furloughs, unemployment, and crowded living conditions.
The 2021 Health Communication Symposium at City Tech was a public forum on health disparities. The event took place online and included guests and speakers from around the world. There were over eighty people on the call. Continue reading
This post was written by Contributing Author Alyse Keller, facilitator of the “Performance as Narrative Medicine” workshop held on March 19, 2021.
For this Performance as Narrative Medicine Workshop participants are led through an active and participatory performance workshop. Narrative medicine, as conceived by Rita Charon at Columbia University, is a theory and practice that emerged as a way to teach physicians and medical professionals, “to practice with empathy, trustworthiness, and sensitivity toward individual patients.” Over time, narrative medicine has evolved in order to bring the “powerful narrative skills of radical listening and creativity from the humanities and the arts to address the needs of all who seek and deliver healthcare.” Merging the central tenets of narrative medicine with the fundamental principles of performance, this workshop allows participants to share, reflect, and heal through the creation and presentation of personal performances of health and illness—specifically as they relate to their experiences with Coronavirus Continue reading
This post was co-written by Contributing Authors Kelly Baker Josephs (York College, CUNY Graduate Center) and Donna Hill (Medgar Evers College).
On February 26, 2021, Kelly Baker Josephs and Donna Hill led a discussion via Zoom about approaching pandemic teaching at CUNY via the frame of Black love. As Black female professors in primarily general education courses at campuses with large populations of Black students, Josephs and Hill have found themselves asking: How can we support our students as “‘whole’ human beings, striving not just for knowledge in books, but knowledge about how to live in the world” (bell hooks, 1994). This has always been a concern at CUNY, but the shift to virtual teaching and the threat of COVID-19 and its aftermath, in all aspects of our lives, has made the need to acknowledge non-academic factors as part of the “classroom” both more difficult and more dire. This hour of intimate conversation focused on the benefits and risks of such openness for Black faculty and Black students. Continue reading