analysis of research in Natural Sciences, Technology and Clinical Medicine an input–output model applied in comparison of Top 300 ranked universities of 4 North European and 4 East Asian countries.Image.Marked.pdf

CHAPTER 8 BRIDGE BUILDERS, TRANSLATORS, AND ALLIES The Responsibility, Burden, and Privilege of Educating Others You need to be the translator. You have to speak their [White people’s] language in order for them to hear. – Susan I recognize that my feelings have changed and probably will keep changing, but I feel like it’s both at the same time. The strongest part of me wants to say, “Yeah, it sucks that I have to be in this position where I can educate people, and they need educating sometimes.” But nothing is going to get better without somebody doing it, so I want to do it. But then at the same time, sometimes I don’t want that responsibility. I don’t want that burden, and I’m tired of it. – Katherine I just want to acknowledge how much power we hold, that we are the bridge between many communities and many people. – Marta The participants’ stories relating to their roles as educators focused primarily on ways they enlightened White people about racism, White supremacy, and more generally about the lives of people of color. Decades of debates have ensued regarding who should carry the burden of educating White people about racism. In response to a growing White feminist movement in the 1960s, 1970s and 1980s, women of color began to speak up and claim space in the public eye, demanding to be heard and acknowledged. Women of color have always been active in women’s issues, but their experiences and work were often overlooked (Hurtado, 1996). In This Bridge Called My Back: Writings by Radical Women of Color (Moraga Anzaldúa, 1983), a signifier of public space claiming, women of color told their personal stories and shared t