Latest / NO FILTER / Trump vs. Harvard_ Why admin_s crackdown will have _trickle-down_ effect on higher education(MP3_160K)

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Trump vs. Harvard_ Why admin_s crackdown will have _trickle-down_ effect on higher education(MP3_160K) · NO FILTER

• 0:00
  Speaker 1: Here with me. Princeton University professor Eddie claud and Columbia
• 0:04
  Speaker 1: University Professor of Practice Vassal Smichel, both are MSNBC political analysts. Eddie,
• 0:11
  Speaker 1: how do you begin to quantify what you see and
• 0:13
  Speaker 1: experience on campus as the benefits of international students in
• 0:17
  Speaker 1: and out of the classroom?
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  Speaker 2: Well, I don't know how to quantify, Chris, but I
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  Speaker 2: do know this that the objective of a liberal arts
• 0:24
  Speaker 2: education at its best is to create a cosmopolitan subject.
• 0:28
  Speaker 2: Not someone who's content in their own prejudices, not someone's
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  Speaker 2: who refuses to examine their own blind spots, their own assumptions,
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  Speaker 2: but to actually open themselves up to the possibilities that
• 0:43
  Speaker 2: the world presents. And so when you have an environment
• 0:46
  Speaker 2: that is narrow, it actually reproduces provincialism. But if your
• 0:52
  Speaker 2: education aspires to produce a particular kind of person, a
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  Speaker 2: particular kind of citizen, not only in the United States
• 0:59
  Speaker 2: but of the world, then you want them to be
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  Speaker 2: expansive in their view. And in order to be expansive,
• 1:04
  Speaker 2: you have to have experiences right with folk in the
• 1:07
  Speaker 2: dorm rooms, in the classroom, on in the books and
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  Speaker 2: the material that will open your eyes in some ways
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  Speaker 2: to the vast diversity of the world.
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  Speaker 1: People say, who go there, Basil, You walk onto Harvard,
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  Speaker 1: you hear fifteen different languages in a minute. I'm guessing
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  Speaker 1: it's very much the same at Columbia. Your school is
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  Speaker 1: the most popular of the IVY leagues for the f
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  Speaker 1: one visa. That's right, and so you've got students from
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  Speaker 1: all over the world. How would it change the fabric
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  Speaker 1: of your university and your classrooms quite that one away.
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  Speaker 3: Quite significantly. First, can we celebrate this moment because we
• 1:41
  Speaker 3: are on together in the flesh for the first time
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  Speaker 3: in years.
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  Speaker 4: So it's on this show, and it's.
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  Speaker 3: A great conversation to be with my brother talking about
• 1:50
  Speaker 3: this because I think he's right that it breaks apart
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  Speaker 3: the provincialism, you know, the privilege reproduces itself like Noah thing.
• 2:00
  Speaker 3: And when you have diverse groups of people on a
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  Speaker 3: college campus, diverse perspectives from diverse countries, ethnicities, races, it
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  Speaker 3: really does make you feel that you are not alone
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  Speaker 3: in this world, that there is a global audience waiting
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  Speaker 3: and available for you. So at Columbia, one of the
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  Speaker 3: things that I've had to do is have that extra
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  Speaker 3: conversation with the student, because they do have concerns about
• 2:21
  Speaker 3: what it's going to be like, not so much on campus,
• 2:23
  Speaker 3: but what's the atmosphere like in the city and in
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  Speaker 3: the country. A lot of the you say that Columbia
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  Speaker 3: has a very high percentage of international stuits because they
• 2:32
  Speaker 3: want to be in New York. And I go back
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  Speaker 3: to that old Yellow Pages ad. If it's out there,
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  Speaker 3: it's in here. That's how I describe New York City.
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  Speaker 3: So eating is I know, I am, and I do
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  Speaker 3: it every day. But this is this is why folks
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  Speaker 3: want to come to college campuses to experience this. And
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  Speaker 3: the forty four billion dollars that are spent by students.
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  Speaker 3: Imagine what happens when forty percent of those one point
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  Speaker 3: one billion decide to stay in the country and then
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  Speaker 3: the and the economic generation that they've become for their cities, states,
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  Speaker 3: and the nation.
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  Speaker 1: That's not the way the President sees it, Eddie. He
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  Speaker 1: sees this as an effort to keep out the troublemakers.
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  Speaker 1: Let me play that.
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  Speaker 4: They're taking people from areas of the world that are
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  Speaker 4: very radicalized and we don't want them making trouble in
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  Speaker 4: our country. So I saw yesterday that in the middle
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  Speaker 4: in the middle of the UK, there was a nice
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  Speaker 4: young man. He wants to go back to school at Harvard,
• 3:30
  Speaker 4: and he looked good to me. But I want to
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  Speaker 4: check his past. I want to make sure that the
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  Speaker 4: foreign students are people that can love our country. We
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  Speaker 4: don't want to see shopping centers exploding.
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  Speaker 1: He looked good to me. But is the president saying
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  Speaker 1: the quiet part out loud?
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  Speaker 2: Yes, obviously.
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  Speaker 3: I mean we know this were troublemakers for him.
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  Speaker 2: It's often attached to particular bodies, to particular regions, regions
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  Speaker 2: that he's okay with accepting an airplane from though, but
• 3:56
  Speaker 2: not necessarily their students, right, So I think it's really
• 4:00
  Speaker 2: important for us to understand. He also says something out
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  Speaker 2: loud as well, not too long ago, a couple of
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  Speaker 2: days ago, he said that with all of these foreign
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  Speaker 2: students being admitted to places like Harvard, there are no
• 4:10
  Speaker 2: seats left for Americans. And you combine that with the
• 4:14
  Speaker 2: critique of race based admissions. This is about really these institutions,
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  Speaker 2: Chris trying to build a student body that reflects not
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  Speaker 2: only the diversity of the country, but the diversity of
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  Speaker 2: the world, and Trump stoking a particular kind of grievance
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  Speaker 2: because people like him, their children can't seem to get
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  Speaker 2: into Harvard like they used to. They can't get into
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  Speaker 2: the Columbias and the Princetons like they used to. They're
• 4:37
  Speaker 2: having difficulty getting into the Lee Highs and the Williams
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  Speaker 2: like they used to. They believe they possess these institutions,
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  Speaker 2: and so by virtue of their particular positions of power,
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  Speaker 2: they are trying to in some ways capture them.
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  Speaker 5: Once again.
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  Speaker 3: It's a really important point because what he's saying is
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  Speaker 3: that education is being commodified and you should get it
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  Speaker 3: only at certain price points. And if you look at
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  Speaker 3: the history fear of our country, whether you're talking about
• 5:01
  Speaker 3: an eighteen nineteen Dartmouth's case against with the Supreme Court
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  Speaker 3: that it established the independence of universities, created the kind
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  Speaker 3: of philanthropic system we see today, the Marl Act in
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  Speaker 3: eighteen sixty two, which established a lot of state universities,
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  Speaker 3: and some HBCUs, the GI Bill Affirmative Action Title nine,
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  Speaker 3: Brown versus Board event. There's been a two hundred year
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  Speaker 3: history of this country saying that we need to make
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  Speaker 3: an education more accessible to Americans, and what we see
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  Speaker 3: in this administration if you also include taking money away
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  Speaker 3: from museums, taking money away from other cultural institutions. It's
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  Speaker 3: their interest in creating education and knowledge to a very
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  Speaker 3: small segment of the population.
• 5:45
  Speaker 1: I think there is also it's a place, right, it's
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  Speaker 1: the place, and how much you develop as a human
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  Speaker 1: intellectually but also socially. And how many people have you
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  Speaker 1: heard say over the years, those are the best years
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  Speaker 1: of my life. But if now somebody was at Columbia
• 6:04
  Speaker 1: and they felt like, oh, maybe now I need to
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  Speaker 1: transfer to Harvard or vice versa or something like that,
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  Speaker 1: or any of the other places, any of the other ivys.
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  Speaker 1: The deadline for most of them was back in March,
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  Speaker 1: and the stress that students are feeling will let me
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  Speaker 1: play a little bit of what we've heard from them.
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  Speaker 5: I haven't got the time yet to think about in
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  Speaker 5: my back at Plants, But as of now, I don't
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  Speaker 5: think anyone is shore if they can return for their
• 6:31
  Speaker 5: fall semester back into Harvard and more broadly, back into
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  Speaker 5: the US. It's really unfortunate that thousands of thousands of
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  Speaker 5: international students who have come again so many miles away
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  Speaker 5: from their own respective countries and don't have any family
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  Speaker 5: in the US happened to face. They need to face
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  Speaker 5: all of these issues on their own.
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  Speaker 1: The stress on students. Are you seeing it? Are you
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  Speaker 1: having conversations.
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  Speaker 2: I've been teaching for close to thirty years, and to
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  Speaker 2: be honest with you, I've never seen the level of
• 7:00
  Speaker 2: anxiety among students. You can have students who are about
• 7:05
  Speaker 2: to graduate and the parents can't come see them, or
• 7:08
  Speaker 2: they worried about if they come, will they be able
• 7:10
  Speaker 2: to what will happen. There is a deep uncertainty, and
• 7:14
  Speaker 2: one could even say that that uncertainty generates a sense
• 7:18
  Speaker 2: of panic and terror and how they inhabit the space.
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  Speaker 2: It impacts the way they complete their assignments and impacts
• 7:26
  Speaker 2: the way they sit in our offices. Right. I remember
• 7:29
  Speaker 2: a students saying to me just recently, I can't finish
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  Speaker 2: my thesis, and usually I go, this becomes the hustle,
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  Speaker 2: when in fact she said, because I'm worried, I don't
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  Speaker 2: have anywhere I don't know what is going to happen. Right,
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  Speaker 2: And so you can imagine these students trying to It's
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  Speaker 2: already a pressure packed environment, trying to complete those assignments,
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  Speaker 2: trying to get to the end with all of this
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  Speaker 2: hovering over this.
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  Speaker 3: Just to say the President might want to just say
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  Speaker 3: and point his finger at elite institutions. This is coming
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  Speaker 3: for everybody, and we need to be very clear about that.
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  Speaker 3: It's not just the Harvard's Dales of Princes of Columbia.
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  Speaker 3: This will trickle down and it will have a massive
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  Speaker 3: impact on reshaping higher education specifically in education broadly in
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  Speaker 3: this country. Absolutely,