Panelists Disagree On Ethnic Studies

Differing perspectives on the role of ethnic studies in the Harvard curriculum clashed Saturday in a Junior Parents Weekend discussion in Science Center C titled "Expanding the Academic Perspective."

Students representing opposing sides of the ethnic studies debate, two professors, Associate Dean of the Faculty for Undergraduate Education Lawrence Buell and moderator K. Anthony Appiah, professor of Afro-American Studies, participated in the panel. Approximately 125 people attended.

Buell opened the discussion with a general overview of the Faculty of Arts and Science (FAS)'s policies on adding course offerings and departments.

"Nothing is harder than the attempt to sort out the transient ingredients from what ought to be the permanent ingredients of an undergraduate education," he said.

It is relatively easy to add specific classes with faculty support, he said, but difficult to bring new departments into FAS.

Assistant Professor of Japanese Literature Regine D. Johnson said tutorials and special courses can be created within existing departments to meet student needs.

Veronica Rosales '94, a former president of Mexican-American student group Raza, voiced the concerns of student advocates for ethnic studies curriculum representation.

The dearth of such classes, specifically on Latino issues and history, is "an oversight and an insult," she said.

That shortage, she said, will put Harvard students at a disadvantage in an increasingly diverse world.

"We see these issues as relevant to our society," she said. "If we do not study these people, Harvard students are going to lack knowledge of these communities."

Two student members of conservative campus magazine The Harvard Salient spoke for a largely opposing outlook.

Douglas V. McLellan '94 said budgetary constraints are a strong argument against the creation of any new departments and said curricular change should be based on academic, not political agendas.

Disregarding Integration

Dan H. Choi '94, a Crimson editor, said studying certain ethnic groups as autonomous entities disregards their ultimate trend toward integration.

Ethnic identities could eventually be "replaced by more universal forms of identification," he said, and while a focus on ethnicity is not necessarily wrong, it should be undertaken as part of a larger approach to American culture.

Audience questions focused specifically on ethnic studies curricular issues.

One audience member asked how the Faculty could engage the curricular question of reflecting diversity.

"There are different possible models for moving ahead," said Buell. "The shortfall of what I think ideally we should have makes me feel challenged.

Veronica Rosales '94, a former president of Mexican-American student group Raza, voiced the concerns of student advocates for ethnic studies curriculum representation.

The dearth of such classes, specifically on Latino issues and history, is "an oversight and an insult," she said.

That shortage, she said, will put Harvard students at a disadvantage in an increasingly diverse world.

"We see these issues as relevant to our society," she said. "If we do not study these people, Harvard students are going to lack knowledge of these communities."

Two student members of conservative campus magazine The Harvard Salient spoke for a largely opposing outlook.

Douglas V. McLellan '94 said budgetary constraints are a strong argument against the creation of any new departments and said curricular change should be based on academic, not political agendas.

Disregarding Integration

Dan H. Choi '94, a Crimson editor, said studying certain ethnic groups as autonomous entities disregards their ultimate trend toward integration.

Ethnic identities could eventually be "replaced by more universal forms of identification," he said, and while a focus on ethnicity is not necessarily wrong, it should be undertaken as part of a larger approach to American culture.

Audience questions focused specifically on ethnic studies curricular issues.

One audience member asked how the Faculty could engage the curricular question of reflecting diversity.

"There are different possible models for moving ahead," said Buell. "The shortfall of what I think ideally we should have makes me feel challenged.