Memo from President Hodge: Review of October noose incident - University Announcements
Posted April 11, 2008 4:35 PM by Claire Wagner
To: Members of the Miami University Community
From: David Hodge, President
Date: April 11, 2008
Re: ?Noose? Incident
On October 30, 2007, three Miami undergraduate students, as part of an Art 171 assignment to create an exterior art project, hung several nooses (termed scaffolding knots by the art students) and a tire swing from a tree on Patterson Avenue on the Oxford Campus. The unattended and unmarked display was discovered by African-American students and staff who, being familiar with recent national incidents involving the use of a noose as a symbol of racial intimidation, became alarmed and alerted the University Police. This disturbing incident raised difficult questions about the behavior of the individuals involved and the boundaries of artistic expression in the educational context.
In keeping with University protocol, I asked Mr. Matt Boaz, Director of the Office of Equity and Equal Opportunity, to prepare a complete report of the incident. His report concluded that the incident was not an intentional act of racial hostility, and no further actions were recommended. However, the report did find that the art students failed to follow all of the existing rules in place for an exterior art display, and the lack of forthrightness by the group leader concerning his knowledge of the noose as a racial symbol complicated the situation. The students have accepted responsibility for the impact of their actions on our community, and they apologized for the emotional stress they caused.
Finally, the report noted that information gathered after the incident indicated ?that there was an overall lack of understanding of the historical context of nooses in our society.? In the United States, the noose has long been a symbol of racial hatred and violence, and recent incidents such as what occurred in Jena, Louisiana, have heighted contemporary sensitivities to this despicable tradition, especially in the African-American community. Unfortunately, many others in our community appear not to be aware of or understand the intimidating symbolic power of the noose. Thus, the incident sparked a robust exchange among faculty, staff, and students about the power of the noose as a symbol, the rights of free speech and expression, and also the responsibilities of artists to understand the contexts and controversies that surround the symbols they use in their art.
The Art Department also launched its own review of its procedures for the supervision, installation, and presentation of classroom projects. The general intent of the existing rules, and in the newly refined protocols, is to prescribe the manner in which students may exercise full artistic freedom without compromising the well-being of others in the community. The refined procedures are designed to ensure that public exhibits are placed in appropriate areas, and with proper identification, so that the broader community is not unwillingly confronted by displays that undermine their sense of personal security. It is critical to note that my condemnation of the incident was not about the art itself, but about the careless way in which such emotionally-charged symbols of hatred were left unattended and unidentified in a public space. While it is certainly true that the noose has other symbolic meanings (which the students focused on), its history in this country is overwhelmingly related to its extension of hatred and intimidation. It is reasonable and appropriate to expect that to be broadly understood.
Racial understanding and sensitivity are not achieved in a single step, but by a long-term comprehensive commitment. The University must, and will, continue to take aggressive steps to improve the climate on this campus. We have already taken steps to improve the climate and many more are in various stages of development, some of which include:
? The Center for American and World Cultures has created a teaching resource webpage on the history of the noose in America, designed to educate and respond to the incident itself.
? The Art Department has adopted a guideline for Outdoor Installation Procedures specifically designed for student projects to ensure that both the artists? rights and the viewers? rights are protected.
? A new Campus Climate Survey will be undertaken in April. This periodic random sample survey of faculty, staff, and students is designed to measure the climate of diversity on the Oxford and regional campuses. It will identify both where we have made progress and areas where we must redouble our efforts to ensure that our community is welcoming and inclusive.
? The Office of Equity and Equal Opportunity (OEEO) is completing the acquisition of a customized on-line sexual harassment and discrimination education program. Beginning July 1, 2008, this education will be mandatory for all new employees. The program will also be used by OEEO to educate current employees.
? In the Office of Student Affairs, opportunities for student dialogues (called ?Let?s Talk Dialogues? ) exist through the Office of Diversity Affairs, and discussions about issues of inclusion exist via social justice initiatives in Residence Life communities (e.g. Tunnel of Oppression).
? The Liberal Education Committee continues to examine ways in which we can infuse student learning outcomes for diversity across the Miami Plan. The University?s Multi-Cultural Council, ably led this past year by Dr. Sally Lloyd, Interim Associate Vice President for Institutional Diversity, has been identifying strategic initiatives to improve the climate for diversity.
? I have appointed Dr. Christine Taylor, our first-ever Associate Vice President for Institutional Diversity, to coordinate and lead campus diversity initiatives.
Both the content and context of a Miami education are shaped by the students, faculty, and staff who come to Miami University to study and live in the community we create as a result of our interactions. Intellectual engagement is maximized by embracing diverse and multifaceted points of view and life experiences in an environment that must be open and welcoming to all. There will be moments when our sense of community will be challenged, as in the case of this incident. We must not allow these incidents to divide us further, but rather, we must resolve to experience these events as critical learning opportunities. These are moments when we can, and must, discover more about who we are, our history, contemporary issues, and what we can do to create not only a better university, but a more just, a more inclusive, a more supportive world.
