A Gender & Diversity Sensitive Guidebook to Wageningen University & City

2023

A Gender & Diversity Sensitive Guidebook to Wageningen University & City compiled by students of GEO58306 Gender & Diversity in Transnational Worlds

Table of Contents Fourth Wave Feminism.............................. 4 TRANSforming the CIS privilege............... 8 WURthy of Accessibility........................... 12 Critiques on Multiculturalism.................... 16 Decolonizing WU classrooms.................. 20 Male Allyship………................................. 24 Decolonization at WUR ........................... 28 Sustainability at WUR ............................. 32 Student anti-corporate activism .............. 36

For each entry, you can listen to audio files (the QR codes with “scan me”) that support entry contents.

Please check them out!

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WURthy of Accessibility People with functional

When is something abelist?

Ableism is discrimination in favour of able-bodied

disabilities have been in and in many instances still are seen as nonfunctioning and not seen as fully part of society.

This, of course, is problematic.

people. We often think of

What is functional disabilities as physical disabilities accasssibility? being that are visible, but it can Accessibility is when a

also be any type of

(public) space is

neurodivergency, chronic

accessible for everyone.

ilness or mental illness

This means in physical

which results in people

form but also socially.

functioning differently than

Public spaces in The

is the ‘norm’.

Netherlands have

Discrimination against

accesibility requirements,

these people, by not

to make sure they are

providing an accesible

wheelchair-user-friendly for

space or ruling them out, is

example. However,

ableism, and this has been

sometimes spaces are not

a problem for a long time.

fully accessible and people with functional disabilities are either left out or need to ask for facilities. Over the past years more attention is drawn to the issue of accesibility, but this hasn’t always been the case.

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What can we do?

The aim here is to inform students of what problems arise on campus and in student life in Wageningen for students with a functional disabiilty, but also what networks and support systems are already in place. It is important to reflect on your own life and situation and be aware of ableism in daily life and to know what to do about it.

The obstacles of functional disability Everybody who sits in the classroom had a different experience how they got there. Some just enter the building and go upstairs and still have a lot of energy left for the lecture.

But there are many students for who the journey to get there already was challenging, because of the noises, the physical barriers or their mental state.

WUR's accessibility in picture

Student: "If I forgot my noisecancelling headphones, it can happen that my energy is already

Not everybody can see every handicap or they don't know how to interact with someone who has it – that can be everybody; teachers, students, staff. It costs a lot of energy for people who have a handicap, to explain themselves.

Therefore they often try to fit in the norms.

gone when I enter the classroom."

If a student needs

Some approaches of WUR

help of any kind, Every student with functional disability has by

No WURries is a

Heleen Franssen

support group

(No WURries)

organized by the "student training &

"With this group we also hope to gain

law rights how to make studying more accessible, like extended deadlines, extra

support" for students

more knowledge on

with a functional

what the needs of the

disability, focusing

students is, so that

primarily on students

we can broaden our

extra money, less

support and

credits needed.

with ADHD and ASS.

accessibility."

rooms to study, special material,

there are multiple options who to contact: Confidential adviser, social safety guides, deans, student psychologist, and more. The Student Service Centre has a counter at the forum reception to help students whom to contact.

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Student Life in picture When you have a

Problems

Many student

For many places made for students in

functional disability it is

associations or student

Wageningen it is difficult to be fully

not always easy to feel

pubs are not

accessible to all forms of functional

included in student

accessible to people

disabilities due to the costs of this.

activities outside of

with a physical

campus. Think of

disability such as using

parties, student

a wheelchair or being

association activities, or

visually impaired.

sports for example.

“We try to be approachable for students to ask for what they need, and then try our best to facilitate their needs.”

- Auke, board member SSR-W Nowadays students have more attention for peers who have a functional disability. This has a

Opportunities There is a sports club for

When it comes to

people with disabilities in

other functional

Wageningen called

disabilities many

WAAG, but it is not

student associations

specifically focused on

and other places in

students. It is a great

Wageningen try to

initiative however and

facilitate as much as

gives many people in

they can!

Wageningen and surrounding areas the opportunity to do sports.

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positive impact on normalising inclusivity and not tolerating ableist behaviour. Students can create their own support network and also become aware of what their rights are and how to ask for help and facilities. Support from peers is important in this and creates the safe space that is needed. .

So, what can I personally do?

Check in your personal life, how many people with disabilities are you friends with, how many are present at the social activities you do?

In groupwork: Check in with everybody in the beginning that their needs are. Be okay with needs you would never have.

Dare to be uncomfortable.

If you interact with someone with a disability: Remember that humans are all 99,99% the same, so you'll understand each other somehow for sure.

Never assume what a person who has a functional disability needs.

When in doubt, ask.

Don't try to solve it all on your own, but be a piece of the puzzle. We have responsibility to unlearn unconcious patterns.

If you see someone struggeling, maybe because they're not being taken seriously by the teacher, ask if you can help. You don't have to solve it. But together you can find someone who can help (e.g. via student service centre help desk)

Don't take yourself as "norm". It is okay if someone can't deliver as you expect it. And it's okay that it can be annoying for yourself. As support: Ask yourself how can we reach the goal together so that everybody feels well.

A hold institutions and people in power accountable!

Inclusivety checklist for events and social gatherings as student o o o o o o

How can people come to your event? Have you communicated in the invitation how people with e.g. wheelchair can enter?

Who is invited? Make sure to communicate broardly, and actively say the event is accassibile (and in which ways) Do you have a speaker? Maybe you can get a sign language interpreter?

Are there exzta spaces for people who have sensory issues? (e.g. a quiet room or lounge area) Are there people present to be a point of contact for when someone needs help?

When there are guests who needs special facilities, make sure all people working at the event are notified and know what they can do to help.

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Critiques on multiculturalism within the WUR

Wageningen University and Research is proudly promoted as an international university that values diversity and inclusion. It’s a university that promotes multiculturalism.

How does the WUR promote multiculturalism?

WUR’s Values - Diversity and inclusion

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What is multiculturalism?

Multiculturalism affirms the worth of different types of culture and cultural groups. This means that oppressed and marginal voices have their own validity and importance.

DARE - 3-year project of WUR - Inclusive and safe environment - Anti-racism and antidiscrimination

Why Wageningen?

- International university - International accreditation

One World Week - Celebrating cultural diversity - Mutual understanding and dialogue among different individuals

Jobs at the WUR - Internationally leading - Active Worldwide - WUR builds an inclusive organization

Social media - Cultures of WUR

Critical reflection on the student housing situation International students say:

Numbers of the WUR • 25% of students is international • 3,506 out of 13,678

Private housing market • Expensive • Difficult to get a mortgage, especially when they just moved to the Netherlands

Tenant interview (hospiteren) ​ • Houses sometimes linked to student associations that don’t accept international members • Sometimes only people who can speak Dutch are allowed to reply to the listings on Facebook groups like Wageningen Student Plaza Student housing organisations • Idealis, DUWO, Specius • Priority to people who live more than 130km from campus, which is mostly internationals • Not based on nationality, race, gender or sexuality

Did you experience any struggles with finding a house in Wageningen?

Traditional Dutch student houses felt unwelcoming. Too much judgement and not accessible to those who don’t speak Dutch Can the multicultural approach that Wageningen puts forward in advertisements actually be seen within the university itself?

Mostly in the international student associations. They help with the initial cultural shock. But this should be done by the university.

Cultural practices​ • Mostly made available by the international student associations.

• Not that accepted outside of those communities • Exception is the One World Week from the WUR and city of Wageningen, but it is a very shallow event and an example of eating the Other.

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Critical reflection on the study and courses of the WUR Language: ​

By own experience: • There is not a lot of groupforming between Dutch and English students • A lot of students still talk Dutch within English classes •

Did you know that only 7/20 bachelor programmes at the WUR are English

Literature: ​ •

There are still some journals not available within the WUR data base

Course and teaching in general: ​ • • •

It is harder to get a visa for education than a visa for research ​There is still commodification of Otherness embedded within hiring processes A multicultural perspective is not being thought to every student

Students: ​ •

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There are still students at the WUR that feel discriminated, and do not have a safe space

Dr. Birgit Boogaard Dr. Pius Mosima

Interview Birgit Boogaard and Pius Mosima ​

What do you think about the literature that is made accessible within the university of Wageningen?

- Some journals are still not available in the WUR data-base - But the WUR library is very helpful Do you think it could be important to make following a multicultural course like African Philosophy mandatory for all WUR students?

- No because students will lose motivation, but discussing epistemic diversity is a must - Not University but Pluriversity Were there any struggles that came up when you wanted to create African Philosophy at Wageningen University?

- Mostly very successful from the beginning, but there are still problems within the hiring process and the emphasis laying on research instead of education Do you have any final thoughts, and do you have an idea how to improve the way Wageningen University handles multiculturalism?

- We sometimes still don't hear discrimination because international students "don't bite of the hands that feed them"

What can be done BETTER?

Housing • • •

Study and courses

More information given by the WUR to help international students settle in Wageningen Stimulating acceptance of international students in traditional student houses Promote integration between international and Dutch students

Organisations DARE:

Language: ​ • •

Literature: ​ •

• •

ISOW:

• •

ESN:

Erasmus Student Network Wageningen (international student association)

More 'open' literature for WUR students

Course and teaching in general: ​

Organisation focused on tackling Racism and Discrimination

International Student Organisation of Wageningen

More English Bachelors ​ Promoting combination of Dutch and international students in groupwork

Different rules about Visa for educational purposes ​ Shift in mindset from teaching teachers first to teaching students first Improving the hiring process Adding learning about epistemic diversity within every bachelor

Students: ​ •

Creating a safe space for every student at the WUR

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Decolonizing WU classrooms EUROCENTRISM - THE VIEW THAT THE WEST DOES UNDERSTAND ITSELF AS SUPERIOR TO OTHER CULTURES, AND AS SUCH DEFINES WHAT PHILOSOPHY AND SCIENCES IS (Kimmerle, 2016).

• It reflects the idea that cultures should strive to a western, modern, commercial society. ​ ​

• The Western epistemological paradigm is dominant in most educational curricula at universities, ​ • An active and systemic exclusion and oppression of non-Western ways of knowing and doing, reinforces epistemic injustices.

HISTORICAL PERSPECTIVES

•LEADS TO INFERIORITY AND SUPERIORITY COMPLEXES. ​

The epistemicide committed at colonisation was left virtually intact by ensuring that the coloniser’s epistemological paradigm shall remain dominant.

"Modern (European) civilization understands itself as the most developed, the superior, civilization; This sense of superiority obliges it, in the form of a categorical imperative, as it were, to ‘develop’ (civilize, uplift, educate) the more primitive,

EUROCENTRICITY AT THE WU AN AFRICAN TEACHER'S PERSPECTIVE - Pius Mosima: "All education at WU is from a Western perspective. Research methods, language, content, the teachers, literature, even when it is written by an African scholar does not mean it is decolonial as they still might be influenced by western perspectives".

barbarous, underdeveloped civilizations" (Dussels, 1995).

Though seems humanitarian, it justified and solidified the Eurocentric consciousness in the modern society. As noted, our education at WU has good intentions; but we need to be aware that our academics can be excluding 'other' knowledges.

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AWARENESS OF STUDENTS -INTERVIEWS

ELABORATED FINDINGS OF THE INTERVIEWS:

A comprehensive interview to both Dutch students and International students to i) measure students awareness of decolonization/ Eurocentric education system at WU and ii) Point out differences between Dutch and International students if any

MAIN POINTS: both groups had a low awareness and feels that their course fails to bring such a topic up during class time.

Solidification of Power structures

• Limited to no consideration among students regarding the inclusivity of the databases that the WUR uses.

•Limited to non-inclusion of the colonial past in the curriculum. Fails to devote attention to eurocentrism and decolonization.

•Curriculums are often designed from a Western perspective, taught by Western teachers. Which is mainly problematic in international courses, when a one-sided story is told.

•No reflection on students their own positionality when discussing the topic, which creates an outside point of view.

Also, student will light up the discussion, not initiated by the board.

WHY IS IT PROBLEMATIC?

Re-emphasis and recreation of Eurocentrism through education can detrimental to the future empowerment of 'others'

Marginalization of Africa, Asia, etc...

As people start to believe that the Europe is indeed the center of education, knowledge from 'other' countries can be neglected

Dutch Student: Marketing and Finance:

“I don’t care [about inclusivity] because my courses are just about numbers."

International Student: Master of Plant Science.

“I don’t see the relation (of colonial history) with my study program."

Detrimental to Sustainable Development

Eurocentrism can create a topdown structure where Europe instructs non-Western countries (Global South) on what should they do to develop sustainably 21

DECOLONIZATION IN THE CLASSROOM

WHAT IS DECOLONIZATION IN THE CLASSROOM? -Birgit Boorgaard

• Liberate ourselves, teachers, students, regardless on which side of the colonial history.

• In practice it means the way you approach each other, the content, the research methods, the teacher and to change and the dialogue between them.

• We cannot decolonize without those who have experienced it, we need to learn from indigenous voices and the oppressed voices.

WHY/HOW (LO).

• Mapping awareness among students about their privileged positions

•Courses that central this theme, such as African Philosophy • Events about WUR's Colonial Past, Present and Future.

• Make students aware of the oftenEurocentric study programs, •Activist groups at the WUR that courses and perspectives that are promote the topic. shared within • Create an intersectional lens for students to look critical at what is present and absent in their study program.

• Wageninen cannot decolonialize on its own, we can study it, but have to do it together with those suppressed.

PRIVELEGES WHEEL THAT OFFERS AN

INTERSECTIONAL LENS ON PRIVILEGES- AND DECOLONIZATION IN EDUCATION

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ACHIEVED

Note that this wheel is also framed from a Western Perspective. That identified priviliges accroding western ideologies.

Birgit Boogaard: For students, the power lies in the course evaluations, not in protests. Boards get nervous from these.

Emphasize that these courses need to be obligatory. This ensures that I can represent this vision in media etc. Also if a course is Eurocentric, be constructive with feedback.

It can be a difficult system but we should use it in our advance.

What can YOU do?

FILL IN THE COURSE EVALUATION The educational board is very sensitive to student evaluation!

Your Evaluation = Your Voice Be sure to take the course evaluation at the end of your semester seriously!

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Male Allyship for Dismantling the Patriarchy EVERYDAY​EXAMPLES Males are 1.6 more likely to speak up in classrooms

Patriarchy – a harminducing hierarchy that elevates some men over other men, and all men over women

OF THE Lack of inclusive language e.g. 'fireman' 'he/she' PATRIARCHY Non-native students feel uncomfortable speaking up

Ally - person who helps and supports other people who are treated badly or unfairly, although they are themselves not a member of this group

HISTORY & INTERSECTIONALITY OF PATRIARCHY Neolithic Period - women were commodified for their reproductive capacities Philosophy - Aristotle believed women had colder blood and cause imperfection through birth of new generations

“The patriarchy is something that none of us, as human beings, are benefitting from” - Fernando Gabriel Garcia Teruel, DARE coordinator 24

Victorian Era – Bourgeois social class enforced ideals of women as 'submissive', 'domestic' and 'pure' Race – Black men reduced to 'aggressive' stereotype, black women seen as 'mommies' or promiscuous 'Jezebels' Queer Identity – people in non-heteronormative relationships marginalized by society e.g. 'it's a phase'

Why Should You Become an Ally?

BENEFITS OF ACTIVE ALLYSHIP  Gain satisfying interpersonal relationships  Belong to a community  Gain a sense of purpose as a contributor to social change

PATRIARCHY HARMS US ALL Upholds damaging gender roles ​ ​ Detrimental to mental health, potentially leading to suicide ​ ​ Encourages risk-taking and engagement in harmful activities ​ Propagates loneliness and isolation ​ ​ Creates harmful ideas of masculinity, excluding men who are part of the LBGTQ community Enforces existing racial inequalities

 An opportunity to expand your knowledge and perception  Change your local environment and society for the better  Sustainable and responsible communities

Allyship Tip

Allyship is about working with and not for. If you want to take meaningful action you should engage in collaboration and cooperation!

'''I think that men feel more competition amongst each other, and it is harder to open up.''

- Male WUR Student

This will elevate your perception of inequality beyond gender into an intersectional perspective

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Become an Ally and Join the Fight

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SELF-EXAMINATION AND CRITICAL THINKING Examine your own prejudices Establish connections with people who belong to groups that are not usually in the center of mainstream culture Practice active listening

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EDUCATION AND AWARNESS Read a book! – Become more aware about the importance of social sustainability and the link to environmental sustainability from an intersectional perspective Title: ‘The intersectional environmentalist’ Author: Leah Thomas About: The Intersectional Environmentalist examines the inextricable link between environmentalism, racism, and privilege, and promotes awareness of the fundamental truth that we cannot save the planet without uplifting the voices of its people — especially those most often unheard

Take a Course! - engage with peers and like-minded people in discussions on intersectional equality Capita Selecta on Intersectional Feminism (at WUR, 2 ECTS) About: This course is aimed at generating a space for learning, (un)learning and debating about topics related to equality, feminism, gender, queerness, and intersectionality

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Organizations for Allyship

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J o in Read or More !

TAKE ACTION

DARE establishes anti-discrimination policies, practices and procedures, and usher in a culture of decolonization, anti-racism, antidiscrimination, equity and equal chances.

​ OF ALLIANCE INSPIRATION: MEN ​ Men of Alliance is a student group at Bentley University which strives to improve equality.

They create events, partnerships and discussions that enable members to investigate the impact of biases and privilege.

Maybe you can do this in your community too?

ONLINE: NEXT GEN ​ MEN ​ A Canadian non-profit with a large library of articles, podcasts on all things allyship and equality. ​ ​ Get involved in as a learner or contributor, or to bring your local community together

On how to become an ally​:

“I think it's a matter of educating ourselves and then ask how can I help now?”

- Fernando Gabriel Garcia Teruel, DARE coordinator 27

Research on WUR's colonial past The colonial history of WUR is something that is mostly invisible on campus, and students know little information about this topic. However, one of the chair groups has decided to research the colonial past of WUR as can be read in the following statement:

Student awareness: "To be honest, all the information I have on colonialism and its history is on national level … I have no specific knowledge on the history of colonialism in Wageningen or specifically connected to WUR. It is a very important topic though, so I would like to see WUR being more invested in making these stories more known. " Bsc Student International development , Female "When I came to Wageningen I remember researching the city but never read anything about colonialism. What you find comes from very specific events at the WUR. I haven't seen any post on the university positioning themselves, which I find problematic because it becomes a myth."

Msc Student MTO , Female "In my master there has been no explicit attention to the colonial role of Wageningen. In the course 'Social Transformations for Sustainable Food Systems' we did talk about epistemic injustice … During my bachelor I had excursions to farms where we were told about the 'missions' to spread agricultural techniques. In this I could hear the superior position of WUR and the colonial relations."

Msc Student resilient farming & food systems , Female

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WUR and its ties to colonialism

Tea growing beds in Java around 1926. Picture: Tropenmuseum (from Resource online)

During the colonial period, knowledge that was produced in the Netherlands on how to grow crops such as sugar, coffee and opium, was used in the former plantations in the Dutch Indies (Jester, n.d.). Eventually, private-owned enterprises and plantation owners wanted to gain more knowledge on how to produce more and better crops. Here, WUR came into the picture to provide this knowledge. At this time they were already teaching tropical agriculture. Eventually they went on to teach full degrees on the Dutch Indies (Jester, n.d.). According to the WUR itself, this is what put them on the map internationally (Jester, n.d).

Statue De Zaaier/The Sower on Wageningen Campus (Wageningen UR, maker: Mirjam Hommes)

The statue of De Zaaier/The Sower shows a certain pride of WUR's history. It is described as 'a symbol of the blessing spread by the Agricultural College.' The statue can however also be said to have another symbolic meaning, namely that of authority over the former colonies as The Sower spreads out its knowledge. This is therefore a place of critical reflection on WUR's colonial history.

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Be a changemaker!

As an Assistant Professor in the Cultural Geography group, Emmanuel is researching the intersection between slavery heritage and critical tourism studies.

“We need to reconcile how we deal and relate with other people and other places.”

"Engaging in tourism is a good tool to reactivate collective memory, because of its embodied nature. When you can see, touch, smell and hear at the same time, you can better imagine the situation, which makes it a transformative experience."

How to decolonize WUR?

Conversations with Emmanuel Akwasi Adu-Ampong & Tina from OtherWise Wageningen

"If you cannot see the past, you cannot see the present" Tina is one of the coordinators of Otherwise and is keen on creating alternative views to achieve environmental justice.

"The courses we offer go beyond the didactic model of the teacher explaining all the material. It aims at flattening the hierarchy in knowledge production. We act as critical "consultants" that inspire students to think critically and show the university how you can decolonize the institution."

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“Any small action is important, if we keep trying, change becomes institutionalized. A lot has happened these past years.”

What can you as a student do?

Engage in the conversation:

It is very essential that people keep talking about the process of decolonization. Talking about how colonization still has an influence on our daily lives with your fellow classmates, friends, teachers and family will help to raise awareness.

Extracurricular activities:

Secondly, Wageningen has extracurricular activities to offer you where you can broaden your understanding: •

OtherWise Wageningen organizes events and capita selecta courses that deal with issues of decolonization. It encourages students to be critical and develop alternatives for the status quo. Example: Degrowth Imperative. View https://www.otherwisewageningen.org/

•

Studium Generale organizes events and lectures that stimulate critical thinking about science and society.

Decolonial tours:

Take a good look around when you walk on campus to identify traces of the colonial history or take part in decolonial tours to see and experience the traces of colonialism: Decolonial tour Wageningen City Centre. Visit https://www.oudwageningen.nl/indische-sporen-in-het-wageni ngse/

Decolonial tour Berlin (Dekoloniale Stadtführung) to gain insight into the forgotten German colonial history. Visit https://www.decolonialtours.com/

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Sustainability at the WUR

Is Wageningen University & Research really supWUR sustainable?

Sustainable appearance

"My favourite example of … greenwashing … is the slogan for [the university] Finding Answers Together for the Quality of Life"​ ~ Martijn Duineveld, professor (2023)

At first glance, WUR seems very sustainable through use of ecomodernism.

On campus we find a geothermal energy plant, recycling of paper towels in bathrooms, toilet paper made from coffee cups, and a reusable cup system.

Greenwashing?

Ecomodernism

It's more likely than you think...

What is it?

Greenwashing: when an organization presents green and sustainable actions with intent to falsely minimize negative impacts from other practices, in favor of appearing to be sustainable.

For example: heavily promoting the coffee cup to toilet paper program while ignoring fossil fuel ties

"

A socio-political theory based on belief that environmental problems can be solved through technologies by understanding the Earth's systems… Recognizable at the WUR? > The study programs available at the university > The presence of big food companies on the campus > Research viewed mainly through high-tech lens Important critical questions towards the ecomodernism ideology ?

How do these technologies enable the Who has access to perpetuation of sociothe information and ecological inequalities knowledge surrounding at the roots of the the creating of these problems they are technologies? trying to solve?

Is the research into these innovations being done from a progressive, intersectional, and transnational perspective?

"

!

?

!

?

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Sustainability of Wageningen

How Wageningen shows sustainability

Who is in charge?

Exclusions in Wageningen and WUR Current dominant socio-ecological sustainability practices are most often approved or disapproved and managed by elite upper class cisheterosexual-white men. This also applies to scientific research practices, hence there is a great risk that women and other genders, and people of different ethnicities will be under-represented in academic works.

The idea of sustainability does not consider the world outside of developed countries  Colonialism

Colonialism!

Really, still today?

Stepping into the critical questions: The access to knowledge  Access to the knowledge harbored in the university is limited to researchers within the system, or companies that have the money to purchase the information

Intersectional and transnational perspectives  These perspectives are talked about in certain courses, especially in studies and chair groups such as Development Studies and Cultural geography.

But intersectionality and transnationality are not considered structurally at the WUR. The dominant ecomodernist perspective still holds economic growth at the center of sustainability, instead of perspectives such as justice or solidarity

The socio-ecological impact of technologies

It is maybe difficult to see and  Technologies are no doubt an important realize how colonialism is still aspect of a sustainable future. But the cost of relevant today. Especially, when the economic growth is systematically omitted WUR seems to have many studies from the main discourse. that are focused on helping developing countries. But is such case “who is exchanging knowledge? Is it reall an exchange or an extraction?” asks professor Martijn Duineveld. Often knowledge harvested in developing countries is used for economic growth of the developed countries, holding down the developing countries in the status quo.

“The sustainable or environmental aspect … can also come from the farmer’s aspect … we can only be strong by holding onto each other … it’s important to be there” - Stijn (KREEFT)

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Sustainability in Wageningen It is not only about how the university sees it!

The students as people living in Wageningen

Students are a diverse pool of people!

Many genders, nationalities, ethnicities, and backgrounds. Of course, this has an impact on how people perceive the sustainability practises in Wageningen.

I

Most students and residents of Wageningen do not question the practices of the WUR. “They are activists of the Status Quo” ~ Martijn Duineveld, 2023

Student activists

Some students actively engage for what they believe, namely going against the status quo!

There are many student organizations, all initiated by students that are concerned about the environment and solidarity.

Living styles as a way to protect the environment

Intersectionality meets sustainability Droevendaal is a living complex for students in Wageningen. It is a good example of how people can change their living practices in order to protect the environment.

These practices include eating vegan foods, doing urban farming, and staying away from consumeristic practices

Solidarity as the core of sustainability!

Sounds nice, but what does it mean?

There cannot be sustainability without solidarity.

We cannot be sustainable just by reducing the CO2 emissions of our lifestyles.

There need to be more change, a systemic change.

And no one should be left behind, no ethnicities, genders, sexualities, or any other type of minorities.

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What can you do?

What can you as a student or staff member do to contribute to sustainability in Wageningen and around WUR campus?

Make small changes to your lifestyle: if you

cut down your shower time you can make a great impact in water use and therefore contribute to a more sustainable lifestyle.

Be critical about the moving practices encouraged by the WUR: WUR flies around the world a lot, especially staff members. This not only costs a lot of money but is also very unsustainable.

Organizing more online meetings could solve this.

Moreover, critically think: if I do my thesis abroad, what impact will it have on the receiving institution?

Do I really need to fly for this specific course? If you can avoid doing so!

Look into what other students are organizing around you: There are many

initiatives taken by activist and engaged students within the WUR! Look and see what you can find. Be open to learning and becoming more critical. For sure you will discover very interesting insights!

Reusable cups: The WUR is already offering

reusable cups for a very low price. The Billie Cups are very sustainable and can be a great start to a more sustainable impact of your own!

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Wageningen student anti-corporate activism

GET IN TOUCH!: End Fossil – Occupy!: Website: https://endfossil.com/ Instagram: endfossilwur Email: occupy@endfossil.com Scientists for Future NL: Website: https://scientists4future.nl/ Instagram: s4f_wageningen Email: contact@scientists4future.nl Scientists Rebellion NL: Website: https://www.scientistrebellion.nl/ Instagram: scientistrebellionnl Email: scientistrebellion_nl@protonmail.com Extinction Rebellion: Website: https://extinctionrebellion.nl/en/ Instagram: xrwageningen Email: xrwageningen@gmail.com /

xrwageningen@protonmail.com

Greta Thunberg: “We have no choice but to disrupt. This is only the beginning of the fight.”

End Fossil – Occupy! - June 27 Occupying the building Forum

Extinction Rebellion - November 6 Laying on the ground, asking for climate attention

Amnesty International: Website: http://wageningen.amnesty.nl/opbouw/frame.ht ml Instagram: amnestywageningen

36 Email: wim.te.winkel@planet.nl

Extinction Rebellion – November 30 Fake advertisements from Shell

CORPORATIONS ON CAMPUS WUR collaborates with around 200 companies, which are based either in Business & Science Park or on campus (bedrijven en organisaties op Wageningen Campus, n.d.) The four largest companies that collaborate with WUR are Bayer, Unilever, Friesland Campina, and Upfield. This collaboration brings the risk of losing scientific independence, since research can be funded by these companies. However, there are also potential benefits, such as internship opportunities for students and funding of expensive equipment (Report after the event series “the impact of collaboration”, 2021).

Unilever, Upfield and Friesland Campina are based on campus since 2019, 2022 and 2012 respectively. This proximity is to facilitate communication and facilities sharing between WUR and the companies. Activism groups like end fossil occupy have protested against this presence.

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Potential risks

Greenwashing*; Influence on results and/or research design; Conflict of WUR being public or wanting things to remain private; Influencing students visually. Instead of having a diverse group of actors on campus, only big multinationals; Scare smaller companies & NGOs to settle on campus and collaborate with WUR.

*greenwashing: big companies claiming to be sustainable to collect profit, while in reality they are not.

An activist speaks

We spoke to an activist who wanted to stay anonymous, but still wanted to convey their message. This need for anonymity speaks volumes in terms of student activism in Wageningen.

Because there are many distinguished activist groups in Wageningen it may seem like a large group of people being activists, in reality it is significantly smaller. As different people are more active for their own cause, but still link themselves to that of others. Because of this, activists are often involved in multiple activism groups at the same time. Student activism in Wageningen is embedded in a sense of community where sharing of goals and ideas happens in different circles and goes beyond just students.

‘Activism became less apparent through the years and now is on the rise again’ – Anonymous activist

Among the activist groups there are ones that have a tie to WUR: some got formed by the University and others get financial aid in their projects and activities. While it is recognized from within the organization that there is a need for activism and change, this is criticized by independent activists. This is mostly because there are rules to which these groups need to oblige, which limits them in the strive for their ideals and goals. In a way it can be compared to how activists view WUR having ties to ‘environmentalist’ corporations as hypocritical and not in line with the goals.

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Holding space for activism We know now what activism groups are there and what they fight for/against. How does the WUR respond to this? Do students weel welcomed to protest, and are there spaces reserved?

As mentioned by the activist we have spoken to there are plenary discussions and dialogues between WUR and activists. Through for example the ‘Let's explore’ sessions that were held in the beginning of 2023 activism groups were facilitated to engage with the University Board and other staff members, but also stakeholders such as Unilever or Friesland Campina.

What is however noticed is that WUR’s offers as a response to activist demands are, according to the anonymous activist, often not good enough. Moreover, in previous sessions, the facilitation has not been very open and inviting because of multiple reasons. It was made difficult to participate because of required registration processes. Additionally, you needed to get permission to speak and it felt like the activists against the rest. This was mostly because there was a clear, spatial division between the activists and the other actors in the room.

WUR campus is a private area, which holds different rules around protesting and demonstrations compared to public terrains (Wageningen University & Research, 2023). On the WUR terrain, you need to ask for permission if you want to organize activities that: •… can impact regular usage of the terrain; •… have the aim to promote ideas or ideologies by the organiser; •… is a demonstration or a manifestation.

So, activism groups are allowed to protest on campus and are able to express their views on the climate problem with for example banners and posters, but only when permission is granted. WUR can and has used these rules to get activists violently removed from the terrain by calling the police (NOS, 2023). These rules are different from those that are set by the government in public spaces, in which you are free to demonstrate where and whenever you want, as long as it's not disrupting public safety. Therefore, the fact that WUR is a private terrain is not facilitating student activism.

Arthur Mol – Rector Magnificus: 'As a scientist, I wouldn't go protesting'

Possibility to visually promote activism groups at WUR is also limited. There needs to be asked for to permission to put things up, and it can only be done at for this allocated places, which are often not really prominent in people’s view. When there is not asked for permission to put things up or have a protest exhibition of some kind the University is quick to take things down, sometimes with force .

Criticism from within Students, but also teachers are aware about the fact ‘that we must do everything we can to make the transition to a much more sustainable society’.

Universities have the knowledge and capabilities to be leaders in the process of change. The WUR is an organization that is aiming ‘for quality of life’ in a sustainable way, but is hardly willing to make radical changes and break the ties with polluting corporations.

The question as to why this corporation and dialogue is made difficult arises, is it because of the conflicting views? Does the WUR prioritize corporate ties and the allocated money and benefits more than constructive feedback?

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Spatiality of WUR campus and Wageningen city in response to activism

Intersectionality

Students are not a group that is representative of Wageningen as a whole, spaces are held for activism outside of WUR, connecting all different kinds of people and showing the relationship between activism and intersectionality. There are unique challenges faced by individuals with varying identities, backgrounds, and circumstances.

Wageningen University hosts a diverse student population as it is a well-established institute. Students face different obstacles based on intersecting factors like socio-economic status, nationality, race, and gender. These all have an impact on how a student positions themselves within the University, and how activistic they tend to be.

Diverse experiences are accommodated to and validated in light of the healthy activism landscape desired in Wageningen.

Intersectional challenges are acknowledging, addressed, and fostered through the inclusive and supportive community that helps in building empathy and solidarity among students and others. These varying backgrounds and experiences are appreciated as they contribute to the variety of perspectives taken in activism.

Available courses at the WUR:

Activism: Resistance, Power and Movements - SDC53806 (Capita Selecta) Politics: Degrowth Imperative - SDC50904 (Capita Selecta) Politics of Development: State, Property and Resistance – SDC35806 Climate Governance - ENP36306

Physical space

Climate change: Climate-responsive Planning and Design - LAR36806 Climate Change studies topics and approaches - WSG20306

There are places in Wageningen beyond the borders of Wageningen campus that foster activism. Spaces like the Superette and Thuis have activist events being organized. So, if you are interested you can always be on the lookout for an event of your interest. In contrary to WUR, these places encourage and even cherish activism, they are always open to sharing their space and organizing something together. However, there are still some challenges when it comes to organizing events and holding the space.

If you want to act fast and have a lot of freedom, but therefore a little less structured Superette is a good place, since it is located in a squatter building and there is no funding needed.

Organizing events at Thuis can take longer as they have to stick to rules and regulations more because of municipal and governmental funding. This does make the place structured and well accommodating to groups that need a structured institutionalized space.

Founders of Scientists for Future – Wageningen:

Our emphatic call : ”WUR corporate: stay with the trouble and look in the mirror a little more often.”

Quotes from students BBC student: ‘Personally, I’m not involved with any kind of activism. It feels useless for me to protest against these big corporations. However, I’m glad to see that more and more student feel the need for protesting.’

BBC student: ‘Sometimes I felt a bit annoyed when activism groups were protesting with lots of noise. But, I understand where the protests are about and understand that their goal is way more important than my frustrations about the noise.’

BGM student: ’I think the activism in relation to the environment is very good’ BSW student: ‘…I find other activism annoying when they get in the way or shout too much, otherwise I think it's fine.’

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