Responsibility Campus Tour Guide
Responsibility tour stop map
Table of Contents
Stop 1: Omnia by Lisette, Jana & Jurian.................................................................. 5-6
2: UniversiTREE by Merel, Meeke, Pippa........................................................ 7-8
3: Hidden connection by Agnes, Esther, & Moushan.....................................9-10 Stop 4: Positionality by Liana, Leonie & Dione.....................................................11-12
Stop 5: Student community embeddedness by Marleen, Nienke, & Siebren……13-14
Stop 6: More-than-human eyes by Emily, Fish & Tengge 15-16 Stop 7: Colored perspective by Amelie, Tara & Sem...........................................17-18 Stop 8: Inclusivity by Johanna, Manouk, & Nadia 19-20
OMNIA’S WALL OF FAME CRITISIZED
Introduction
Omnia is a place for making connections with partners of the WUR. For debates, congresses and symposia. It has been here since September last year. The WUR decided to present the Wall of Fame here in Omnia because it is a place with a higher status and where the WUR wants to show which people have been important in the history of it. There are 33 paintings hanging here of old rectors and professors of the WUR. What do you notice on the Wall? (Look at the picture on the second page) There are only paintings of white males.
History of male/female ratio employees at the WUR
Talking about the data
WUR is an institute for education. Hanging up these paintings further increases representation of white men in the academic world. This does not stimulate critical thinking on the subject. An example of possible critical thinking is that inequality is involved. There are only paintings of white males on the Wall who used to be rectors and professors, which originate from a time in which chances and rights were not equal between white men and other groups of people. The inclusion of women on the Wall would lead to a more equal vision of honored people from the history of the WUR.
Freire’s Theory
Social
Sustainability
According to ADEC ESG, social sustainability combines design of the physical realm with design of the social world – infrastructure to support social and cultural life, social amenities, systems for citizen engagement, and space for people and places to evolve (Innovations, n.d.). In our case, the physical realm would be the Wall of Fame. If this Wall would be more inclusive in any kind of way and therefore a symbol of gender equality, this would be a support for a better cultural life and a space for people and places to evolve.
According to Paulo Freire, education plays a large role in creating equality worldwide. The wall of fame is in some way a form of education. The creator of the artworks and the person who chose to hang them up has the goal to communicate a message to the audience. In this case, in a world in which white males are more privileged compared to other groups of people, the artists chose to again represent this privileged group. The WUR is responsible for this. Therefore, the WUR is using this wall to educate for domination and oppression, instead of educating for freedom, by representing a diverse and inclusive campus (Boogaard and Poliseli, 2023).
“Education is a tool for individual and social emancipation
Boogaard and Poliseli, 2023
TOWARDS INCLUSIVITY
WUR reacting
Wageningen University and Research is an institution, providing education for young people. This gives the university the possibility, if not power, to infuence the students. The WUR has the responsibility to use this power in a constructive way, which they failed at by creating the wall of fame. The WUR did not take the responsibility that an educational institution should take. Fortunately, there had been quite some critique on the wall of fame. It started with a comment on Twitter, after which the problem was transferred to the Art committee of the WUR (Kleis, 2022). A new committee was set up that only focusses at an alternative for the wall of fame. Through the Resource – a magazine produced by the University, staf members and students were asked to come up with ideas for an alternative wall of fame.
Solution 1
creative thinker Sardonini came up with an idea to make the wall of fame more modern. He doesn’t want to remove any paintings that are hanging there now, but he wants to add several frames in which short videos are projected. Videos of employees and students on campus, it is not about the best ones and about that specifc person but about what they are doing, to get recognition for that job/work. As Sardonini said, ‘’I don’t want to exclude anyone, and, therefore, I will not include anyone’’. (Vrouwenvelder, 2023).
Solution 2
“We can’t change our past, but we can change our future”
Sjoukje Heimoovara
QUESTIONS
a mirror has been hung by Sjoukje Heimovaara on International Women’s Day 2023. She hung it next to the rector paintings. The idea of the mirror is to think about inclusiveness, everybody who stands in front of that mirror lookes at themselves and think about how you can be more inclusive. ‘‘We cannot deny our past but we will and want to shape our future’’ (Wageningen University & Research, 2023).
What do you think, should there be a separate wall for women? Should this stay concise to only women, or all people (diferent genders and skin colours etc)? Should the current wall get a diferent theme? Or are there more modern alternatives for a portrait gallery that put a diferent slant on WUR’s male-dominated history?
If you have ideas for a modern portrait gallery, you can share them with WUR Library’s Special Collections (speccoll.library@wur.nl).
Hanging the mirror on the wall of fame
The tree was planted in back in 2018 to celebrate the 100 years of WUR. Next to the tree on our campus, there are also 100 trees planted around the globe on places that are related to WUR, like universities WUR has worked with.
The tree stands symbol for the international connections of WUR and focusses on multiculturalism within WUR. It thereby reinforces multiculturalism and starting the conversation to keep international connections sustainable.
However, it made us wonder: to what extent is the tree only a symbol, and to what extent do all the cultures at WUR feel included?
UNIVERSITREE
Interactions between different cultures
The interaction between different cultures, supported by the WUR, can have a positive impact on caring for/about others and feeling responsible towards others. Place-based and more intimate interactions and eventually relations can lead to stronger feelings of responsibility and care towards other people of different cultures.
The WUR already tries to support interactions between people of different cultures in various ways. The WUR has been organizing a One World Week where the cultural diversity of the university and city are highlighted. Different activities have been organized and the focus lays on fostering a mutual understanding and dialogue among people of different cultures. A quite similar week, also organized by and for the WUR is the Diversity & Inclusion Week. Within this week, the focus lays on the importance of a diverse, inclusive work and study environment. The goal is again to have meaningful discussions and learn from each other. Lastly, the Instagram page of the WUR also weekly introduces an international student and his/her/their culture.
Promoting cultural diversity and inclusivity on the WUR campus is very important because it encourages the integration and the exchange of ideas and viewpoints leading to new opportunities , innovations and more productive relationships Achieving this recuires transdisciplinarity, where multiple disciplines and perspectives from different people and cultures are combining knowledge Yet, implementing transdisciplinarity faces challenges, as it can oversimplify knowledge and lead to epistemic injustice, favoring 'Western' knowledge To counter this, we must acknowledge tensions, misunderstandings, and keep talking and learning from eachother
The WUR is already actively promoting diversity and inclusivity, with over 13,000 students and 6,500 professors from 100+ countries, representing various backgrounds, beliefs, orientations, and identities Besides that, the WUR has numerous chairgroups, which address global societal issues. Yet, improvement is still needed, this can be done by diversifying the curriculum beyond 'Global North' knowledge, including authors, literature, and lectures from non-European and non-North American sources, combatting stereotypes and discrimination and adoptting diverse teaching methods to enhance inclusivity
To come back to the previous question, ask tour participants what elements of their culture they would like to see in the WUR and student life. For this exercise, in case of enough time, the wooden ball method can be used which will be explained further by using this link. Ice Breaker Game – Connections | Amazing Icebreaker Ideas (wordpress.com) Contrary to that the focus here lays on the differences in stead of the similarities.
Hidden connections
Look around you to your surroundings, what is the first thing that receives your attention? For us it is the number of algae we see. These algae we see are connected to something much bigger that go beyond what we can see here. It is not just something that is an issue here on campus, it is just a symptom of the much bigger issue we have in the Netherlands, the nitrogen crisis.
The nitrogen crisis is due to an imbalance of nutrients in nature and results in eutrophication. Eutrophication is the process in which algae starts to grow due to an excess of nutrients. These algae then block the sunlight resulting in dying plants. The organic matter gets broken down by bacteria that uses a lot of oxygen eventually resulting in an oxygen deficiency and causing all water life to die (Rozemeijer et al., 2021).
These are one of the issues we see in the Netherlands that affects the sustainability. This imbalance in
nature is a result from an imbalance between the human and more-thenhuman connections as the issue is connected to a much bigger social issue on a global scale (The Hill, 2022).
Taking Europe as an example, national governments feel the urgency of meeting the nearing goals of the United Nations 2030 Agenda for sustainable development. The Sustainable Development Goals (SDGs) are at the core of the EU transitioning to sustainable internal and external policies (“Europe’s approach to implementing the Sustainable Development Goals: good practices and the way forward”, 2019). These European goals influence national policies and have consequences for their inhabitants. The Netherlands, for example, faces multiple crises. As mentioned before, the nitrogen crisis, but also a housing shortage. In this time of crises, the complexity of finding and proposing solutions is accompanied with marginalization of the agricultural sector. Farmers are pointed out to be
a big contributor to the nitrogen crisis and thus face the threat of sharpened policies that affect their livelihoods. On top of that, the nitrogen crisis exacerbates the housing shortage through nitrogen restrictions in the constructions sector and thus eventually has consequences for citizens.
The scale, complexity and intangibility of the nitrogen crisis makes it seem like governments are responsible for solving the crisis, creating a disconnect or lack of responsibility for individuals for individuals. Otherwise known as the bystander effect. However, every individual is part of society and thus has a social responsibility to society and the environment.
(Krzywosznyska et al., 2020) touches upon the act of dwelling in a place as a means to reconnect people to their environments and create a sense of responsibility. By finding a way to fit into the natural-life giving processes of the earth, perhaps in doing so a bottom-up approach contributes
Infographic by Agnes, Esther, Moushan
to reaching sustainability. Individual's taking responsibility in their own power of influence is certainly not wasted effort.
The concept of six degrees of separation illustrates how individuals are connected to anyone on the planet by a maximum of six or fewer social connections (Zhang & Tu, 2009; Lawrence & Latha; 2015). This concept has been studied by mathematicians, sociologists and physicists within the field of network theory. Although not without critique, this concept has evidence that suggest that it holds true in many instances, especially in today's online society (Zhang & Tu, 2009; Lawrence & Latha; 2015). Everyone is connected to anyone using 6 connections or less. So, even Taylor Swift if you would like to. And whether this is true or not, you should not underestimate your influential power to reach actors that are in places of power.
In conclusion, even in a green bubble like Wageningen, a sustainable campus, we still see influences piercing trough from the broader world around us. These seemingly small algae indicate that in order to be sustainable we also need a more equitable and responsible society.
By seeing the web of connections, the interconnectedness of farmers, governments, protestors and even plants and animals and by valuing this balance, or even taking responsible action towards maintain this, we can achieve a more sustainable world. So, think about who is responsible and what your power of influence is. Take responsibility in observing your everyday surroundings, taking time to dwell, and trying to reflect on how even small elements could be connected to a bigger system.
How does this relate to responsibility, equality and sustainability?
As long as people feel disadvantaged in comparison to other marginalized groups, they will not feel the responsibility to strive for sustainability. This creates a bystander effect as they will argue that it is the responsibility for the people who are in a better position. The fact that even in this green bubble of the campus of Wageningen, national and in a way even global issues are still visual and could not be kept out, shows the importance of striving for equality to create a common feeling of responsibility to eventually reach a sustainable world.
By Agnes Adriaens, Esther Keemink and Moushan Lim
Infographic by Agnes, Esther, Moushan
Positionality Apple Trees
same sculpture different perspectives
These two images of the same sculpture vividly illustrate the power of positionality. Depending on where you stand your view can drastically change From one angle it shows a flawless square, but when you shift your position, it morphs into a perfect circle. This sculpture represents how our vantage point in life can shape our perspective and understanding of things, reminding us that truth depends on our positionality
It was an eyeopener to realize how positionality plays a role in research . The reading of Sato (2004), made it very clear how one’s positionality can influence the way we conduct research . We believe this is a very interesting point to bring up at Wageningen University and Research .
The university's commitment to sustainability not only encompasses environmental preservation but also the social and economic aspects of the subject. Our diverse community provides many different viewpoints which empowers us to develop holistic sustainability solutions .
Positionality also recognizes how unique backgrounds shape perceptions of fairness and justice. Being aware of these different perspectives is important as different privileges influence our understandig of equality.
As students from a research university we have the responsibility to be aware of our own positionality since it helps mitigate biases ensuring the integrity and objectivity our work . Sato's analysis in 2004 offers good insights on this matter.
Student community embeddedness
Our stops starts with a question ‘How many of you live on and around campus?’. In asking so, we are curious how many students can relate to the story we want to tell at the tour stop.
There is an obvious link between the way students live on and around campus, and the way migrant workers, as was explained in the article by Eggers & Driessen (2023) live. This does not apply to only migrants on the Noordoostpolder , but also to migrant workers generally, as is stated by Aanjaagteam Bescherming Migranten (2020)
We can distinguish similarities between the ways of living of migrant workers and students living on campus. Aanjaagteam Bescherming Arbeidsmigranten (2020) noted how ‘migrant workers sometimes live in business parks, far removed from the center of the village’ . This is further highlighted in the article of Eggers & Driessen (2023), who show how migrant workers have limited contact with the locals. This is the same for students living on campus, as they spend the majority of their time in and around campus. We wonder whether these separate relationships are of contriution to a sustainable community, and whether they are sustainable to maintain in the first place. Furthermore, as we can see in the pictures on the right, spaces are purely functional, for migrant workers as well as students. The spaces support the inflow of new people, without it being barely noticeable that new people have arrived Another example was how, on the parking lot, a polish supermarket arrived every now and then, making it unnecessary for migrant workers to exit the business park. The same goes for students, there is an AH to go on campus, and a Jumbo next to the campus. Almost everything can be done on and around campus, and there is barely ever a need to go to the center
Dijkgraaf (n.d) and Eggers & Driessen (2023)
Campus Plaza Campus Plaza • WUR Online Campus. (2022)
Go out Study
Groceries Get food Recreate
Live Sport
Google (2023)
In the map above we recreated a lifestyle based on the life of a student living near/on campus. The map shows how these students can live entirely within a 3 km area. In this area you have the ability to go out, buy groceries, practice sports, live, study, recreate and go out for food. Everything on the map is within max 15 minutes walking/max 3 minutes cycling of each other. This "student-bubble" can create a lack of contact between the students and Wageningen citizens, which subsequently leads to a lack of community attachment and a lack of dwelling (Cuba & Hummon, 1993). Furthermore, this separation can lead to a shortage of transdisciplinarity (Ludwig & Boogaard, 2021) between the students and citizens. For instance, students decide for projects in Wageningen, while they live only on campus. The other way around, local Wageningers decide for the campus and what to do with it too, while they are barely on and around campus. Their knowledges and experiences are not mixing. This raises the question whether the current situation is problematic or not. We wonder if this separation between the campus and Wageningen itself is purposefully designed. Only 5% of the houses in a street in Wageningen are allowed to be student houses and when there is too much nuisance, the allowed percentage is reduced (Wageningen, 2021). This could be the reason for the construction of the student starflats, so that all students are able to live somewhere. Furthermore, Cassier and Kesteloot (2012) show two main ideas about the influence of spatial segregation on social cohesion. One idea is that it decreases cohesion by decreasing contact and political involvement. The other idea is that it helps cohesion by creating spaces where newcomers feel welcome and allowing them places to self-organize. Maybe the WUR designed the campus this way because new (international) students feel better around other students when they arrive, and because it gives students their own place to set up their own community.
Seeing with More -than-human eyes
Culture
Seeing
Responsibility
Equality
Nature’s
Sustainability diversity
Enjoy the tour
Main goals:
•Deeper understanding and connection between human and nature
•Promoting sustainability
•Changing perspective
•Environmental education
•Increase of empathy
•Caring relationships with the environment
•Seeing with new eyes
Hashtags:
•#RiverConnections
•#SwansAndSustainability
•#PlantLifeMatters
•#SustainableFutures
•#EmpathyForEnvironment
•#Transcendence
•#BeyondHuman
•#BridgeOfUnity
•#GreenBridgeJourney animals plants
Colored Perspective
We use this installation to demonstrate the power and dilemmas of different points of view.
We named this stop 'Colored Perspective' for the way it allows us to use its colored glass to explain the importance of different perspectives.
This stop uses one of the blue constructions on campus. These spots each represent one of the different science groups in Wageningen University and consist of a white panel with multiple images and texts overlayed, creating a confusing and unreadable picture. Then there are the glass panels mounted before said picture, blue, red and green, which invite the player to look through them. When one does so, certain overlays of the white panel are filtered away and others are highlighted, creating a far easier to read image, each different from the other.
During the stop, we ask tour participants to divide into three groups and we assign each one of the colors. After a short explanation on what they are seeing and a warning that we will not focus on the message of the board itself, we ask each member of the group to look through its respective colored panel for 4 seconds. Afterwards, we ask one member per group what they saw that jumped out the most, and then we ask if all groups saw the same, and if they feel like they know more about the topic/installation as a whole by looking at the white panel, by looking through a glass or by hearing about the multiple different experiences.
After hearing everyone's thoughts, we get to relate this experience to our main message:
Diversity & perspectivetaking
We wish to emphasize that everyone looks at the world from their own perspective, represented by the different colors of the glass panels. To see the full picture of an issue, it is important to combine these different perspectives by talking to other people and exchanging ideas.
“the active cognitive process of imagining the world from another’s vantage point or imagining oneself in another's shoes to understand their visual viewpoint, thoughts, motivations, intentions, and/or emotions”
– perspective taking, as defined in Ku, Wang & Galinsky, 2015, p. 79.
To take part in this active, cognitive process, we find it important that students stay in dialogue with each other, so they are able to look at issues from a different angle. Wageningen Campus is very diverse, since there is students coming from all over the world which makes it the perfect place for this process to come about:
In the academic year 2022/2023, 13678 students were studying at Wageningen University coming from 113 different countries (Wageningen University & Research, 2022).
We want people to be aware of the value of this diversity, because students can learn from each other and aim for solutions that could not have been solved when just looking at it from a single perspective. Gurin, Nagda & Lopez (2004) even argue that students who interact with a diverse group of fellow students will be more motivated and better capable of taking part in current complex society. They therefore state that higher education institutions should aim to use the diversity of their campus environment by developing study programs that bring students from different backgrounds together.
Perspectives through transdisciplinarity
In such diverse backgrounds, it is important to acknowledge other knowledges, especially when they do not fit into familiar intellectual frameworks and include heterogenous actors. In transdisciplinarity, power differences cannot be avoided but there should be “no preassumed ontological and epistemological hierarchy” (Ludwig & Boogaard, 2021). Actors need to be aware of possible tensions, and open to learn, reflect and be influenced by each other to achieve better transformative dialogues.
Diversity can also be found in scientific disciplines and how they come together (transdisciplinarity).
Finally, we wish to emphasize the importance of recognizing that within your scientific field, you are likely taking a very specific point of view and that in putting the focus on one aspect of a topic, other aspects may be forgotten or lost, due to them not being measurable in scientific terms (love, a sense of home, or spirituality concerning said topic) (Krzywoszynska et al, 2020). Thus, coming together in a transdisciplinary way is key to making responsible and sustainable decisions on said topic, as it gives everyone a voice. 9m Consulting, 2019
Inclusivity Tour Stop
You will now be walking through one of the main entrances of forum. Forum is one of WUR’s bigger buildings and is truly an eye catcher. Within the building you’ll find many classrooms and laboratories as well as the University Library and the Student Service Centre among other things. The Student Service Centre relates to the focus we will have in this stop, inclusivity. More elaboration on the reasoning for this stop can be found on the next page.
Tools needed: blindfold , noisecancelling headphones
Location: Forum building, ground floor
Duration: 5-10 min
What to do?
Stand at one of the big entrances of Forum.
In a minute, you'll walk through Forum. But you'll try to be aware of the surrounding. Give the group different tasks.
• Some will get a blindfold (each will need a safety person to watch them)
• Some will get noise canceling headphones.
• Some will focus on the sounds they'll experience,
• Some will focus on the visual experience
• Some will imagine to move through Forum in a wheelchair,
• And some will be aware of the crowdedness in general for people who get overstimmulated easily.
1. You now walk from one entrance of Forum to the other entrance with while being mindful for possible obstacles.
2. When you've reached the other entrance of Forum, reflect with your group on everyone's lived experiences. You might start to notice how the same surrounding can be supportive for one and draining for the other.
Being aware of one's surroundings is important to encompass the inclusivity of a place.
Once you experience something it stays with you forever .”
Joyce van der Velden DARE
WUR goals for Inclusivity
On organizational level WUR has quite a few rules and regulations The buildings on campus have houserules, of which only one is about interacting with others in a respectful manner
Throughout your study at Wageningen University you are supposed to learn about your responsibility, in your research as well as in your own life The WUR has set up learning goals regarding responsibility as framed by Bergsma et al . (2019). One of these goals is about learning about interacting with different others ; “ ...
and to interact with different others, to suspend judgment and promote inclusivity in the context of one's study (e.g. group work
)” (Bergsma et al., 2019, p 9)
In order to be sustainable, we need to be sustainable with our human recourses Within WUR there is an ongoing project, DARE, which takes on an approach as an NGO within WUR They tackle issues of Decolonization, Anti-Racism and Equity . So there are some movements for this, but they are quite recent and not sustainable, in the sense that this is only a three year project which will hopefully have a lasting impact, but we are not quite sure of it yet
It is important to realize that not everybody "normal" is that its an easy and accessible way to the classroom, we already start at inequal levels of energy how to start the lesson Its important to create a sustainable safe learning environment, because the people who learn here only can use their potential if they are able to put their energy into studying, not into trying to meet the norm their surrounding creates, while they unable to do it. Creating a sustainable work environment calls for transdisciplinary work Sustainable learning environments are about creating an inclusive environment
In general, voices of for example people with disabilities are not amplified in decision -making processes for creating the campus and buildings such as Forum Joyce van der Velden from the DARE project is hopeful for change.
"Once you have seen something, you can't unsee "
One can talk and regulate as much as they want in regards to inclusivity, but what truly shapes this term is experience (Dijkstra, 2021)
Enabling more transdisciplinary ways of thinking adds to social sustainability through inclusion and equal acceptance of knowledge, a key pillar to transdisciplinary work (Ludwig & Boogaard, 2021) Until now there has not been an effort made to make voices of people with disabilities or neurodiversity heard within physical planning of places in WUR such as the Forum buildings There have been initiatives that enable more inclusive general practices such as Jops , a Job Participation Support team set up by WUR for people with a functional impairment But there is still a lot of room for growth, and the incorporation of diversity and inclusion on more levels of the organization. This is something which we can all take a little bit of responsibility for to make this institution more inclusive and to extend this into the broader societal world
References
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Ludwig, D., & Boogaard, B. K. (2021). Making transdisciplinarity work: An epistemology of inclusive development and innovation.In D. Ludwig, B. Boogaard, P. Macnaghten, & C.Leeuwis (Eds.), The politics of knowledge in inclusive development and innovation (pp. 19-33). London: Routledge.
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Image References
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References:
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