Values are the most fundamental determinants of behavior. The only barrier that can be built against the evil of the human heart is the development of values from early childhood, nurtured and reinforced until adulthood, that are profoundly respectful of all life, animal and human, and horrified by suffering. Like grace, values can redeem human nature. – Professor Victor Neil (1996) I came to South Africa as a Fulbright Specialist intending to learn of the differences in our educational and criminogenic approaches to crime and, perhaps, generate innovative pedagogical and cultural insights about the role of training, development, collaboration and education toward improving society and decreasing crime. The days were filled with an intense and widely swinging emotional pendulum. There were times when I was so inspired by the insight of my host institution in its mission to combat chronic violence by fostering peace from within communities. As the continent’s largest research institution, the work of the Human Science Research Council can appear overwhelming in its breadth and depth. Yet, its members march forward, conducting, discussing and disseminating interdisciplinary research in a constant and intersectoral cycle of data collection, education and evaluation, all with a sense of collective responsibility. I was also in South Africa during a time of great unrest as the country prepared for general elections. Opposition groups murdered multiple candidates, and violent protests continue. With a 43 percent poverty rate, chronic and brazen crime, and an ongoing AIDS crisis, the country struggles for peace. Yet, as one of the strongest economies on the continent, illegal immigrants stream in from many African countries further stressing already fragile ecosystems and services. Most here recognize the power of education to change the cultural norms that can lead to chronic violence, especially for women and children. As one woman explained to me, “many women do not feel loved if their husbands do not beat them, and many men feel it is their obligation to beat their wives.” It is not only formal education or higher education that can alone change a nation. It must come from all sectors, all regions, all ages and all segments of society. This they understand. I had the opportunity to be exposed to vast and diverse populations. My projects included faculty development with 30 female faculties who are conducting research on gender Karen Miner-Romanoff, Ph.D. LessonsLearned: TravelsofaFulbrightSpecialist Dr. Karen Miner-Romanoff is a Fulbright specialist on assignment in South Africa and serves as associate provost for academic quality and executive director of the International Institute for Innovative Instruction at Franklin University. She holds a Ph.D. in public policy and administration with an emphasis in criminology, a juris doctorate, and a master’s in public policy and administration. inequality, violence and the intersections of health and attitudes. It is their mission to educate the next generation with transformative curriculum that acknowledges diverse cultural norms and values while embracing and forwarding positive change. To publish their research is more than professional acclaim for them; it is vital to inspire new understandings, behaviors, and theoretical revolutions. Within this complex context, there are extreme juxtapositions; the fierce egalitarian symbols of South Africa abound. Unlike our own, their constitution needs no interpretation as it speaks to justice and fairness for all people. Eleven official languages celebrate the country’s diverse people. And, political power is diffused within a multitude of systems that acknowledges the country’s historical struggles. But, in spite of many triumphs and economic attainments, progress has been slow for many and frustration and conflict rises. My exchange was scholarly, but my experiences were social, cultural and personal, and one of the best came in a series of daily discussions. Because it was not safe for me to travel alone, I had a driver whose name is “Shepard.” Over the weeks, Shepard and I talked for hours about politics, crime, global education, economics and policy. His questions and insights were poignant, and he was hungry for conversation. Shepard has two children and two jobs. He has read one book in his life, and it took him a year. We talked of education, and he has tried to go to school many times. We talked of studying with his kids and what a college education would mean to his family. Yet, the cost of education is simply too high for most in South Africa. Shepard and I talked of books and learning. He vowed to try again and begin, one course at a time, to reach for the degree that seems so unreachable. What I learned from Shepard I will never forget. I still think of him today and consider knowing him one of my greatest privileges of this work. Our countries are distinct yet similar in many ways, and I often stand humbled as I returned with many new ideas for innovative and inclusive curriculum that have a great deal of application to our own students and mission. This educational exchange is not simply academic; it is a cultural and social exchange in which all parties learn and share in a symbiotic dance of curiosity, respect and revelations. 16. 17. | Clocktower 2017 | alumni.franklin.edu A magazine for alumni and friends of Franklin University |