Browsing by Author "Sertbulut, Zeynep"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Existing Between Two Worlds: Haverford College Students and the Center for Peace and Global Citizenship Negotiate Social Justice Work
    (2023) Roy, Naren Sebastian; Sertbulut, Zeynep
    The Center for Peace and Global Citizenship supports Haverford and Bryn Mawr students in gaining work experience with non-profit/community organizations, placing them in partnership with individuals already pursing justice work or funding independent proposals with a similar purpose. Since Haverford’s CPGC began operating in 2000, the college has continued to evolve as a small liberal arts institution with Quaker roots. What is the relevance of the CPGC today, over two decades after its founding? I argue that students’ CPGC Fellowship experience allows them to navigate important issues from the ground up, while being undergraduate students because of CPGC’s unique positionality as an internal Haverford academic funding center with an infrastructure that faces outward. This emphasizes ongoing connection with professionals and community organizers outside of academia. CPGC’s unique role of mediating in between Haverford and the outside world permits students to call upon their personal, professional, and intellectual sides, often at the same time. Moreover, the entire Haverford community can critically interrogate how intellectualism can be something expansive and applicable in real world civic engagement.
  • Thumbnail Image
    Item
    Navigating Health Care Worlds: Community, Belonging, and Care at Haverford College During the Covid-19 Pandemic
    (2024) Komatsu, Naomi Bleier; Sertbulut, Zeynep
    The Covid-19 pandemic had a profound impact on how individuals and communities care for one another. It exposed and compounded the structural inequalities that are faced by marginalized communities worldwide. At Haverford College, students, staff, and faculty experienced the pandemic in different ways, depending on their social positions in the community and the wider world. The pandemic made visible an insider/outsider dynamic present within the community, but at the same time offered an opportunity for community members to contest and alter this dichotomy. Drawing on an array of anthropological scholarship and ethnographic fieldwork, including participant-observation and semi-structured interviews, that I conducted at Haverford College in the winter of 2024, this thesis addresses questions of institutional and community imperatives to provide care during the Covid-19 pandemic; what it means to belong in this community; and what care practices that are centered on an awareness of structural inequalities look like. I argue that caring and belonging in the Haverford College community are intimately linked, and involve demonstrating the values of the imagined insider: a person dedicated to social justice, egalitarianism, and community. During the pandemic, students, staff, and faculty came together to organize community care practices in order to bring attention to the social hierarchies and structural inequalities present within the Haverford College community. Through these care practices, they attempted to challenge these social structures and demonstrate their worthiness of care and protection by performing the role of an imagined insider.