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06/2013 - Frank Giblin, Ph.D., professor and director of Oakland University's Eye Research Institute, presented invited lectures this spring at the University of Catania in Sicily and the University of Pisa, both of which are nearly 600 years old. The talk in the School of Medicine at Catania University was on ocular antioxidants, and was the plenary lecture for the European Frontiers in Ocular Pharmacology. The lecture in the Department of Biology at the University of Pisa was on Dr. Giblin's research on nuclear cataract formation.
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06/2013 - Lily Mendoza, associate professor of communication, published the article, "Savage Representations in the Discourse of Modernity: Liberal Ideology and the Impossibility of Nativist Longing" in the peer-reviewed journal, Decolonization: Indigeneity, Education & Society, Vol. 2, No. 1, 2013 (April). In "Educating Savages," intercultural communication scholar Richard Morris notes with poignancy that even when Native Americans realize their "true" history, there is in such realization "a sense of curiosity, even a sense of loss, but not quite a sense of longing." Using perspectives in critical intercultural communication, this article seeks to uncover the mechanisms of domination in the discourse of modernity that makes nativist longing all but impossible for the assimilated native. Although Dr. Mendoza finds insightful Morris' formulation of the process of modern education as a form of violent transculturation for native subjects, she argues that such phenomenon cannot be fully explained without taking into account the particular ouvre of liberal ideology that underpins much of modern thought and education. To analyze the surreptitious ways by which liberal epistemology subverts nativist desire, the study revisits the material and psychic mechanisms of the colonial process, unpacks the hidden discourse of liberalism as its justifying content, and argues for the disavowal of liberalism's premises as indispensable to empowering decolonization. It concludes by outlining the contours of an emerging counter-discourse, 'anarcho-primitivism,' as a way of breaking open modernity's foreclosures and allowing the imagining of alternative human futures.
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06/2013 - Rebecca Mercado Thornton, Ph.D., and assistant professor of Communication, won the prestigious Illinois Qualitative Dissertation Award, Category A, for excellence in qualitative research in a doctoral dissertation, from the International Center for Qualitative Inquiry. There are two award categories, experimental (Category A) and traditional or mixed-methods (Category B). Dr. Mercado Thornton's dissertation, "Constituting Women's Experience in Appalachian Ohio: A Life History Project," won Category A, in which submissions experiment with traditional writing and representational forms. The winning dissertations are judged by their clarity of writing; willingness to experiment with new and traditional writing forms; advocacy, promotion, development, and use of qualitative research methodologies and practices in new fields of study, and in policy arenas involving issues of social justice. Her award consists of a plaque, a waiver of registration and workshops fees for the 2013 Congress, as well as book credits from Sage Publications and Left Coast Press. She was presented with her award at the 2013 International Congress of Qualitative Inquiry in May 2013.
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06/2013 - Rob Sidelinger, Ph.D., and assistant professor of communication at Oakland University and Brandi Frisby, assistant professor from the University of Kentucky, authored the article, "Violating Student Expectations: Student Disclosures and Student Reactions in the College Classroom," which appears as the lead article in the regional, peer-reviewed journal, Communication Studies, 64, pp. 241-258. In the article, the authors examine perceptions of appropriate and inappropriate student self-disclosures in the college classrom. Participants were randomly assigned to report on either an inappropriate or an appropriate peer disclosure and the frequency, relevance, negativity, expectedness, likeability, and perceived academic competence of the student discloser. Results found that student disclosures are inappropriate when they happen frequently, are negative, irrelevant to course materials, or violate student expectations for classroom norms. Overall, disclosers who violate expectations are rated lower in liking and perceived as less competent by their classmates.
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