2020 GlobalMindED
The Future of Work is Diverse, Inclusive, Just and Equitable
GlobalMindED closes the equity gap by creating a capable, diverse talent pipeline through connections to role models, mentors, internships for low-income students, returning adults, First Gen to college and inclusive leaders who teach them, work with them and hire them.
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This month we celebrate Native American leaders and Veterans. Dr. Joseph Gladstone is both. He is a cross-pollinating leader with a Master’s in Public Health and a PhD in Business Administration; having been supported by PhD Project members and programs throughout his doctoral program. We believe that people like Joseph who keep learning, challenging themselves, and contributing, can solve the greatest problems the nation and the world face right now. We honor his Native American heritage, his military service, and his tireless work to improve health and business opportunities for underrepresented populations, especially indigenous people here and across the world. His globally recognized work in the area of transplanar wisdom provides insights for all of us during these historic times. Dr. Gladstone is on the Higher Ed Panel taking place November 24. Scroll down to register and join us. |
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You are a Native American leader who has climbed the ranks within academia. What is your personal story and give how did you overcome the odds to craft your own path to success?
In the near decade and a half that I've been in academia as both a doctoral student and assistant professor, I'm happy to see that my efforts to build a global network of Native and Indigenous business scholars has grown beyond what I envisioned. This global network identifies me among the leading Native and Indigenous business philosophy scholars out there.
Like many PhD Project professors, I started my academic career late in life. Prior to my academic career I bounced around many different jobs. Most of my early life was one of adventure, I was a United States Marine recon-man and a National Park Ranger. After my Park Ranger experience, I settled down for a while and applied my undergraduate health and human performance degree in work with the Puyallup Tribal Health Authority in Washington State. That work inspired me to pursue and earn my master of public health degree in health promotion program planning and management. My MPH-level work was with a tribe in Arizona, Seattle's urban Indian health center, and the U.S. Indian Health Service (IHS) on a national scale.
My work in public health revealed two things. The first is that the health problems experienced by Native people are symptoms of greater economic problems in Indian Country. Tribal economies need to be improved, and they need economic activity beyond tribally-owned enterprises. However, some cultural perceptions exist that inhibit individual enterprise development, and over the years working with colleagues in the United States, Canada, Australia and New Zealand, I see that one problem is a perception that "capitalism" is an extension of imperialism. My work in Indigenous philosophy seeks to improve our understanding about enterprise within Indigenous values.
The second problem I saw is the lack of management skills. Indian Country needs resources for teaching management skills within its cultural values and understanding. As of this writing, I'm extending my philosophical scholarship toward working on culturally relevant management education for Native People.
I started my answer to your question about overcoming challenges with the story about what inspired me to do the work I'm doing now. In my reply I said that, like many minority scholars, I got into this line of work late in my life. So, by the time I started my doctoral studies, I really had no challenges to overcome. I had earned two degrees, so I had an idea how to navigate university studies and systems. Upon reflection, I'd say that my greatest challenge was at the baccalaureate level. I am a first-generation university graduate in my family. In my extended family I am less than a handful holding a master’s degree, and I am the only doctor.
For my baccalaureate, I must thank my parents, who despite their income managed to put me through a college-prep high school, which prepared me for the rigors of university study. But being young and having no family models for university achievement, I need to thank the Marine Corps, which exposed me to the benefits of higher education and inspired me to go to college after my enlistment term. My veteran status helped finance my undergraduate education.
You are from an honored Native American tradition, which shares some common threads with indigenous cultures the world over. What are your most treasured aspects of your heritage and what would you like others less familiar to know about at this moment in time?
While true, it's important to understand that Native and Indigenous People evolve with the times. A very strong example of this evolution is the horse. Long before Conquistadors brought the horse over to this side of the ocean, the Inca were the only Native people I am aware of who had large beasts of burden – llamas. In what is now called North America, Native People had only dogs. My enrolled tribe, the Blackfeet, speak of an era called The Dog Days. We moved around on foot and could cover only as much land as we could walk each day. Since we had only pack dogs, our homes were rather small.
But Native People can and do quickly adapt. After acquiring horses, our territory expanded, and with it the ability to trade with others. Also, homes became much larger for migratory tribes on the plains. Horses simply could pack more trade goods and larger tipis.
My descendancy tribe, the Nez Perce, bred a sturdy line of horses, Appaloosa, renowned for their endurance and ability to navigate through rugged mountain terrain. The Blackfeet didn't get horses until the mid-1700s. Those horses were direct descendants of the Spanish Mustangs brought in by Conquistadors. When the Blackfeet acquired them, the tribe quickly adapted from a life of chasing buffalo herds over cliffs, by foot, to riding their specially bred horses into buffalo herds for selective harvesting. I often think about who first had the idea to ride a horse into a buffalo herd. That’s classic innovation.
What I treasure most is our ability to adapt. My time spent on the East Coast exposed me to tribes that quickly figured out how to do commerce with European settlers, skills they practice today with their many diversified business ventures. And Native People have adapted to the modern era in spite of organized government efforts to either push them away to isolation in Oklahoma, forced cultural assimilation through boarding schools, or overt extermination through war. I and all Native and Indigenous People alive today are survivors of these dark times in our cultural past. We still actively adapt today, one example being me and my global colleagues earning our business PhDs and using our degrees to contribute to building stronger economies and organizations in our communities.
What are the main things that inclusive leaders like those in the GlobalMindED community should know to support Native students, communities and work places?
On a broad general level, inclusive leaders must know and recognize that Native People are very diverse. Each have their own creation stories, their own understandings about the world that are grounded in their experiences in their homelands. Pacific Northwest tribes understand their world through their relationship with the sea. The Plains tribes’ world is grounded in the (once) rolling grasslands, mountains and rivers. Desert southwest tribes, of course the desert, plus a less than illustrious past with European explorers who came up from the south. Central and eastern woodlands tribes have not only their connections to the Great Lakes, large rivers, and Atlantic seaboard, but near as long history with European settlers as do the Southwest tribes. Inclusive leaders in Global MindEd must recognize that Native People cannot be generalized. Each has their own unique cultural worldview. And today, nearly three-quarters of Native People live in cities. New York and Los Angeles have the largest populations of Native Americans in the United States. Worldviews completely unique from those on reservations, but no less Native than the reservation communities.
The other main thing that I ask inclusive leaders, notably business school deans and the gate-keepers serving on faculty search committees, is that they endorse and support Native American and Indigenous business scholarship as valuable in its own right. For many Native and Indigenous business scholars, this scholarship isn't a "side-gig", we do our work to improve life for our communities.
As I now age out of the job market, my current goal is to influence business school faculty hiring gate-keepers to think beyond the entitled and privileged "an A is an A" mentality (Aguinis, et al., Academy of Management Perspectives, 2020) when they consider whom they will allow within their ranks. To these deans and search committee members, I advise them to think beyond the false prestige of academic journal rankings their faculty produce. A cloistered prestige. Rather they should look at what good their schools do to improve the well-being of the non-academic communities they live within. The communities into where they send their graduates. Because time has passed for me to be admitted into a business faculty, my contributions to Native American business scholarship today is as a mentor for upcoming Native business PhD students wanting to study Native and Indigenous people in the context of their business discipline, and to fight to ensure they are welcomed into business faculties because those faculties find their work about Native People valuable for their prestige as community builders.
This very response demonstrates my commitment to fight for my fellow Native and Indigenous business scholars.
What can the nation and the world learn from Native wisdom at this crucial time in history?
Ah, Native Wisdom. You put me on the spot, since as I said above, I'm globally recognized as a leader in Native and Indigenous business philosophy, especially in what I call "transplanar wisdom", which is a form of IWOK, Indigenous Ways Of Knowing.
Native People draw wisdom from across two different planes: animacy and time. Thus “transplanar wisdom”.
The animacy plane recognizes that all things are living. Not just people, flora and fauna, but also those things that appear inanimate, such as rivers, rocks, mountains, and even the computer we are communicating through. Being animate, everything is capable of teaching us something. But we need to learn how to be sensitive to listening to the stories animate things tell us.
My two favorite examples for animacy are Māori ocean navigators who, by simply feeling the waves beneath them, are able to find and sail their boats to unseen small islands far off the horizon. They know how to listen to the ocean. Another, more relevant example for non-Native business leaders seeking social justice, is Yvonne Chouinard, the founder and president of Patagonia, Inc., who shares the story about how he discovered that one of his most profitable products, climbing pitons (a type of nail hammered into cliff faces used to anchor ropes), was damaging the rocks he loved to climb. Yvonne saw the message the mountains sent to him. He decided to stop making pitons and create a better, less damaging climbing anchor.
The other major plane is time. My studies reveal that, in general, Native People don't have a concept of past, present and future as does Western culture, which tends to understand these three parts of time as distinctly separate things. Native People see time simply as "now". Yet, we do recognize that we live in this moment within now. Understanding all time as now enables us to draw upon lessons given to us by our elders, lessons that are as relevant and valuable for us in this moment as it was for them in their moment. And we know that our actions in this moment will impact those whom we have yet to meet, those in moments ahead. Thus, Native People make decisions that benefit those ahead of us. Including decisions to adapt for upcoming moments in time.
What can we learn from Native transplanar wisdom?
As a Native teacher, I’m really not allowed to answer that. To embrace Native traditions in storytelling, our "parables" don't have "moral lessons." Native stories are left open ended. Transplanar wisdom includes other planes within the two major planes of time and animacy. These planes reveal options and choices. Native stories are left open ended because we recognize that every person has their own life. A life with their own unique experiences that we often cannot share, simply because we did not also live those experiences in the same place and moment. Because we each have our own experiences as individuals, communities, and tribes; experiences grounded in where we live, be it the Pacific Northwest, plains, desert southwest, woodlands and eastern seaboard, we must figure out for ourselves what our worlds are saying to us and how we will live in them. Some Western philosophers define this as American Pragmatism, which shares Native and Indigenous ideas that our environment and history inform our actions. We must be flexible and adapt our lives in this moment so as to prosperously exist in the time seven generations ahead.
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Tuesday, November 17, 2:00 MT/4:00 ET |
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Wednesday, November 18, 2:00 MT/4:00 ET |
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Monday, November 23, 2:00 MT/4:00 ET |
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Tuesday, November 24, 2:00 MT/4:00 ET |
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Monday, November 30, 2:00 MT/4:00 ET |
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Click to view the most recent webinars: |
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Catalyzing Change in Health: Equity for Native, Rural, and Veterans During and Beyond COVID-19: Dr. Pierre Theodore; VP Global External Innovation, Johnson & Johnson, Dr. Jandel Allen-Davis; President & CEO, Craig Hospital, Jessica Rothenberg-Aalami, PhD; CEO, Founder, CELL-MED, Dr. Sriram Shamasunder; Assoc. Professor, UCSF Medical Center, Dr. Mary Owen (Tlingit); Dir., Center of American Indian & Minority Health, UMN President, Assoc. of American Indian Physicians
Get Comfortable Being Uncomfortable: African American College Presidents Share Realities Part II: Dr. Ryan Ross; Assoc. V. Chancellor Student Affairs, Equity, & Inclusion, Colorado Community College System moderates. Panelists include Dr. Javaune Adams-Gaston President, Norfolk State University, Dr. E. LaBrent Chrite President, Bethune-Cookman University, Dr. Annette Parker President, South Central College, Minnesota State, and Dr. Michael Torrence President, Motlow State College
Courageous Conversations: Catalyzing Change in Health: Dr. Monique Butler; Chief Medical Officer, Swedish Medical Center, Samuel Yamoah, Jr.; Associate Partner, McKinsey & Company, Dr. Georges Benjamin; Executive Director, American Public Health Association, Dr. J. Nadine Gracia; Exec. Vice President & COO, Trust for America’s Health, Dr. Karen McNeil-Miller; CEO, Colorado Health Foundation, Dr. Pierre Theodore; VP Global External Innovation, Johnson & Johnson, and Dr. Elena Rios; President & CEO, National Hispanic Medical Association.
Get Comfortable Being Uncomfortable: Diverse College Presidents Talk About First 6 Weeks of School: Dr. Ryan Ross; Assoc. V. Chancellor Student Affairs, Equity, & Inclusion, Colorado Community College System moderates. Panelists include Dr. Javaune Adams-Gaston President, Norfolk State University, Dr. E. LaBrent Chrite President, Bethune-Cookman University, Dr. Annette Parker President, South Central College, Minnesota State, Dr. Miles Davis President, Linfield University, and Dr. Michael Torrence President, Motlow State College
Hispanic Language Heritage Language Assets for Career Preparedness: Department of Education, Office of English Language Acquisition (OELA) and GlobalMindED, moderated by Lorena Orozco McElwain; OELA, Panelists include: Carol Carter; GlobalMindED, Felícita Solá-Carter; Excellence in Government Program, Oscar Fraire; University of Colorado Denver student, Patty Lopez; Intel Corporation, and Adrian Rosado; Cultural Clarity Experience.
Hispanic Language Heritage: Retention of Heritage Culture and Language(s) US Department of Education, Office of English Language Acquisition (OELA) and GlobalMindED, and panelists celegrate National Hispanic Heritage Month. Lorena Orozco and Supreet Anand of OELA, Cristina Alfaro; San Diego State University, Luis Benitez; VF Corporation, Clotilde Dedecker; Circle of Women, Joe Garcia; Ohkay OwinghTribe, and Dr.Joel Comez; Center for Applied Logistics
Get Comfortable Being Uncomfortable: A Conversation on Race, Isms, Justice, Moving Forward and the Role White People Need to Play: Ryan Ross; Associate Vice Chancellor: Student Affairs, Equity, and Inclusion, Colorado Community College System leads the conversation with Clifton Taulbert; President and CEO, Freemount Corporation and Roots Java Coffee, Javon Brame; Dean of Students, Arapahoe Community College, Chelsea Williams; Founder & CEO, College Code LLC, and Representative Leslie Herod; Legislator, Colorado General Assembly
Equity in Engineering Programs: Priming the STEM Pipeline During and After COVID-19: Dr. Dora Renaud, Sr. Director of Academic Programs & Professional Development, SHPE: Leading Hispanics in STEM, Melanie Suarez, Student, University of Texas Rio Grande Valley, Mechanical Engineering, Nicolas Valencia Diaz, Student, Florida International University, Biomedical Engineering, Sophia Plata, PhD Student, University of Southern California, Environmental Engineering
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To view the recent Rural sessions, please see our YouTube channel:
Native American Business Opportunities, Tribal Economic Development and Post-secondary Education/Workforce Participation: J.C. Whorton, Jr.; Consultant, Lecturer, Author and Adjunct Faculty, University of Colorado Boulder, Don Kelin; President, Fox Professional Services, Rocky Mountain Indian Chamber of Commerce, Matt Rantanen; Director of Technology, Southern California Tribal Chairmen’s Association, Tribal Digital Village Network Initiative, and Melvin Monette; CEO, Indigenous Education, Inc.
Fortifying Native Students, Faculty and Communities During and After COVID-19: Ron Lessard (Mohawk); Acting Exec. Director, White House Initiative on American Indian and Alaska Native Education leads panel including Diana Cournoyer; Oglala Sioux Tribe, Executive Director, National Indian Education Association, Michael Chamberlain; Special Assistant for Rural Outreach, US Department of Education, Carrie L. Billy; President & CEO, American Indian Higher Education Consortium, and features a performance by Ava Rose Johnson; Student and Musician, Native American Music Awards Winner
Rural Innovations in Education During COVID-19: Anne Trujillo; Anchor 7News, Denver moderates the panel which includes Tina Goar; Executive Director, San Luis Valley BOCES, Dr. Robert Mitchell; Asst. Professor of Leadership, Research, and Foundations, UCCS, Luis Murillo; Principal, Skoglund Middle School, and Samantha Yocam; Superintendent and Principal, Kim School District
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THE FLYOVER NATION
Energy's Role in a Troubled Heartland
By J.C. Whorton
A unique and timely discussion of the challenging issues facing the country’s troubled Heartland.
Since the beginning of westward expansion into the Heartland’s vast regions, natural resource development has played a historic role in shaping its communities. Today, domestic oil and gas development offers one of the strongest prospects for the Heartland’s present and future prosperity as well as the nation’s re-emergence as a dominant player in the global energy economy.
The U.S. is now the world’s largest producer of crude oil and natural gas, two circumstances that are universally disrupting international geopolitical order. The earth has a finite supply of natural resources and a rapidly growing and over consuming population.
As America positions itself for a very uncertain and constantly evolving global marketplace, will the Heartland become America’s “great connector” or “great divide”?
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J.C. Whorton is a senior level energy and financial professional with over forty years of essential experience. Having a ranching and Native American heritage, Mr. Whorton is a strong advocate for rural education and economic development initiatives.
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Links to read about Inclusive Leaders, many of whom are African American and people of color:
Curated sessions from GlobalMindED 2020 YouTube channel:
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From the Center for Positive Organizations:
From the Economist:
From Forbes:
From Harvard Business Review:
From the World Academy of Art & Science and UN; Geneva Global Leadership in the 21st Century econference:
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Listen here for an interview with Pam Newkirk, GlobalMindED speaker and author of Diversity Inc.: The Failed Promise of a Billion- Dollar Business.
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GlobalMindED and the SDG Impact Fund are delighted to announce GlobalMindED's Donor Advised Fund. 2020 is the 75th Anniversary of the United Nations and the 25th Anniversary of the Beijing Women's Declaration and Action Platform. Many from around the world are thinking of 2020 as the gateway to our most vital decade for delivering equity, the Sustainable Development Goals, and a world where all can thrive. Our key time for these outcomes is 2020-2030.
GlobalMindED DAF and the SDG Impact Fund are a powerful combined force for good as the 2019 year comes to a close and we reflect on the gratitude and the commitments we make to the causes we care most about. The DAF offers immense power and flexibility for giving prior to the year's end as you plant seeds of generous intention for 2020 and the decade ahead.
When you contribute to GlobalMindED, you support First Gen students. We have served more than 400 students by connecting them to role models, mentors, internships and jobs. Your generous support will allow us to take our work 10x and reach these talented students at scale who lack the resources and support we provide. Your support also helps teachers who can't afford the conference fees, faculty at colleges which are under resourced and students who persist at those universities despite food insecurity and/or housing insecurity.
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Meet GlobalMindED Founder, Carol Carter as interviewed by Tim Moore on his podcast Success Made to Last: From Success to Significance
Listen to Part 1 of Carol's interview
Listen to Part 2 of Carol's interview
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Recent GlobalMindED Newsletter Profiles:
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Since 2006 when the flagship TGR Learning Lab opened its doors in Anaheim, CA, TGR Foundation has had a lot to celebrate, including its most recent milestone of one million students impacted by TGR EDU: Explore, alone.
Developed in partnership with Discovery Education, TGR EDU: Explore is a free digital resource library that offers interactive web experiences, lesson plans, training videos and tools for educators, students and families to explore new disciplines and gain skills for a modern and expanding workforce.
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As you start the New Year, are you looking for ways to re-engineer your classroom culture? Check out Designing the Future: How Engineering Builds Creative Critical Thinking in the Classroom. The associated website has lots of activities, projects, and resources you can implement immediately. Our fall workshops using the book as a roadmap for change have been highly successful. Start designing the future today - try using the customized Study Guide for a book study in your PLC. Or contact ProjectEngin or Solution Tree to learn how you can bring professional development based on Ann's book to your school, district, or conference.
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