I transplanted to Burlington, Vermont. from California in 2010. As one of three Asian Paci c Islander (API) students in my graduate program, I battled continuous homesickness, self-doubt, and emotional and physical pain, while also ndingas well as immense growth as a lifelong student. The impacts of racism, racial battle fatigue, and ste- reotype threat during my time in New England eventually accumulated to posttraumatic stress disorder. As a student affairs administrator, I had navigated supporting and challenging students, but failed to engage in methods of radical-self care and put into practice the advice I have often given to students: “Take time for yourself. How can you support others if you aren’t doing that for yourself?”
Through years of therapy, developing boundaries, reconciling the harm of violence, and radical self-care through visual arts, I have learned to embrace health and wellness in higher education. “a single crane” represents the ways I have navigated power, privilege, and oppression in higher education, as well as the womxn of color resistance in colonial spaces. In the spirit of Anzaldua’s (1981) “Speaking in Tongues: A Letter to 3rd World Women Writers,” this piece demands for the decolonization of educational spaces and redenition of legitimate knowledge in colonial institutions (Anzaldua, 1981).
Lou, H. C. (2016). a single crane. The Vermont Connection, 37(1). https://scholarworks.uvm.edu/tvc/vol37/iss1/11