My beloved, Pamela Jo Berry, has a big heart for her community. It’s what led her to found North Omaha Summer Arts, an annual festival that infuses different art forms into the underserved North Omaha community she grew up in and still resides in. This is the festival’s fourth year. Saturday, June 21 NOSA presents a gospel concert at Miller Park. Like all NOSA events, it’s free and open to the public. Details below. Before Pam and I became a couple, I profiled her and her passion behind the festival for The Reader. You can find that story, Matter of the Heart: Pamela Jo Berry’s Love for Her Community Brings Art Fest to North Omaha, on this blog. The link to it is: http://leoadambiga.wordpress.com/2013/08/08/pamela-jo-berry-brings-art-fest-to-north-omaha-artist-and-friends-engage-community-in-diverse-work/
In addition to the concert, there is a women’s writing workshop in progress. On Friday, August 8 from 6 to 9 p.m. there will be an Arts Crawl up and down a swath of the North 30th Street Corridor featuring works by some of Omaha’s leading artists. Venues to be announced.
Gospel Concert 4
Saturday, June 21
24th and Kansas Ave. (next to the old ballfield)
Free and open to the public
Bring a picnic dinner and blanket or enjoy free grilled hot dogs and cool refeshing lemonade courtesy of Trinity Lutheran Church for this family-friendly concert featuring some of Omaha’s most gifted performers.
Eric and Doriette Jordan
Trinity Lutheran Choir
Sudanese Worship Band
New Bethel Church of God Choir
“…for the Lord is great and greatly to be praised.” Psalm 96:4
For more info, call NOSA founder Pamela Jo Berry at 402-502-4669.
I am so not a techie. That doesn’t preclude me from writing an occasional piece about a tech-based venture. And in that spirit is an Omaha Magazine story I did on a new bootcamp for aspiring web designers called Omaha Code School and its co-founder, Sumeet Jain, who has taken as its model a similar school in his native Calif. he taught at. He’s very much a part of a growing young entrepreneurial and creative class in Omaha that’s adding a new dynamism to the scene here.
To code or not to code
New Omaha school offers bootcamp for aspiring web designers
©by Leo Adam Biga
Originally published in Omaha Magazine
Entrepreneurial techie Sumeet Jain is poised to fill a gap in the metro’s dot com scene through a for-profit startup he founded last fall with his cousin Rahul Gupta. The pair’s Omaha Code School aims to provide aspiring web developers an immersive bootcamp experience and employers entry-level-capable programmers.
The Calif. natives are partners in their own web development company, Big Wheel Brigade. Gupta rode the dot com wave before coming to Omaha and at his urging Jain followed suit. Since forming the school Gupta’s moved to San Francisco but Jain’s remained in Omaha to run their new educational endeavor in Midtown Crossing.
Thirteen students began the school’s inaugural “intensive” 12-week course Feb. 24. Jain, the lead instructor, promises the May graduates will leave with a hireable skill set for jobs paying an 80K median salary.
The OCS curriculum structure is based on a bootcamp model popular across the country and one Jain’s familiar with after teaching a web development course for General Assembly on the west coast. He says he was skeptical students could go from novices to job-ready in three months until he helped facilitate that happen. The experience convinced him to try it in Omaha, where he says “a frequent complaint of companies is that there’s not enough talent – not enough developers and not enough qualified developers,” adding, “I thought we should have something like this in Omaha, so I came back, put the pieces together and we launched in November.”
It’s an opportunity for Jain to combine his two loves – web development and teaching. He ensures students are trained in relevant, real world programming languages and techniques most colleges and universities ignore.
Interested students must complete an online application that includes a timed coding challenge. While no prior programming experience is required, students must demonstrate an aptitude for the field, namely logic and problem solving.
“The course is for beginners but this isn’t for hobbyists,” says Jain, a self-taught web developer. “This is a class for people who are looking for a career trajectory change and that comes not just at a cost (tuition is $6,000) but with great personal investment and effort. We want to ensure the highest possible caliber of student.”
Jain says it’s no accident the school’s website and application process emphasizes the intensive curriculum, which features individual and collaborative work on real live projects every day.
“It’s really hard to sit and program for 12 hours a day,” he says. “It’s just mentally draining. Keeping that pace up for 12 weeks is a sprint students need to get through. We do our part to hedge against that weariness by holding events that let them let loose and bond and have a break.”
There are field trips to tech-based local companies and guest speakers presenting on special topics. OCS holds a job fair staffed by representatives from companies in its Supporting Employers program.
“We want our students when they graduate to have connections,” Jain says. “Such a big part of any industry is to know people.”
A mentorship program makes area experts available.
“Another commonly cited problem in Omaha is a diffracted membership model,” he says. “If somebody wants to get help there’s no single great place for them to go or no list of people to consult. We’re really excited our mentorship program will create a conduit for people to get help.”
Mentors range from non-tech to tech-savvy wonks. A yoga instructor conducts twice-weekly sessions to help students de-stress and find balance. A corporate recruiter offers job search insights. Web designers school students in collaboration. Software developers troubleshoot problems students confront writing programs.
Jain’s encouraged by the supporting companies on board and he’s proud that membership fees go toward scholarships for underrepresented minorities in what is a white male-dominated field. Each of the three women in the course received a $2,500 scholarship.
He’s also satisfied by the buzz the school’s produced.
“Support has come in a variety of different ways, most fundamentally in the form of curiosity. People want to know about us, they want to know what we’re teaching, they want to know when our next class will be offered (late summer). The interest is there, we won’t have any trouble filling our second class. I’m very confident about that.”
Jain says he’s also confident that “within six months to a year every one of our students who wants a job should be able to get one. That’s going to speak volumes because these students all took a risk on me.
If our students aren’t succeeding there’s really no reason for somebody to trust us again.”
Follow the bootcamp at omahacodeschool.com.
Expect Plenty of Booms at Louder Than a Bomb Youth Poetry Festival Finals; Friendly Tournament Makes Expressing Deepest Feelings Safe
Boom! That’s the sound of another slam poem being thrown down. If you haven’t seen a youth slam poetry bout before than do yourself a favor and check it out. No better time to start then at tonight’s (April 17) team finals of the Louder Than a Bomb Great Plains Youth Poetry Festival at the Holland Performing Arts Center. What follows is my Reader story on the festival and the culture surrounding it.
Expect Plenty of Booms at Louder Than a Bomb Youth Poetry Festival Finals
Friendly Tournament Makes Expressing Deepest Feelings Safe
BY LEO ADAM BIGA
Now appearing in The Reader (www.thereader.com)
In the hybrid realm of slam poetry, where free verse, theater, oral storytelling and forensics converge to make a verbal gumbo, personal expression rules.
Impassioned teen anguish stirs the pot to create a heady brew during the Louder Than a Bomb (LTAB) Great Plains Youth Poetry Festival. After weeks of competition, the team finals throw down April 17 at 7 p.m. at the Holland Performing Arts Center.
Teams competing in the finals are: Millard South, Lincoln North Star, defending champion Lincoln High and Waverly.
Individual finals take place April 26 in Lincoln.
The events are free but donations are accepted.
On the heels of nurturing the local adult slam poetry community and inspired by LTAB Chicago, the Nebraska Writers Collective (NWC) launched its youth festival in 2012. In that short span the fest’s found a niche at area schools, growing from 12 to 19 to 32 participating teams.
NWC director Matt Mason, who’s led Neb.’s team at the National Poetry Slam, says as more schools have gotten involved from urban and rural locations the work’s broadened.
“You have so many different people and voices and experiences. There is such a diversity of subject matter. You go to a bout and you see four high schools putting up teams, all with different experiences. Some have certain styles, some are kind of all over the place.
“You get poems talking about things in the news today as well as poems about dating, spurned love, successful love, conflicts, being bullied, racism, sexism. You get the universal themes brought in and wrapped up in very personal stories.”
Omaha Central High English teacher Deron Larson, who sponsors the Eagles’ LTAB team, says the work isn’t just about releasing angst or speaking to hard things.
A couple members on our team have gone out of their way to make people laugh,” he says. “At a recent bout one poet waxed poetic about her collection of socks. There’s a full gamut of things they write about.”
Diversity also shows up in the teams’ composition, where gays and straights, jocks and geeks, are respresented.
“It’s fantastic to see how these teams of very different students come together” to collaborate and communicate, Mason says.
Paid teaching artists hired by the Collective serve as coaches. Sponsoring classroom teachers recruit and facilitate and in some cases co-coach.
World champion adult slammer Chris August from Baltimore, Md. is NWC’s first resident teaching artist. He’s come to appreciate what makes the area poetry scene so vital and LTAB a hit here.
“The Omaha and Lincoln scenes have always been open and embracing and are among the places that put the most energy into fostering their youth poetry scenes. When I think about what an art form like slam poetry can bring to young people, the word I immediately think of is ‘permission.’ Twenty years ago I was a weird, artsy teenage boy in a rural high school with virtually no diversity. Back then, the idea of a safe and empowering outlet for voices of any kind speaking on any truth at all would have seemed impossible.”
Mason says, “I think this is a great outlet for anybody, especially for teenagers, to process what they’re going through and to give voice to it. They’re permitted to have a venue to get this across rather than just bottling it up and dealing with it.
“It’s about teaching these folks to write and to get this performance experience and to be comfortable in front of people and to vocalize what they’re feeling.”
Everyone associated with LTAB hails the supportive environment at practices and bouts. At the “friendly tournament” poets celebrate other poets, even those on opposing teams. The safe space created by LTAB is particularly important because students often expose their most intimate, vulnerable selves in the work.
Mason says the slam form lets students articulate personal issues weighing on them, including gender and sexual identity issues.
“It is maybe this more than any other element that allows slam poetry to so lovingly respond to a need so present among so many young people,” says August.
NWC education director Andrew Ek says the Collective has done “a lot of deliberate work making sure our students feel like their stories, ideas and experiences are being honored,” adding. “A lot of that involves letting them read and not getting in the way of that process.”
“It’s a very positive space,” says Bellevue West 10th grader Ari Di Bernardo, a first-year participant. “No one feels like an outcast because that’s not what LTAB is about. It’s about connecting through this very beautiful thing we do. For me it’s the feeling of belonging. Like I finally have a safe place to just open up and give up all the feelings I’d been harboring. I can be honest. I’m not afraid to say what I need to now.”
“It’s uplifting to have everybody there have your back,” says Council Bluffs Abraham Lincoln senior Francisco Franco. “The feeling is just warmth and good vibes. It is a competition but everybody’s there to support you, nobody’s there to put you down. Of course, there’s scores but it’s your words, your poems, so you can listen to the scores or believe in yourself. I choose to go up there and to have as much fun as I can.”
“It’s good to be in a competitive environment where everybody roots for everybody instead of against everybody,” says Franco’s teammate, Chanel Zarate.
Matt Mason says it’s not just the high energy, communal love-in that gives LTAB a following but the work itself.
“Yeah, people are yelling and cheering for poets, but the poems are also interesting, funny, beautifully put together. It exceeds your expectations of teen poetry. These kids are smart, creative. It would not surprise me if a lot of these poems get published in magazines or eventually books.”
Central High teacher Deron Larson is impressed by how much work his students put into making poems as powerful as they can be, doing draft after draft, all under the guidance of teaching artist Greg Harries.
“They become invested in words in a way I don’t get to observe every day in the classroom. They make a commitment that goes beyond doing homework a teacher assigns. They make their own homework and just conquer it and take it 10 steps beyond where they thought they were going to go.
“The mentoring poets that duck into my classroom and share their love for words really touch the students in a way I can’t do. As much as I love words there’s a process over the course of the year where they get tired of hearing the same thing I have to say. If a 20something comes in they’re much closer to my students’ experience. The message carries differently and then the students just run with it.”
Larson’s pleased slam poetry has found a footing in schools but he’s not sure it would benefit from being a formal academic program.
“If we put it into a curriculum it almost feels like we might change it an elemental way. As an after school club and extra that definitely deserves our support it feels like it might work better. If we try to write it into lessons I think there’s a possibility we might kill something that’s so vibrant right now.”
NWC artists also work with youth at a Lincoln juvenile detention center. Audio recordings of these youths’ poems will play at the finals to allow “their voices to be heard,” Mason says.
For festival details, visit ltabomaha.org.
I wrote the following feature and sidebar exploring some trends about the changing face of Neb. and the University of Nebraska at Omaha, my alma mater. Slowly but surely the state and some of its institutions are becoming more diverse. Some of the changes can be readily seen already, others not so much, but in a few decades they will be more obvious. It’s a healthy thing that’s happening, though diversity is still taking far too long to be fully felt and lived and embraced in all quarters, but that’s for another story.
Nebraska’s Changing Face
©by Leo Adam Biga
Nebraska’s “Plain Jane” sameness has long extended to its racial makeup. Diversity hasn’t held much truck here. Even when the foreign-born population was at its peak in the state’s first half century, the newcomers were predominantly of European ancestry.
An African-American migration from the Deep South to Omaha in the early 1900s established the city’s black base. Until a new immigration wave in the 1990s brought an influx of Africans and Latinos-Hispanics to greater Neb., the composite face of this Great Plains state was decidedly monotone.
The perception of Flyover Country as a bastion of white farmers has never been completely accurate. The state’s two largest metropolitan areas, for example, have always boasted some heterogeneity. Urban areas like Omaha and urban institutions such as the University of Nebraska at Omaha express more racial-ethnic diversity because of longstanding minority settlement patterns and the university drawing heavily from the metro.
But it is true Neb.’s minority population has always been among the nation’s smallest, which only supported the stereotype.
Finally, though, its minority numbers are going up and its diversity broadening.
Still, if Nebraskans posed for a group portrait as recently as 1980 more than 9 of every 10 would have beeb white. Only 6 percent identified as African-Americans, Latino-Hispanics, Native Americans or Asians.
The lack of diversity extended virtually everywhere. The largest minority group then, blacks, was highly concentrated in Omaha. Despite slow, steady gains blacks still account for only 13 percent of the city’s population and 4 percent of the state’s population.
But as recently announced by UNO researchers, Neb. is changing and with it the face of the state. A group picture taken today would reveal a noticeable difference compared to a quarter century ago, with whites now accounting for 8 of every 10 residents. Indeed, the state’s minority population has more than doubled the past four decades, with by far the largest increase among Latinos-Hispanics, who now comprise the largest minority segment. Latinos-Hispanics are on a linear growth trajectory. They tend to be young and their women of childbearing age.
Minority growth has been even greater in select communities, such as Lexington, where meat processing attracted newcomers.
Celebrated native son filmmaker Alexander Payne’s new movie “Nebraska” – set and shot primarily in the northeast part of the state – accurately portrays a slice of Neb.’s past and present through a large ensemble of characters, all of whom but two are white. The exceptions are both Hispanic. The Oscar-winning writer-director may next make a partly Spanish-language feature about the impact of the immigrant population on Neb.’s towns and cities.
New UNO Center for Public Affairs Research projections posit that by 2050 the state’s portrait will dramatically change as a result of major demographic trends well under way. Within four decades minorities will account for about 40 percent of the entire population. Nearly a quarter of the projected 2050 population of 2.2 million, or some 500,000, will be Latino-Hispanic.
It’s a sea change for a state whose diversity was traditionally confined to a few enclaves of color. Immigration, migration and natural causes are driving this new minority surge.
Everything is relative though. So while CPAR Research Coordinator David Drzod says, “Our diversity will increase,” he adds, “Neb. is one of the less diverse places countrywide and other states are going to become more diverse as well.”
Still, the snapshot of Neb. is changing due to real demographic shifts with significant longterm consequences. Just as the majority white base is holding static or declining, non-whites are proliferating. The results can be seen in the ever more diverse profiles of some communities, neighborhoods, schools and other settings.
Thus, for the first time in Neb. diversity is becoming more lived reality than aspirational goal.
Economic conditions were the main driver for the sharp rise in Latinos-Hispanics migrating here. Plentiful jobs, a low cost of living, coupled with aggressive industry recruitment, lured people to move here from places with comparatively weak economies, high cost of living and job shortages. Neb. grew its Latino-Hispanic base from points of origin in California, Texas. Mexico, Central America and South America, The state also saw its African and Asian populations increase as refugees from Sudan and Bhutan, for example, resettled here.
Drozd says, “People are not coming as directly for new jobs like in the ’90s when the meat processors were expanding and recruiting. We expect to see some regional migration that Neb. has typically seen from smaller locations to more urban locations that tend to have a diverse pool of job opportunities within various industries.”
While migration has slowed from its peak waves it’s expected to continue in fits and starts. Migration, researchers agree is “a wildcard” that can’t be accurately forecast, but Office of Latino and Latin American Studies Research Associate Lissette Aliaga Linares notes an uptick in Latinos-Hispanics from Arizona, which OLLAS Director Lourdes Gouvia attributes to that state’s anti-immigrant policies.
Drozd says Neb.’s minority experience is consistent with some surrounding states and inconsistent with others.
“We are typical of the Great Plains in that we tend to suffer from outmigration especially of young college-aged whites, which is counteracted by in-migration and increase in the minority population groups. On the other hand Neb. is unique in that we are growing faster in some of our metropolitan areas and not holding our population as well as some of the more rural areas.”
The emergence of more minorities is perhaps most visible in urban inner city public schools, where student enrollment naturally reflects the heavily minority communities these schools serve. Minority enrollment in the Omaha Public Schools stands at 68 percent.
“The diversity of UNO will continue to grow and one only has to look at the demographics in the metro area to understand that traditional middle school and high school students will increasingly be students of color,” says UNO Senior Vice Chancellor for Academic and Student Affairs B.J. Reed.
Some outstate school districts are now majority Latino-Hispanic.
The impact of diversity in this small population state that suffers from brain drain cannot be overstated.
“There’s a large part of Neb. that would be having population decline if it were not for minority growth,” says Drozd. “There’s all sorts of implications with respect to aging, the workforce, health care, education. From a gerontology standpoint you have the possibility of seeing a younger, more diverse working-age population caring for a predominantly white non-Hispanic aging population and will there be any issues associated there. With programs like Social Security you’re going to be relying more and more on an immigrant population to support payments for predominantly white people collecting from the program. So there are potentials for tension there and of course political ramifications and all sorts of factors.”
Gouveia, a sociology professor, reminds that “Latinos are going to imitate some trends of the larger population the more urban and educated they become,” adding. “The more women are able to work outside the home fertility rates will drop and the population will begin to age. It’s the life cycle.”
As minorities grow they become a larger sector of the tax and voting base that elected officials and prospective candidates must recognize.
Drozd says communities must adapt, whether offering English-as-a-Second Language programs or multicultural competency classes, in order to best serve minorities and their particular needs.
As more minorities graduate high school educators and employers hope that many of these college-bound grads and working-age young adults will attend school and find jobs in-state.
“As people have become upwardly mobile in Neb.’s past that has led to outmigration out of the state,” says Drozd. “It’s going to be a very policy relevant factor because people born in the early ’90s are now hitting age 18. Even if they choose a Neb. college where are they going to go to work? Will there be jobs and associated positions for them here in the state or will they go out of state?”
Just as preparing students to succeed in school is critical, so is preparing a workforce for today’s service and skilled jobs.
“Let’s make no mistake about this, without immigration Nebraskans may have to rethink how they are going to have a viable economy that produces not only jobs but payrolls that produce taxes from which an aging population will benefit greatly,” says Gouveia. “Without this population there won’t be services this Boomer population and this aspiring mini-global city of Omaha depends on. These are increasingly service economies and that means it’s very important for the economy to increasingly be based on higher pay jobs likely to grow, such as information technology or biotechnology.
“That also means educational institutions need to be able to truly know how to train this generation of children of immigrants. The children may not be immigrants themselves but a large number have immigrant parents who endured very poor, disadvantageous conditions that tend to disadvantage the educational achievement of their children. We have to have multidimensional. multidisciplinary perspectives to understand who this population is. And that goes to our research also.”
She believes minorities will succeed to the extent opportunities allow.
“We haven’t addressed the serious barriers to education that would guarantee that new face of America and of Neb. becomes a face with equal opportunities to participate in the prosperity all of us will want to share.” She says if barriers to upward mobility aren’t removed “it may prevent Neb. from truly harnessing what we call this demographic bonus that’s been gifted to this state. A state that was losing population were it not for minority growth and international migration would be in serious trouble today to have a viable economy and future.”
Daniel J. Shipp, UNO associate vice chancellor for student affairs, says schools must find ways to support minority students.
“When combined with the typical struggles of new college students the demographics of race-ethnicity will create even more difficult challenges in both access to and success in college. Not only must we continue to open our doors wider to traditionally under-served student populations but once on campus it is critical for all of us to see their success as a top institutional and community priority.”
UNO Associate Vice Chancellor for Academic and Student Affairs Pelema Morrice urges educators and employers to appreciate diversity’s many forms.
“We always focus on racial-ethnic diversity but I think intellectual diversity, geographic diversity, cultural diversity, all those different forms of diversity, really add a lot of value to everyone’s experience. There’s plenty of evidence that the more diverse environment we’re in the more we all have opportunities to learn from each other.
“So I think it’s incredibly important for an institution to be a welcoming and diverse environment where folks can learn from each other at a higher level. I think that adds to the educational experience and it provides students with really good training to go out and be productive citizens and to be successful in the workplace.”
Diversity is also the way of this flatter, interconnected world.
Reed from UNO’s Academic and Student Affairs office, says “Our students will grow up in a much more global environment requiring exposure to difference cultures and different experiences.”
Where diversity often must be programmed, Gouveia is heartened by students’ inherent embrace of it. “About this new Neb. mosaic, one thing I’m particularly hopeful about is the younger generation. I love our new students. From any background they are so much more prepared and so much more ahead of where we are as professors or department chairs or deans in terms of knowing how to do diversity. We are the ones who are often behind them.”
As Neb. becomes more multi-hued, UNO’s Morrice says representative stakeholders should discuss what diversity holds for the state.
“With these new demographics coming forward it means our student base will obviously be more diverse than it is now and that means the outcomes will be more diverse and so we’ll see more diverse workplaces and communities within the state. We’re just a piece of that puzzle but I think it’s a good collective conversation for everyone to have as the state continues to grow and it becomes clear that there will be different faces at the table.”
UNO’s Changing Face
©by Leo Adam Biga
The same demographic trends on pace to make the United States a minority majority population by 2050 and making Neb. a more racially-ethnically diverse place in the second decade of the new millennium, are increasingly being expressed at the University of Nebraska at Omaha.
Roughly a quarter of UNO’s 2013-2014 freshman class is minority and just under 20 percent of the school’s entire undergraduate enrollment is minority. Both are record marks for the school. In 2000, for example, UNO’s minority enrollment stood at 9 percent. The minority numbers are even greater among graduate students.
The 11 percent rise in UNO minority enrollment from 2000 until now reflects in large measure the Latino-Hispanic boom that happened in-state from 1980 to 2010, when that segment increased from about 37,000 to 167,000. The Latino-Hispanic population is expected to add another 370,000 residents by 2050, according to UNO’s Center for Public Affairs Research.
As a public institution with a state-wide reach, UNO’s a model for the changing face of Neb. Drawing principally from the Omaha metropolitan area, which as the state’s largest urban center has always been Neb.’s most racially-ethnically diverse spot, UNO is, as expected, one of the most diverse campuses in the University of Nebraska system.
At the University of Nebraska-Kearney minority undergraduate enrollment has nearly doubled since 1995. Today, nearly a quarter of its students are non-white or non-resident alien. Meanwhile, the University of Nebraska-Lincoln reports the most diverse student body in its history. UNL’s 2,328 minority undergrads are about 12 percent of the undergraduate total, a 9 percent increase just from last year. Just as at UNO, the largest minority gains at each school are in the Latino-Hispanic and international students categories,
As minorities comprise a growing segment of the state’s mainstream and of its public schools’ enrollment, institutions are tasked with incorporating these populations and responding to their needs.
“The good news for Omaha is that UNO has a proud tradition of supporting minority students through various educational equity and learning community investments such as Goodrich, Project Achieve and the newer Thompson Learning Community,” says UNO Associate Vice Chancellor for Student Affairs Daniel J. Shipp. “These programs provide student participants with a network of caring and concerned faculty, staff and peer mentors that help students to succeed and thrive in college. Moving forward, I expect we will continue to build on our national reputation for attracting and supporting the growing numbers of minority students and their families in the Omaha area and beyond.”
“Minority students are an important population but they are only one of an increasing mosaic of diversity at UNO, whether they are military, first generation, students of color or adult learners or transfer students,” says UNO Senior Vice Chancellor for Academic and Student Affairs B.J. Reed. “We are working every day to ensure that these students feel welcome at UNO and have the type of support services and environment that will make them want to be want to be here and to be successful. We do this for all our special populations of students. We have programs and learning communities as well as staff specifically directed at helping ease their transition to UNO and success in their academic goals.”
Reed says hiring faculty and staff who reflect the changing face of UNO “is a top priority,” adding, “We have made important strides in diversifying our staff but we lag behind where we want to be here and also with recruiting and retaining a more diverse faculty. We are working on reviewing existing policies and procedures and looking at incentives and support efforts to increase the diversity of faculty and staff to reflect the changing demographics of our student body.”
There’s wide agreement that diversity is a net sum experience for all involved.
“The benefits are substantial,” Reed says. “The workplace is becoming increasingly diverse and employers need and want an increasingly diverse group of employees. We cannot underestimate the shift occurring here. We need to provide a strong educational workforce for employers and UNO must be positioned to do that effectively.”
Office of Latino and Latin American Studies Director and Sociology Professor Lourdes Gouveia agrees that educators at UNO and elsewhere must increasingly consider diversity and its impact.
“We have to educate our professionals and student populations in ways that allow them to be skilled about global issues and diversity and to have multicultural competencies as the world is very connected,” she says. “But also we need to address structural barriers that may prevent Neb. from truly harnessing what we call this demographic bonus that has been gifted to this state. A state that was losing population if not for minority growth and international migration would be in serious trouble today to have a viable economy and a future.”
Ex-gonzo journalist-turned-filmmaker James Marshall Crotty resolved to celebrate debate in new films ‘Crotty’s Kids’ and ‘Master Debaters’
The longer I do this the more I happen upon folks from Neb. doing really interesting things. The subject of the following story, James Marshall Crotty, is a good example. He created a career and brand for himself out of whole cloth when he co-conceived and executed a magazine and lifestyle, Monk, and authored city guides predicated on the freedom of the open road and the exploration of all things alternative, fringe, off-the-beaten path, iconoclastic, and, idiosyncratic. After this gonzo period in his life he’s “gone straight” to report on education for Forbes and to weigh in on the cultural stream for the Huffington Post. More recently he’s turned filmmaker by producing-directing two documentaries, Master Debaters and Crotty’s Kids, that marry his subculture leanings with his love for speech and debate, which he excelled in at Omaha Creighton Prep and coached at New York City high schools. His experiences observing and coaching debate in inner city environments are captured in his films, both of which are playing the Omaha Film Festival. See my companion story about the festival on this blog.
Ex-gonzo journalist-turned-filmmaker James Marshall Crotty resolved to celebrate debate in new films ‘Crotty’s Kids’ and ‘Master Debaters’
©by Leo Adam Biga
Now appearing in The Reader (www.thereader.com)
Omaha ex-pat James Marshall Crotty, co-creator of the underground Monk magazine and author of alternative city guides, gained a cult following for his irreverent dashboard reporting about America’s fringes. His arch leanings are on display in two documentaries he’s produced-directed showing at the March 5-9 Omaha Film Festival.
Both films focus on a subculture subject close to his heart, competitive debate. This once itinerant gonzo journalist now based in Los Angeles was a champion debater at Omaha Creighton Prep in the mid 1970s. This self-described “evangelist for debate” passionately portrays the hyper intense activity’s transformational power in his own life and in the lives of South Bronx kids of color.
Master Debaters shows March 6 in the 8:30-10:15 p.m. block of Neb. short docs. Crotty’s Kids shows March 8 at 12:30 p.m. in the feature-length doc block. He’ll do a Q&A after each.
He’s hoping his films inspire funding for an urban debate league he wants to start here as a way to motivate kids to excel in school.
Those familiar with Crotty may find his new gigs as Forbes.com education reporter and crusading debate advocate a departure. It’s actually a catharsis after tiring of the vagabond Kerouac thing, dealing with a protracted lawsuit and losing his intellectual guru and most influential debate mentor – his mother.
He says, Monk, “the National Geographic for freaks,” was as much a rebellion against his Catholic Republican upbringing as anything.
“I was Mr. Alternative hipster subculture guy with Monk and I had this nagging sense the whole time I was interviewing people like the founder of the school for boys who want to be girls to Kurt Cobain to just any kind of an eccentric person or place across the fruited plain that I did not grasp the dominant culture conversation.
“I just felt deep inside I was an uneducated man even though I’d gone to Northwestern. I felt like i was a fraud even though I was really good at spinning this alternative universe.”
He could no longer square his “out there” image with the Jesuit call to be a man for others instilled in him at Prep. He resolved to improve himself and to use debate – “the most profound education experience of my life” – as a means to serve kids from disadvantaged straits.
He felt the discipline of debate helped him and his Prep teammates, among them Alexander Payne (who appears in Crotty’s Kids), find success and he saw no reason it couldn’t do the same for others.
“We were this tribe of academic athletes that learned through debate the ability to speak on our feet, to persuade others about the rightness of our cause. It gives you incredible confidence to tackle any subject. When you’re at the top of your game you’re spending four to five hours a day on it in addition to your schoolwork. And you’re not just reading secondary sources you’re looking up primary sources, you’re going to law libraries, you’re reading studies, you’re really digging deep and you’re able to sort fact from fiction.
“When you have a finely-tuned debate brain the most innocuous statement can be broken apart and you’re able to see through poppycock almost instantly and it’s something really missing in the culture. People are easily bamboozled by false prophets who just because they have such a strong opinion people think they’re telling the truth. That is dangerous for Democracy.”
He says the research skills he learned have served him well.
“I’m able to look beneath the surface to find the truth. Doing Monk I was able to find these people and places that even locals didn’t know existed. That’s because debate trains you to be a geek researcher.”
The sudden death of his mother in 2002 set him on a “sea change” that led him to become a high school debate coach.
“I really felt the calling to help inner city kids.”
But first he needed to immerse himself in education.
“For years I really wanted to study the classics, the great books of civilization. I finally got the chance after we sued Tony Shalhoub and the producers of the Monk TV show in the late ’90s for stealing our brand. It took two years. In 2000 I decided to give up the Monk (mag) hat and go back to school and study the great books at a great little school called St. Johns College Santa Fe (N.M.).
“You sit around a table seminar-style and the tutors ask really good questions to help you dig deeper into the text. I really became a disciple of their method.”
He emerged from his mid-life crisis with a teaching certificate that allowed him to teach the classics and to coach debate. He began at two elite New York City schools to freshen his chops.
“I had been so long out of the game and I knew it had changed a lot. It’s like coming back to play any sport 25-30 years later. It had gotten so much faster.”
He says coaching proved emotional for him because “it gave me a way to give back during a difficult time in my life – I was mourning my mother through coaching these kids.”
After joining the newly formed Eagle Academy in the mid-2000s he made his experience there the basis for Crotty’s Kids.
He says the difference between a product of white privilege like himself and “a kid who grows up in the South Bronx is not as great as people might think,” adding, “The one thing that was really obvious to me is that a young man in the South Bronx does not just walk into a whole bunch of cultural capital just by osmosis.”
He says his growing up in a home filled with books and dinner-time conversations about current events is a far cry from what the kids he worked with experienced.
“These kids don’t have that by and large. As a result their vocabulary and basic reasoning powers are not being developed. So my job as a coach was to fill in that gap – the cultural capital piece – and the way I did that was to have adult, intellectual, fact-based conversations with them about whatever interested them. I also had my kids read the classics.”
He says the process of competitive speech and debate develops critical thinking skills in youths that have “an incredible trickle down effect that enables them to excel in school at a much higher level than their peers.” He adds, “It sort of feeds on itself. Young men and women at-risk are looking to compete and win. You get them to see it as a sport and they do whatever it takes. It becomes infectious.”
Sure enough, his kids became champions. One earned a full-ride.
Yet the central focus of Crotty’s Kids is Crotty, not the kids. He comes off as charismatic, quirky, caring, driven. He didn’t intend being the “star” but the footage or lack thereof dictated it.
“It’s not the Hoop Dreams of debate I wanted to make, it’s some other film,” he says.
He’s still in touch with some of his old students, several of whom are doing well in college.
“I’m a kind of surrogate father figure but I don’t push it. I had my chance to really impart as much as I could while I was with them but they need to figure things out on their own. They always know I’m there for them if they ever get in a jam.”
Food, wonderful food. A food movement and subculture is well under way in America that finds urban dwellers growing their own organic produce, even tending chickens for fresh eggs and raising rabbits for fresh meat, in order to create healthy, sustainable, self-reliant food production and distribution models that bypass dependence on corporate, profit-driven systems with their higly processed, pre-packaged products and that provide relief for the food deserts found in many inner cities. This trend towards fresh, locally produced ingredients is well-entrenched among the culinary set, where enligntened chefs and restaurants often grow much of their own produce or else get it from local farmers. At Metroplitan Community College the Institute for Culinary Arts operates the Sage Student Bistro, a public eating venue whose gourmet meals are prepared by students under chef instructor supervision. The Bistro works closely with the Horticulture program across the street to serve up menus thick with fresh ingredients grown in the campus gardens and greenhouses and aquaponic tanks. My new cover story for Edible Omaha features this culinary-horticulure marriage. You can find my related stories on this blog about the Omaha ventures No More Empty Pots and Minne Lusa House.
©by Leo Adam Biga
Now appearing in the Harvest issue of Edible Omaha
Culinary arts and horticulture studies are close, interdisciplinary tracks and next door neighbors at Metropolitan Community College’s Fort Omaha campus.
With the whole farm to table and sustainable movements in full bloom, it’s no surprise collaboration happens there to give students and diners at MCC’s Sage Student Bistro fresh, organic food grown by the horticulture team.
It’s all about working with and enjoying quality ingredients as close to the source and ground as possible.
Metro’s quarter-acre production garden is just a few hundred feet from the Bistro, which also has a cutting herb garden on its patio dining area. Locally sourced food “doesn’t get any closer than this,” says chef instructor Oystein Solberg.
“It’s hyper local,” says horticulture instructor and garden manager Patrick Duffy.
“It’s an incredible difference being able to talk to guests about it and point to where a lot of the vegetables grow,” says Solberg. “During the summer when we’ve got the herb garden going our guests can sit out there and smell the basil and mint and oregano we’re using to cook with.
“There’s few restaurants that do what we do, that are a learning environment teaching both our guests and our students.”
Solberg says this is only the third or fourth harvest season for the garden and the Bistro is making more and more use of it.
“It’s marvelous. By growing we’ve been able to use more local than we’ve ever done. Keeping it growing and evolving is excellent.”
He says having the school’s horticulture program be a key producer for its culinary program is “a little bit outside the box,” adding, “There’s not that many schools that have it, but there’s a lot of restaurants starting to have it. Like they maybe have a little garden up on the roof. When you go to Calif., really all along the west coast, there’s a lot of restaurants that have attached gardens, so it’s getting more common
“Our goal is not really to try and be as everybody else, we want to try and push the boundaries and see how far we can go with it.”
Institute for Culinary Arts dean Jim Trebbien says, “We have had people come to study our model from across the country. It is quite unusual because most culinary programs do not operate a restaurant such as ours and have the expertise we do and most horticulture programs have not adopted new sustainability methods into their curriculum as quickly as we have.” He says this integrated, collaborative resulted from discussions with local leaders in food sustainability, including MCC’s own Brian O’Malley, Jen Valandra and Todd Morrissey and No More Empty Pots’ Nancy Williams and Susan Whitfield.
Solberg oversees the Bistro. Under his and fellow instructors’ supervision culinary students prepare gourmet meals for paying customers and are graded on their performance. Solberg works closely with Duffy to determine what can be effectively grown and delivered to meet the Bistro’s schedule and end up on its menus. The garden is also a teaching tool for both horticulture and culinary students. The Food Cultivation course uses the garden as an outdoor laboratory.
“Patrick tells me what they want to do with their classes and then I write a menu of what I want to do with my classes. We met back in Jan.-Feb. and tried to figure out what they were going to plant, what was going to be done when, then we tried to make the menus out of that. With the greenhouses they have over there we can start growing fairly early because they keep the temperature and the soil fairly high.
“Then if I’ve got some changes, if i have other stuff I want to play with, to kind of fit in spots here and there, or I randomly think of something I haven’t worked with in a while, I’ll pitch it by him to see if it’s something he can grow. We’ve got to work within the timeline. Starting in Jan. we’ve got to have ready greens by June. We have to see what we’re able to get with the weather and climate. It’s a lot of stuff that has to match up. It’s kind of a never-ending process.”
Sage Student Bistro
Duffy says, “I’m getting better at timing things out. We need to make sure our peaks coincide with the school quarter, so we don’t have too much excess. It’s challenging. Down the road we’d love to do a farmer’s market where that excess would feed into, but that’s a couple years away. But it’s certainly like the next level where we would bleed off that excess. Right now it gets composted.”
For this summer’s menu Solberg’s arranged for Duffy to grow a long list of ingredients to be used in various ways and dishes:
“It’s an early summer menu, so there’s no tomatoes, and there’s more likely zucchini blossoms than zucchinis,” says Duffy. “Then when the Bistro opens again in Sept. there’ll be big sexy stuff like tomatoes. We’ll grow a lot of tomatoes. We do a pretty intense production. We do vertical trellising. We’ll focus more on red tomatoes this year and less colored tomatoes. We’ll play around a lot. We’ve done some grafting on tomatoes. To up the vigor of our hybrids we take an heirloom and graft it onto a hybrid root.
“We’ve backed off on things like pumpkins because they take up so much space and we don’t have that much use for them. When you go from being a backyard gardener to a production grower you need to start doing more lettuces and cabbages and lots of them and all these background things that go into salads.”
Duffy says young culinary students can particularly benefit from learning about the production side.
“The truth is they don’t know what’s available, they don’t know there are white tomatoes, white watermelons. One thing I do is walk them through everything and say, ‘These are your options.’ I tell them you’re only as good as what’s coming off the truck if that’s what you’re going off. Wholesale distributors are only delivering certain things. Once you know your options then you and your imagination as a chef is the limiting factor.
“So I try to push them.”
The more students understand the food chain, Solberg says, the better. “It just makes them respect the food in a whole different way. It makes them see what labor and blood, sweat and tears go into growing those things. It makes them think twice before throwing it away or using it carelessly.” Solberg also impresses upon students the varieties available to them. He uses tomatoes as an example.
“Some are better for roasting, some are better for stewing. You can use different tomatoes for different end products. Like the Striped Cavern has thick hearty walls great for scooping out and filling and roasting. There are differences in flavor and texture. The Nebraska Wedding and Amish Paste are sweet and delicious.”
He always advises to go with what’s fresh and best.
“Like getting tomatoes in Dec..Yes, you can do it but you really shouldn’t. You shouldn’t be doing BLTs and caprese salads in Dec. It just ties into menu-writing and the way you think. It ties into everything we should be about. If you’re writing a Christmas menu you use more winter hearty greens because the product will be at its best instead of getting cardboard tomatoes from wherever. It’s just wrong.”
Solberg says he’s learning all the time himself about varieties. “It’s awesome.”
Duffy’s also open to Oystein’s opinions. He recalls first meeting the chef, a native of Norway, at the Metro garden and Oystein asking, “Where are the currant bushes going to go?” Duffy says, “I had not even thought about putting currant bushes in but being from Norway he immediately went to berries and I went and bought 10 currant bushes and we’ve grown that. They’re a permanent part of the garden. It’s a commitment you make.” Duffy also added raspberries.
Additionally, Duffy grows apples and pears on the trellises “Those are just now starting to come into their own,” he says.
Horticulture supplies more than just things that grow in the ground. Its aquaponics tank raises tilapia and its barnyard provides fresh eggs, rabbit, squab and honey.
As a result Metro is offering a small animal husbandry class and a small farming degree. “We’ve had a lot of interest already,” says Duffy. “It’s going to start this fall.”
The more the relationship between horticulture and culinary grows, says Duffy, “I’m learning what to bring – greens, root vegetables. We grew potatoes one year but those take up a lot of space. I bring catalogs and we go through them together. I usually start with what I call the Christmas List and have them say everything they want. I don’t want them to edit themselves on their side and then I see what I can do on my side and then we try to meet in the middle. It’s a back and forth.”
Duffy adds, “When I deliver things I try not to edit myself. I was at first. Like I was cutting off the radish tops before I brought the radishes but he (Solberg) wanted the radish tops too, so I have to make sure I don’t edit myself and just give them as raw and complete a product as I can because then they have more uses.” And when he sees something like bok choy on a menu plan he inquires what variety’s desired.
He says he occasionally pitches things to the chefs. One year he tried selling them on dandelions. “It didn’t really fly. Too bitter. I might try it again sometime.”
His goal is for the garden to receive USDA organic certification. He envisions more gardens around campus one day. The barnyard could one day also raise pigs and goats.
Both men agree the collaborative is a success.
Duffy says the burgeoning relationship “better then we ever could have imagined.”
“It’s been a joint effort really,” says Solberg. “Like I’ve always enjoyed cooking out of the garden and they’ve always enjoyed growing stuff for us to use. It just happened pretty organically. It didn’t ever have to be forced.”
And if some things don’t turn out, Solberg adds, “I’m flexible, I just work with whatever Patrick gives me.”
The Bistro is open for lunch and dinner this fall. For menus, hours and reservations, call 402-457-2328.
- New film ‘Growing Cities’ takes road trip look at urban farmers cultivating a healthy, sustainable food culture (leoadambiga.wordpress.com)
- The Top 10 Best Jobs For Foodies (collegefeed.com)
- Culinary Arts Club Expose (denobis.wordpress.com)
- How to Grow Your Own Herb Garden (epicahome.com)
- Crops and the Classroom: Milton Hershey School Culinary Students Get Creative With Produce During Pa.’s Peak Growing Season (prweb.com)
Charles Ahovissi and His African Culture Connection Enrich Nebraska Youth Through Performance and Teaching Programs
Thousands of miles from his homeland, Charles Ahovissi is living a dream to share his culture with the world. The native of Benin, West African resides in Omaha, Neb., where he fell in love while on tour and married and started a family here, and this acomplished dancer, choreographer, and drummer now exposes aspects of African cultures to student and adult audiences throughout this Midwest state under the auspices of his African Culture Connection. His small but mighty nonprofit is still basking in the glow of a major national award it was recognized with last year. It’s not the first significant recognition he and his performing and teaching troupe has received and it’s not likely to be the last either. My story about Charles and the ACC is still looking for a publication home but for now you can read it right here on my blog.
African Culture Connection Founder, Charles Ahovissi joins Victoria Beaugard, participant in African Culture Connection’s program at Girls Inc, in receiving the 2012 National Arts and Humanities Youth Program Award from First Lady Michelle Obama at the White House on November 19th, 2012
Charles Ahovissi and His African Culture Connection Enrich Nebraska Youth Through Performance and Teaching Programs
©by Leo Adam Biga
Between the beating drums and the whirling dancers the energy rises to a fever pitch during African Culture Connection performances like the one Sept, 5 at the Westside Community Conference Center.
Led by Benin, West Africa native Charles Ahovissi, a professional dancer and choreographer, the Omaha-based ACC is dedicated to presenting the vibrant rhythms, movements, colors and costumes of African tribal tradition and culture.
ACC performances are always dynamic but last month’s by-invitation-only event carried even more vitality because it celebrated a milestone in the young organization’s life. In late 2012 ACC became one of only a dozen organizations in the U.S. and the first ever in Nebraska to receive the National Arts & Humanities Youth Arts Award. It’s a major honor for any group but particularly one as new as ACC, which formed only in 2006.
Ahovissi, ACC’s high-energy founder, president and artistic director, accepted the award from First Lady Michelle Obama at the White House on Nov. 19. Accompanying him at the ceremony was Victoria Baeugard of Omaha Girls Inc., an organization that ACC ofter serves. Baeugard is part of a troupe of Girls Inc. members who’ve learned to perform African dances under Ahovissi’s tutelage. In addition to the award, ACC received a $10.000 grant to support and expand its programming. This came on top of ACC winning the Nebraska Governor’s Arts Heritage Award.
All of it is more than enough reason to celebrate and so many of ACC’s board members, donors and supporters gathered for food, drink, conversation and congratulations last month. Even the beaming, ever-optimistic Ahovissi finds it hard to believe his little organization did what none of the state’s larger, more established arts programs managed doing.
“I just don’t know how we got here,” he says. “It was surprising.”
Nebraska Arts Council director of programs Marty Skomal says “the award is given to an arts or humanities program for youth that takes place outside of the school day which also promotes youth development. No other arts group in Neb. has succeeded in demonstrating ACC’s masterful combination of high artistic quality with genuine and significant community engagement. Each time I see his troupe perform, I am impressed by the level of dedication, attention to detail and commitment. It becomes contagious. Kids can sense this authenticity, and they respond to it instantly. It is ACC’s unique way of inspiring youth by example that motivates kids to take pride in their own cultural heritage, whatever its origin. In brief, ACC is able to do what its name implies – make a connection.”
Ahvossi knows ACC is well thought of by the positive feedback he gets from teachers, administrators and program directors about the African immersion experience he provides. Ahovissi says the glowing evaluations and notes “confirm that after we work with kids they learn how to respect, they learn how to behave and some kids who were shy become engaged in the classroom,” adding, “All the teachers tell us thank you for making a big impact on kids’ lives.”
Then there’s the fact ACC offers programming that no one else does in this area.
“It is a very unique program,” he says. “You don’t see it in this state. You cannot get what we teach kids in a library. In schools kids barely get the cultural activities we provide them. That’s why it’s very unique, very special and engaging.”
Omaha Girls Inc. executive director Robera Wilhelm says Ahovissi “has helped girls learn about Africa in ways they simply never would in a classroom or from a textbook,” adding, “The girls connect to the lessons in a very visceral way. He and his team help the girls ‘feel’ Africa when they drum and dance. They prepare and taste African food, they create printed fabric to wear while they dance and they hear African stories. They also learn lessons about creativity, collaborative work, self-expression, delayed gratification, responsibility and pride of accomplishment.”
Ahovissi conducts residencies around the state through NAC. He brings not just the music and dance of Africa, but the stories behind them.
“I know all the cities and towns in Neb. I just pack my car with my costume and drum and travel one week, two weeks at a time. I cannot count how many places I’ve been to. I travel a lot through the Nebraska Arts Council. I’m grateful for that. I do love teaching, performing and sharing my culture.”
He’s also trains a group of teaching and performing artists to join him at some venues to immerse participants in various elements of African culture.
“Every life aspect in Africa has a specific dance, rhythm, music and all that, so at the same time I’m teaching kids a dance I’m also teaching them the culture, the tradition, the story behind that dance and music. For example, farming is a big deal in Africa. Before farming there is preparation, during and after farming there’s a celebration. That is like story. The way we farm in Africa is not the same as it’s done in America. How we pick the fruit, why we pick that fruit, that is dance movement that has a story.
“There’s a reason why we do any traditional dance and drumming.
“Another example is the initiation of youths. When you reach a certain age you need to go see the elders. They will teach you life skills, what is right to do, what is wrong to do. During an initiation in a village we play certain music and do special dances. So when I’m teaching kids the initiation dance I’m also teaching them this story, this culture, the way we do things.”
The dances performed at the Sept. 5 celebration included the Sinte dance. He exp;lains, “Sinte comes from the Boke and Boffa area in the northwest of Guinea. The Landonma, Nalo, and Baga ethnic groups, who have been living together in this region for many years, play it before the initiation of the youth.” Another number ACC performed at the event was the Djole dance. “Djole is a dance organized to showcase different masks,” says Ahovissi. “Djole comes from the region in the southwest of Guinea and the northwest of Sierra Leone. The Temine, Mandenyi and Soussou ethnic groups share this rhythm.” Finally, he says the Kete dance executed by the Girls Inc. members is from the Allada Region of southern Benin, adding, “The music and dance can be heard on many occasions and festivals, particularly at funeral ceremonies.”
Ahovissi says students who participate in his programs, including members of Girls Inc., learn rituals and lessons with deep, universal meaning.
“We say it takes a whole village to raise a child. That simple statement means a lot,. From generation to generation we pass on the culture. In Africa everything kind of ties together.”
He strongly feels that American children need to expand their knowledge of diverse cultures in this ever shrinking world.
“It is so important for them to learn about other cultures. They have to open their minds, they have to allow themselves to appreciate other cultures, they have to accept their friends who are not like them. Since Omaha is becoming more diverse we need to be more diverse, too. We all need to be together and move forward.”
He says as Omaha’s welcomed migrant populations from Sudan, Togo, Bhutan and several Central American countries “there is a need for global understanding in our community. It’s not just African culture. We need to be learning about all these different cultures.” He loves that America is still a melting pot. “You teach me about your culture, I teach you about mine, and we share it . That’s how we become open-minded and free and live in a peaceful way.”
Growing up in Benin he absorbed dance and drumming through repeated exposure to it.
“My mom took me from village to village to the ceremonies,. I just picked it up from that,” he says.
In his early teens he joined a local arts group. “They taught me how to be more professional,” he says. He then won a competition that enabled him to perform with the National Ballet of Benin beginning in 1984 at age 16.
“That allowed me the opportunity to travel and perform with that company. I was very honored to be selected.”
Later he joined the Super Anges dance troupe. He was touring the U.S. with that company when he met the woman who is now his wife. The former Karen McCormick, an Omaha native, did a Peace Corps stint in Africa, including service in Ahovissi’s native country, Benin. In Omaha she volunteered with the La Belle Afrique presenting group that brought Ahovissi’s dance company to Omaha in 1999. The two met, fell in love and married. They have two children together. Ahovissi moved to Omaha in 2000 and became a Nebraska Arts Council touring artist in 2001.
Ahovissi sends money back home every month to his large family – he has 21 brothers and sisters living in Benin. “I’m they’re hope,” he says.
- The African Cultural Renaissance Movement (theiamvibration.wordpress.com)
- Elements of African Traditions and Culture (africa.answers.com)
- African Dance and Drum Festival at Little Haiti Cultural Center Aug. 3-5 (bloggingblackmiami.com)
- Drum Dances (vcharlesworth.wordpress.com)
- Interesting Articles About True African Culture (africa.answers.com)