 So if we were to think about engineering, we think about concrete products that we can have when we are done with the project. But if you think about education, education can shape and mold people behaviors. And it is social engineering, social implies that you don't have something tangible, it's not immediate. So then it is a form of social engineering because it can change the society. Most of the time when we think about, oh, where do I learn about culture so that I become educated and like know what to do for all people of color, right? I would oftentimes think that why would you look at culture like you would walk into a zoo and using that anthropological gaze by saying, oh, look, Asians, they eat sushi. Look at their traditional clothing, that is so exotic. If you want that type of education, why do you pay so much money for this? Just pick up a national geographic and read it. What I really think as the engineering part of education is that if we keep feeding people all this information, that's what they learn. But if we want to change how people think about culture, then look at our mundane practices, look at the most meaningful part of culture, what we talk about, what do we not talk about, what kind of messages to ask silence. For example, a white girl coming home to their family, her mom asked her this question, you are dating a black boyfriend? Now what is said is just clearly transparent. Are you dating a black boyfriend? Yes, no. However, if you look at the underlying text, what it tells us is that there are some sort of worldviews and values that are being imparted. Good white girls don't date black people. Good white girls know their place in the society that they do not speak up when being asked about if you're dating a black boyfriend. That is the thing that you should know not to do. So I guess that what is being conveyed is what should. But when you look at all those underlying interpretations, you learn a whole lot more. And hence, I think that for us to effectively engage in social justice in the form of restructuring or re-engineering the society is we have to turn to our privileged group. Those are the privileged group who gets into higher education. Those are the powerful group. In summary, for educators to be able to teach and engage in social justice in different subjects and disciplines, I would think that each of us need to reflect on ourselves. What do you know, what do you not know? And you have to start doing the job in learning about the subject and in effect, according to research studies that many teachers, especially those in the communication discipline, are not equipped with the skills to talk about social justice issues. When racial issues are being brought up in the classroom, teachers don't know what to do. And this, in fact, come from one of my research data set that I was studying how minority students were being treated in communication classrooms. One of the participants actually said that when I raised the issues about how I feel as an international student from China, my professors say, hmm, that's interesting. Any other ideas? Just by the fact that the teacher's not knowing how to respond tells me that the person is not equipped with the knowledge. Part of the reflection is that educators can do instead of just teaching other people, but also looking at how they practice scholarship. I think it is easy to say things that please other people so that you get accepted as an educator, however, it is very different and it's challenging when you say things that make the dominant group feel uncomfortable. Why do we teach public speaking? There's this underlying text there that says, because anxiety is bad and started speech is really bad, you've got to be fluent to be able to speak up and maintain eye contact. Here, we preach that we teach people the competent way of speaking, we teach people the right way of speaking. But why don't we just say, we are teaching you the right way of speaking? So then using simple examples like this, I will lead my students to discover those implicit biases that they have. A very simple exercise that I did on the first day when I taught in the cultural class many years ago, is on the first day of class I asked students a very simple question. What is the shape of the tip of your nose? And everyone said round and I'm like, you sure it's round and they're like, yeah. And I asked again, people start to say something that's not going on correctly. So I say, okay, now I want you to do this. Put your hands together, you're going to twist it, okay, you're going to follow me, everyone do this. Now, twist your hands, get it back on your nose, and then slide down one of your finger and touch your elbow. Now feel the shape of your nose. Everyone follows the exercise. So then the lesson is that why would you follow my instructions to find out the shape of your nose if it's round, it's round, no matter how we do it. So then it teaches the lesson that we obey to authority when the professors tell you to do so, you do so. What is your implicit biases there? Another discourse that I have a class reading based on the class reading is about multiculturalism. Everyone is talking about diversity and we celebrate diversity. How do we should approach multiculturalism and multiculturalism is good. Now, if you do bear with me and think about the word multiculturalism, when we celebrate multiculturalism at school, what do we do? We parade different cultural groups. Hispanic group, they do this. Black group, they do this. Asian group, they do this. Here, what is not safe? White group, where is the culture of white group? Why are white people everywhere, but they are not being studied and they are not even being discussed in our textbooks. Something is going on and wrong there, right? So then it really ties to my belief is that for people who do this sort of work, stay creative and look for things that beyond the surface.