During my time at Hostos, I have seen this community strive to achieve many new goals, to constantly innovate and improve in order to make the college a better place for everyone. This spirit is, I believe, increasingly important as the students, staff, and faculty of Hostos engage with a world that is undergoing dramatic changes. In many ways, the work found in this issue of Touchstone represents a response to what is happening in the world around us. As described by the authorial collective known as The Invisible Committee, the world we live in requires a “constant, generous discussion, undertaken in good faith” (158). Touchstone represents how the faculty of Hostos create this good faith conversation and help to make “the means of communication” into the “forms of organization” (158). By acting as a space where ideas from across the college are shared, Touchstone helps us to communicate with each other and, by doing so, helps us build new organizations of interdisciplinary knowledge and communication.
It is my hope that this issue of Touchstone represents moments where faculty present the work that is being done across disciplines. Touchstone is a journal where authors can try and cross the vistas of knowledge, creativity, and practice. It is also space of communication where those at Hostos can express the range of work they do in the classroom. This issue, in particular, shows how the faculty of Hostos is using the space of the classroom to create new lines of communication and organization between students and faculty. Angelika Thielsch has noted pedagogy can help “students to better understand why they learn and act in distinct ways, as individuals and as students,” which helps them to challenge established structures of knowledge and power “by pushing them out of their comfort zones” (15). Touchstone, I hope, helps foster the new registers of teaching and scholarship here at Hostos. In this way, the journal can create new conversations and relationships that allow us, both collectively and individually, to reach new horizons as thinkers, teachers, and scholars.
Finally, I would like to thank all those who have participated with Touchstone this year. Touchstone, itself, is not only representative of the interdisciplinary work found at Hostos but also a product of that interdisciplinary spirit. I would like to thank Jacqueline M. DiSanto, Sherese Mitchell, Sandy Figueroa, Andy Connolly, Alexandra Milsom, Sean Gerrity, Victoria Muñoz, Elizabeth Porter, and Anne Lovering Rounds for their help editing this issue. Going forward, I eagerly anticipate all the future submissions and learning about the new work being done at Hostos.
The Invisible Committee. Now. London, semiotext(e), 2017. Thielsch, Angelika. “Listening out and dealing with otherness. A postcolonial approach to higher education teaching.” Arts and Humanities in Higher Education, vol. 0, iss. 0, 2019, pp. 1-17.