It was the end of the academic year — a time of closure and new beginnings for many of my students. At our send-off party for international graduates at China Agricultural University (CAU), the reggae band One Drop had just launched into Bob Marley's iconic One Love, an anthem of peace, unity, and universal love.
One of my students, Liu Siyan, later told me she had arrived at the event still preoccupied with unfinished schoolwork. But when the entire hall joined in singing, "Let's get together and feel all right", she felt something shift.
"That moment reminded me that multicultural education isn't only about learning facts or history, but about feeling connected through shared human experiences," Liu reflected.
As an assistant teaching professor for a dual degree program between the University of Colorado, Denver (UCD) and International College Beijing (ICB), based at CAU, I teach a communication and diversity course that explores the complexities of communication and the challenges of embracing difference.
Through this course, I aim to introduce my students to diverse cultural expressions that help foster a greater sense of unity. My own journey as a teacher and scholar has been deeply rooted in these themes.
Ten years ago, I came to China from Jamaica to pursue a doctorate in communication studies. Jamaica is a place defined by its fusion of cultures — indigenous, African, Indian, European, and Chinese. My great-grandfathers were part of the Chinese migration wave in the 19th century from Guangdong. This blend of cultural influences shapes the way I view communication and diversity.
Among the courses I teach is one on Caribbean music — including reggae and dancehall — that examines the cultural amalgamation that led to the global rise of the genre.
We focus on figures like Bob Marley, who helped make the region a cultural icon. Reggae was even inscribed on UNESCO's list of intangible cultural heritage of humanity in 2018, along with cultural treasures from China, such as seal engraving and silk craftsmanship.
In today's global order, it is increasingly imperative for university curricula to promote multiculturalism and prepare students for active engagement in both domestic and international affairs.
My summer music class on Caribbean music was designed to open a window into the region's culture, history, and identity.
Through this course, students were taken on a journey across lands deeply influenced by colonialism, with island nations once governed by Britain, Spain, Portugal, France, and the Netherlands.
Our discussions explored how modern history has shaped contemporary understanding of nation-states while fostering greater cross-cultural awareness surrounding issues like race, ethnicity, nationality, gender, age, and ability.
By examining these dimensions of difference, the diversity course seeks to identify common ground in our collective human experience and encourage students to reflect on how they, as individuals, can contribute to building a shared future for all mankind.
Reggae has been a powerful force for expressing resilience and hope, transforming calamity into poetry. I believe my students came to truly appreciate this aspect of the music and the culture.
In June, we were honored to invite Liu Rui, a Chinese musician and enthusiastic reggae performer, also known as Stinging Ray, as a guest lecturer for one of our classes.
Liu adds a unique cultural dimension to reggae, rapping in Chinese over the genre's signature staccato beats. His songs and albums have earned him recognition as a celebrated performer, songwriter, and music entrepreneur in China, Europe, and Japan.
Liu believes that the meaning of life lies in creation, and he wants to tell stories through song, sharing his own China story through a musical tradition that originated in Jamaica.
In the spirit of multiculturalism, China has become a leader in South-South cooperation, with a strong emphasis on educational and people-to-people exchanges.
I am grateful for the opportunities China has given me and I aim to create similar opportunities for my students.
