{"id":157285,"date":"2023-11-20T13:28:43","date_gmt":"2023-11-20T12:28:43","guid":{"rendered":"https:\/\/uniavisen.dk\/?p=157285"},"modified":"2023-11-20T13:31:38","modified_gmt":"2023-11-20T12:31:38","slug":"students-that-protested-over-the-n-word-here-are-our-six-suggestions-for-a-more-inclusive-university","status":"publish","type":"post","link":"https:\/\/uniavisen.dk\/en\/students-that-protested-over-the-n-word-here-are-our-six-suggestions-for-a-more-inclusive-university\/","title":{"rendered":"Students that protested over the N-word: Here are our six suggestions for a more inclusive university"},"content":{"rendered":"

This opinion piece was originally written as an open letter to the management at the University of Copenhagen, which students can sign<\/a>. At the time of publication, it has obtained 118 signatures.<\/em><\/p>\n

\n

OPINION ON THE UNIVERSITY POST<\/p>\n

This is a featured comment\/opinion piece. It expresses the author\u2019s own opinion.<\/p>\n

We encourage everyone to read the whole piece before commenting on social media, so that we only get constructive contributions.<\/p>\n

Disagreement is good, but remember to uphold a civil and respectful tone.<\/p>\n<\/div>\n

The University of Copenhagen is failing to support people of colour in its classrooms.<\/p>\n

Following students\u2019 complaints of racial insensitivity<\/a> during a lecture on the Global Development programme, the University\u2019s first response was to dig in their heels in support of the professor\u2019s right to free speech, rather than empathizing with the lived experience of the students of colour.<\/p>\n

READ ALSO:<\/strong> One group of students just got up and left. Then came the storm of emails<\/em><\/a><\/p>\n

As author Vershawn Anshanti Young explains in another context<\/a>: \u00bbThose that then insist that their academic freedom is at risk by not saying the full word [N-word], or that the veracity of their teachings will suffer are only concerned about their own experience and the experience of the students who are not Black.\u00ab<\/p>\n

However, it is worth reiterating that the spoken N-word was only one of the many racially insensitive teaching choices that day, and that the conversation should not be boiled down to it.<\/p>\n

Complete lack of discussion<\/h3>\n

There was no \u2018debate\u2019 within our programme about the professor\u2019s right to speak out a racial slur for educational purposes. As students, we universally agreed that the N-word being spoken by a White academic in a position of power was a breach of conduct, resulting in the lecture crossing a line.<\/p>\n

There was no \u2018debate\u2019 within our programme<\/p><\/blockquote>\n

After student concerns were voiced, the teacher did not immediately address it with the group, which left a tangible weight of an unresolved issue in the room, as the lecture went on as planned.<\/p>\n

However, loudly exclaiming the N-word, showing 45 minutes of dehumanising pictures, followed by the professor\u2019s own interpretations and descriptions of those photos all contributed to this traumatizing experience.<\/p>\n

The uncomfortable part of the lecture that day wasn\u2019t the discussion of colonial history and its lasting impact. It was the lack thereof.<\/p>\n

Diverse learning environments<\/h3>\n

As learners, we want diverse classroom spaces, because it is from people whose embodied knowledge is most different from ours that we can learn the most about ourselves from and about our position in this shared world. This is especially true for students in an international programme like Global Development.<\/p>\n

READ ALSO:<\/strong> International students need to know that Denmark is not the United States<\/em><\/a><\/p>\n

To make diverse learning environments a reality, it is imperative that teachers are aware of the impact race \u2013 alongside class, gender, and other factors \u2013 can have in the classroom setting, creating vastly unequal levels of discomfort in some topics.<\/p>\n

It is gravely worrisome for us that the University continues to emphasise the teacher\u2019s total freedom instead of highlighting inclusion and diversity. This simple act has the power to slowly push minorities out of discussions and out of academic spaces, or at least to make them feel unwelcome there, while also reinforcing academic structural racism.<\/p>\n

End the colourblind narrative<\/h3>\n

However, the solution is in no way censorship of the curriculum. Rather, teachers should learn to mediate moments like this. Such skills and awareness should be just as crucial in teaching as the content, and being conscious of the impact of race in the classroom is the first step towards having more effective discussions.<\/p>\n

The solution is in no way censorship of the curriculum<\/p><\/blockquote>\n

This is why we are calling on the University to begin mandatory racial sensitivity training for all educators in the system. We urge the university to end its colourblind narrative and start taking actionable steps towards focusing on minority students\u2019 experiences in the classroom.<\/p>\n

Racial sensitivity training would be the first step of many in working towards a wraparound decolonization of the University. There are many existing decolonization plans written by students and professors alike.<\/p>\n

Here are our suggestions<\/h3>\n

We believe that it is not too late for the University to choose to emphasize diversity and inclusion by taking some of these decolonizing steps publicly. This would help to welcome students of colour into the University in the future, and support those that are already fighting for their right to be heard.<\/p>\n

In light of recent events, we propose the following:<\/p>\n

Make teacher training mandatory<\/strong>
\nImplement mandatory racial sensitivity training. This would be from an anti-racist perspective that would increase awareness of unspoken racial inequalities in academic spaces and implicit biases. Training should also include how to create a space that encourages open dialogue among marginalized students about their experience of racism in the academy.<\/p>\n

Redesign the curriculum<\/strong>
\nEngage in a comprehensive review and revision of the curriculum and pedagogy to ensure that it reflects a variety of voices, perspectives, and experiences, especially those historically excluded from academic discourse. We also propose shaping the curricula in collaboration with students by imagining how it would have been done by underrepresented voices.<\/p>\n

Incorporate emotions
\n<\/strong>Welcome all emotional reactions in classroom spaces, as they are more than justifiable with the brutality of the past and present in mind. We also call on educators to make more of an effort to reject the narratives that paint people as merely objects of study.<\/p>\n

READ ALSO:<\/strong> Associate professor: This is how you should show unpleasant images in class<\/em><\/a><\/p>\n

Encourage self-reflection<\/strong>
\nEncourage professors to openly recognise positionality and be more critical of eurocentric knowledge. We hope that teachers would reconsider taking authoritative positions, welcome knowledge sharing with the student body, and be more open to changing their perspectives.<\/p>\n

Allocate funds for a conscious effort<\/strong>
\nAllocate more resources to prioritise academic programmes that have been historically marginalised and underrepresented. Inspired by the action of student bodies at universities around the world, we want to allocate funding to provide scholarships for students in need and those from underrepresented backgrounds. This pillar also includes making a conscious effort to incorporate publications of BIPOC [Black, Indigenous, and people of color, ed.]<\/em> individuals in existing curricula.<\/p>\n

Improve faculty diversity
\n<\/strong>Recruit and retain faculty members from diverse backgrounds who can mediate discussions, facilitate critical dialogues, and encourage student participation. Even if these faculty are only guest speakers, having diversity in professors vastly increases the breadth of knowledge.<\/p>\n

Some final food for thought<\/h3>\n

If students taking a political stance at the inappropriate and distasteful use of racial slurs and lecture styles is cause for concern, perhaps the university should consider what it is they are upset \u2013 \u2018triggered\u2019 \u2013 about. The concerns we raise \u2013 and the energy we put into doing so \u2013 is evidence of engaged scholarship, which is something the university should actively foster.<\/p>\n

Perhaps the university should consider what it is they are upset \u2013 \u2018triggered\u2019 \u2013 about<\/p><\/blockquote>\n

Furthermore, we stress that anti-racist work in academia requires deliberate and proactive efforts to challenge systemic racism. It is our collective responsibility, as both students and professors, to ensure that the academy is a space where all students, regardless of their racial or ethnic backgrounds, can engage in meaningful and productive discussions.<\/p>\n

Political activist and academic Angela Davis<\/secret> reminds us that meaningful conversations about racism are essential for taking meaningful actions: \u00bbIf we do not know how to meaningfully talk about racism, our actions will move in misleading directions\u00ab.<\/p>\n

READ ALSO:<\/strong> Racist mural covered at University of Copenhagen Friday bar venue after complaints<\/em><\/a><\/p>\n

Our demands, rooted in the principles of decolonization and anti-racism, are crucial steps toward creating an inclusive and equitable educational environment.<\/p>\n

We urge the University to heed our call and commit to the vital work of decolonizing education for the betterment of all students and the advancement of inclusive, anti-racist academic spaces.
\n<\/p>\n","protected":false},"excerpt":{"rendered":"

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Colleen","filename":"dianaogcolleen.jpg","filesize":279166,"url":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen.jpg","link":"https:\/\/uniavisen.dk\/en\/students-that-protested-over-the-n-word-here-are-our-six-suggestions-for-a-more-inclusive-university\/diana-og-colleen-2\/","alt":"","author":"100","description":"","caption":"Obligatoriske kurser til undervisere og en gent\u00e6nkning af pensum er blandt de studerende seks forslag.","name":"diana-og-colleen-2","status":"inherit","uploaded_to":157285,"date":"2023-11-20 10:21:06","modified":"2023-11-20 11:51:48","menu_order":0,"mime_type":"image\/jpeg","type":"image","subtype":"jpeg","icon":"https:\/\/uniavisen.dk\/wp-includes\/images\/media\/default.png","width":2048,"height":1446,"sizes":{"thumbnail":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-150x150.jpg","thumbnail-width":150,"thumbnail-height":150,"medium":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-480x339.jpg","medium-width":480,"medium-height":339,"medium_large":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-768x542.jpg","medium_large-width":768,"medium_large-height":542,"large":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-1280x904.jpg","large-width":1280,"large-height":904,"1536x1536":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-1536x1085.jpg","1536x1536-width":1536,"1536x1536-height":1085,"2048x2048":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen.jpg","2048x2048-width":2048,"2048x2048-height":1446,"featured-soft":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-290x205.jpg","featured-soft-width":290,"featured-soft-height":205,"featured-hard":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-290x180.jpg","featured-hard-width":290,"featured-hard-height":180,"narrow":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-700x494.jpg","narrow-width":700,"narrow-height":494,"extended":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-990x699.jpg","extended-width":990,"extended-height":699}},"style":"extended","text_placement":"metadata-below","image_link_url":"","image_link_title":"","caption_prefix":"","enable_alternative_caption":true,"alternative_caption":"Mandatory teacher training, increased diversity at the faculty, and a redesign of the curriculum are among the students' proposals. "},{"acf_fc_layout":"Standfirst","subject":"Open letter","text":"The University Post published a feature article describing a group of students who left the classroom after the N-word had been spoken. Since then, a wider discussion has begun about safe spaces and academic freedom. Now Global Development students speak out with the hope of reframing the conversation.","use_post_excerpt":false},{"acf_fc_layout":"Content","content":"<p><em>This opinion piece was originally written as an open letter to the management at the University of Copenhagen, <a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSer12nc9oPdDbx6MFSed8L_g1T31aBMmN8svFZx24jpawuAzQ\/viewform\" target=\"_blank\" rel=\"noopener\">which students can sign<\/a>. At the time of publication, it has obtained 118 signatures.<\/em><\/p>\n<div class=\"factbox\">\n<p class=\"factbox-header feature-color\">OPINION ON THE UNIVERSITY POST<\/p>\n<p>This is a featured comment\/opinion piece. It expresses the author\u2019s own opinion.<\/p>\n<p>We encourage everyone to read the whole piece before commenting on social media, so that we only get constructive contributions.<\/p>\n<p>Disagreement is good, but remember to uphold a civil and respectful tone.<\/p>\n<\/div>\n<p>The University of Copenhagen is failing to support people of colour in its classrooms.<\/p>\n<p>Following students\u2019 <a href=\"https:\/\/uniavisen.dk\/en\/students-just-got-up-and-left-then-came-the-storm-of-emails\/\" target=\"_blank\" rel=\"noopener\">complaints of racial insensitivity<\/a> during a lecture on the Global Development programme, the University\u2019s first response was to dig in their heels in support of the professor\u2019s right to free speech, rather than empathizing with the lived experience of the students of colour.<\/p>\n<p><strong>READ ALSO:<\/strong> <a href=\"https:\/\/uniavisen.dk\/en\/students-just-got-up-and-left-then-came-the-storm-of-emails\/\" target=\"_blank\" rel=\"noopener\"><em>One group of students just got up and left. Then came the storm of emails<\/em><\/a><\/p>\n<p>As author Vershawn Anshanti Young <a href=\"https:\/\/www.thestar.com\/opinion\/contributors\/the-saturday-debate\/the-saturday-debate-is-it-ever-acceptable-to-use-the-n-word-in-a-classroom\/article_cd21ce68-6eeb-5f48-b50e-f76d79800875.html\" target=\"_blank\" rel=\"noopener\">explains in another context<\/a>: \u00bbThose that then insist that their academic freedom is at risk by not saying the full word [N-word], or that the veracity of their teachings will suffer are only concerned about their own experience and the experience of the students who are not Black.\u00ab<\/p>\n<p>However, it is worth reiterating that the spoken N-word was only one of the many racially insensitive teaching choices that day, and that the conversation should not be boiled down to it.<\/p>\n<h3>Complete lack of discussion<\/h3>\n<p>There was no \u2018debate\u2019 within our programme about the professor\u2019s right to speak out a racial slur for educational purposes. As students, we universally agreed that the N-word being spoken by a White academic in a position of power was a breach of conduct, resulting in the lecture crossing a line.<\/p>\n<blockquote><p>There was no \u2018debate\u2019 within our programme<\/p><\/blockquote>\n<p>After student concerns were voiced, the teacher did not immediately address it with the group, which left a tangible weight of an unresolved issue in the room, as the lecture went on as planned.<\/p>\n<p>However, loudly exclaiming the N-word, showing 45 minutes of dehumanising pictures, followed by the professor\u2019s own interpretations and descriptions of those photos all contributed to this traumatizing experience.<\/p>\n<p>The uncomfortable part of the lecture that day wasn\u2019t the discussion of colonial history and its lasting impact. It was the lack thereof.<\/p>\n<h3>Diverse learning environments<\/h3>\n<p>As learners, we want diverse classroom spaces, because it is from people whose embodied knowledge is most different from ours that we can learn the most about ourselves from and about our position in this shared world. This is especially true for students in an international programme like Global Development.<\/p>\n<p><strong>READ ALSO:<\/strong> <a href=\"https:\/\/uniavisen.dk\/en\/international-students-need-to-know-that-denmark-is-not-the-united-states\/\" target=\"_blank\" rel=\"noopener\"><em>International students need to know that Denmark is not the United States<\/em><\/a><\/p>\n<p>To make diverse learning environments a reality, it is imperative that teachers are aware of the impact race \u2013 alongside class, gender, and other factors \u2013 can have in the classroom setting, creating vastly unequal levels of discomfort in some topics.<\/p>\n<p>It is gravely worrisome for us that the University continues to emphasise the teacher\u2019s total freedom instead of highlighting inclusion and diversity. This simple act has the power to slowly push minorities out of discussions and out of academic spaces, or at least to make them feel unwelcome there, while also reinforcing academic structural racism.<\/p>\n<h3>End the colourblind narrative<\/h3>\n<p>However, the solution is in no way censorship of the curriculum. Rather, teachers should learn to mediate moments like this. Such skills and awareness should be just as crucial in teaching as the content, and being conscious of the impact of race in the classroom is the first step towards having more effective discussions.<\/p>\n<blockquote><p>The solution is in no way censorship of the curriculum<\/p><\/blockquote>\n<p>This is why we are calling on the University to begin mandatory racial sensitivity training for all educators in the system. We urge the university to end its colourblind narrative and start taking actionable steps towards focusing on minority students\u2019 experiences in the classroom.<\/p>\n<p>Racial sensitivity training would be the first step of many in working towards a wraparound decolonization of the University. There are many existing decolonization plans written by students and professors alike.<\/p>\n<h3>Here are our suggestions<\/h3>\n<p>We believe that it is not too late for the University to choose to emphasize diversity and inclusion by taking some of these decolonizing steps publicly. This would help to welcome students of colour into the University in the future, and support those that are already fighting for their right to be heard.<\/p>\n<p>In light of recent events, we propose the following:<\/p>\n<p><strong>Make teacher training mandatory<\/strong><br \/>\nImplement mandatory racial sensitivity training. This would be from an anti-racist perspective that would increase awareness of unspoken racial inequalities in academic spaces and implicit biases. Training should also include how to create a space that encourages open dialogue among marginalized students about their experience of racism in the academy.<\/p>\n<p><strong>Redesign the curriculum<\/strong><br \/>\nEngage in a comprehensive review and revision of the curriculum and pedagogy to ensure that it reflects a variety of voices, perspectives, and experiences, especially those historically excluded from academic discourse. We also propose shaping the curricula in collaboration with students by imagining how it would have been done by underrepresented voices.<\/p>\n<p><strong>Incorporate emotions<br \/>\n<\/strong>Welcome all emotional reactions in classroom spaces, as they are more than justifiable with the brutality of the past and present in mind. We also call on educators to make more of an effort to reject the narratives that paint people as merely objects of study.<\/p>\n<p><strong>READ ALSO:<\/strong> <a href=\"https:\/\/uniavisen.dk\/en\/associate-professor-this-is-how-you-should-show-unpleasant-images-in-class\/\" target=\"_blank\" rel=\"noopener\"><em>Associate professor: This is how you should show unpleasant images in class<\/em><\/a><\/p>\n<p><strong>Encourage self-reflection<\/strong><br \/>\nEncourage professors to openly recognise positionality and be more critical of eurocentric knowledge. We hope that teachers would reconsider taking authoritative positions, welcome knowledge sharing with the student body, and be more open to changing their perspectives.<\/p>\n<p><strong>Allocate funds for a conscious effort<\/strong><br \/>\nAllocate more resources to prioritise academic programmes that have been historically marginalised and underrepresented. Inspired by the action of student bodies at universities around the world, we want to allocate funding to provide scholarships for students in need and those from underrepresented backgrounds. This pillar also includes making a conscious effort to incorporate publications of BIPOC <em>[Black, Indigenous, and people of color, ed.]<\/em> individuals in existing curricula.<\/p>\n<p><strong>Improve faculty diversity<br \/>\n<\/strong>Recruit and retain faculty members from diverse backgrounds who can mediate discussions, facilitate critical dialogues, and encourage student participation. Even if these faculty are only guest speakers, having diversity in professors vastly increases the breadth of knowledge.<\/p>\n<h3>Some final food for thought<\/h3>\n<p>If students taking a political stance at the inappropriate and distasteful use of racial slurs and lecture styles is cause for concern, perhaps the university should consider what it is they are upset \u2013 \u2018triggered\u2019 \u2013 about. The concerns we raise \u2013 and the energy we put into doing so \u2013 is evidence of engaged scholarship, which is something the university should actively foster.<\/p>\n<blockquote><p>Perhaps the university should consider what it is they are upset \u2013 \u2018triggered\u2019 \u2013 about<\/p><\/blockquote>\n<p>Furthermore, we stress that anti-racist work in academia requires deliberate and proactive efforts to challenge systemic racism. It is our collective responsibility, as both students and professors, to ensure that the academy is a space where all students, regardless of their racial or ethnic backgrounds, can engage in meaningful and productive discussions.<\/p>\n<p>Political activist and academic <secret text=\"Davis, Angela (2015). Freedom Is A Constant Struggle. Edited by Frank Barat, Haymarket Books, 2015.\">Angela Davis<\/secret> reminds us that meaningful conversations about racism are essential for taking meaningful actions: \u00bbIf we do not know how to meaningfully talk about racism, our actions will move in misleading directions\u00ab.<\/p>\n<p><strong>READ ALSO:<\/strong> <a href=\"https:\/\/uniavisen.dk\/en\/racist-mural-covered-at-university-of-copenhagen-friday-bar-venue-after-complaints\/\" target=\"_blank\" rel=\"noopener\"><em>Racist mural covered at University of Copenhagen Friday bar venue after complaints<\/em><\/a><\/p>\n<p>Our demands, rooted in the principles of decolonization and anti-racism, are crucial steps toward creating an inclusive and equitable educational environment.<\/p>\n<p>We urge the University to heed our call and commit to the vital work of decolonizing education for the betterment of all students and the advancement of inclusive, anti-racist academic spaces.<\/p>\n"},{"acf_fc_layout":"ArticleEnd"},{"acf_fc_layout":"Newsletter","lang_select":"en","identifier":"Newsletter","headline":"Get an email with our top stories","button_text":"Sign up here","class":""},{"acf_fc_layout":"OtherStories","headline":"","hand_picked_posts":false,"references":false,"category":false,"theme":false,"number_of_posts":"4","style":"default"}]},"taxonomyData":{"category":[{"term_id":47,"name":"Opinion","slug":"opinion","term_group":0,"term_taxonomy_id":47,"taxonomy":"category","description":"","parent":0,"count":333,"filter":"raw"}],"post_tag":[{"term_id":5584,"name":"Freedom of speech","slug":"freedom-of-speech-en","term_group":0,"term_taxonomy_id":5584,"taxonomy":"post_tag","description":"","parent":0,"count":2,"filter":"raw"},{"term_id":6625,"name":"global development","slug":"global-development-en","term_group":0,"term_taxonomy_id":6625,"taxonomy":"post_tag","description":"","parent":0,"count":2,"filter":"raw"},{"term_id":6763,"name":"inclusive","slug":"inclusive-en","term_group":0,"term_taxonomy_id":6763,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":6761,"name":"N-word","slug":"n-word-en","term_group":0,"term_taxonomy_id":6761,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":6762,"name":"N-word debate","slug":"n-word-debate-en","term_group":0,"term_taxonomy_id":6762,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":6764,"name":"safe","slug":"safe-en","term_group":0,"term_taxonomy_id":6764,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":6752,"name":"safe space","slug":"safe-space-en","term_group":0,"term_taxonomy_id":6752,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":6760,"name":"suggestions","slug":"suggestions-en","term_group":0,"term_taxonomy_id":6760,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"}],"post_format":[],"expression":[{"term_id":16,"name":"Opinion","slug":"opinion","term_group":0,"term_taxonomy_id":16,"taxonomy":"expression","description":"","parent":0,"count":2040,"filter":"raw"}],"translation_priority":[{"term_id":5468,"name":"Optional","slug":"optional-en","term_group":0,"term_taxonomy_id":5468,"taxonomy":"translation_priority","description":"","parent":0,"count":672,"filter":"raw"}]},"featured_media_url":"https:\/\/uniavisen.dk\/wp-content\/uploads\/2023\/11\/dianaogcolleen-1280x904.jpg","_links":{"self":[{"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/posts\/157285","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/users\/100"}],"replies":[{"embeddable":true,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/comments?post=157285"}],"version-history":[{"count":5,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/posts\/157285\/revisions"}],"predecessor-version":[{"id":157331,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/posts\/157285\/revisions\/157331"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/media\/157273"}],"wp:attachment":[{"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/media?parent=157285"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/categories?post=157285"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/uniavisen.dk\/en\/wp-json\/wp\/v2\/tags?post=157285"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}