2022-2023 

2023-2024

2024-2025

Woman Life Freedom Support (people's permission to share the pictures was gained) 

Since 2022, I’ve had the opportunity to help lead three sessions on Woman, Life, Freedom (WLF) as part of the Multicultural Considerations course. Each semester, one session has been devoted to this topic, and each time has felt equally challenging, eye-opening, and deeply personal. The consistency of this inclusion over multiple semesters has meant a great deal to me—not just as a student or teacher, but as an Iranian living in the U.S., carrying the weight of what is happening back home.

From the beginning, this wasn’t just another academic topic to present. The protests in Iran, sparked by the murder of Mahsa Amini, exposed the brutal suppression of basic human rights—especially women’s rights—by a government willing to use violence to maintain control. For me, sharing this with students was a vulnerable act. And yet, each time I stood in front of the class, I was met not with discomfort or dismissal, but with genuine care, curiosity, and solidarity.

I’m grateful to Tanya and Matt for making space for this topic within the curriculum. It’s not a typical focus in communication sciences and disorders (CSD), but it should be. These sessions have provided a bridge between global human rights issues and culturally responsive clinical practice. The students’ reactions over the past three semesters have confirmed that. Many had never learned about Iran’s history, culture, or current struggles. Others hadn’t considered how social and political trauma could affect language, communication, or hearing in the ways that it does. Several commented that the session not only increased their cultural awareness, but also helped them better understand the emotional weight clients might carry with them into therapy rooms.

Each time I’ve led this discussion, I’ve tried to create a space that is both educational and emotionally safe. The video clips and posters we explore are powerful—but they can also be heavy. I always let students know that it’s okay to step away or take a breath. Their responses have made it clear that many appreciate this space not just to learn, but to reflect. What surprised me most was how many students expressed gratitude—not only for the chance to understand Iran’s situation, but also for being reminded of their own freedoms. For some, the session brought a sobering awareness of the privileges they might usually take for granted.

For me, the most emotional part has been experiencing how much people here care. There’s something ironic about it—this excitement I feel when sharing the pain of my people. The excitement doesn’t come from the suffering, of course, but from the solidarity. From the way students have shown up, listened, asked questions, and stood beside us—sometimes quite literally, holding signs or writing messages of support. That kind of care injects energy into a movement happening thousands of miles away. It gives hope to those of us who feel torn between two worlds.

Facilitating these sessions has also shaped me as a teacher. I’ve learned how to hold space for difficult conversations without rushing to explain or fix. I’ve learned how to connect global issues with local clinical practice, and how to meet students where they are—many of whom are encountering this material for the first time. It’s reminded me of the importance of cultural humility, not just as a concept but as a practice: recognizing our own limitations, listening more than we speak, and remaining open to what we don’t yet understand.

Looking back, I don’t think I expected the Woman, Life, Freedom sessions to have such a lasting impact—not just on the students, but on me. I’m proud to have helped bring this conversation into our field and even more proud of how my peers have responded. These moments have reminded me why I teach and why I continue to believe that education, when it’s rooted in empathy and truth, can spark real change.