Tentative Program (Updated 10/17/16, 8:00pm):
General Fair Schedule for the Day
8:00 – 9:00 Registration
9:00 – 9:30 Welcome (Auditorium)
9:40 -10:55 Session 1 (Third Floor)
11:05 -12:05 Keynote (Auditorum)
12:05 -12:25 Lunch 1 (Lunchroom)
12:25 -12:45 Lunch 2 (Lunchroom)
1:00 -2:15 Session 2 (Third Floor)
2:25 – 3:40 Session 3 (Third Floor)
3:50 -5:00 Session 4 (Third Floor)
5:15 -7:15 Open Mic (Gym)
ALL DAY: People of Color Healing Space (Rm. OO1)
ALL DAY: Childcare (Rm. 148)
1:00-5:00pm: Million Artist Movement-led Participatory Art Making (Gym)
General Workshop Schedule (Updated 10/17/16, 8:00pm)
Click Here for Schedule pdf: 2016onlineschedule
Youth Activists Track Schedule for the Day
10:00 – 10:45 Registration
11:05 – 12:05 Keynote (Auditorium)
(Youth-only Keynote Q&A 12:05 – 12:45)
12:45 – 1:15 Youth Lunch (Lunchroom)
1:25 – 2:15 Youth Networking (Media Rm. 200)
2:25 – 3:40 Workshop Session I (3rd Floor)
3:50 – 5:00 Workshop Session II (3rd Floor)
5:15 – 7:15 Open Mic (Gym)
Youth Activists Summit Workshop Schedule (Updated 10/17/16)
Youth Activists Session A (2:25-3:40)
Room 323: Ain’t I a Queen?, Amari Vaughan, Simone Glasper, Charell McGee, Nyadouth Kueth
Room 300: Democratic Education for Collective Liberation, Room, Democratic Education for Collective Liberation, Starri Hedges with staff and students from Gaia Democratic School, Room 301
Room 301: Identity Gallery, Claire Mathews-Lingen, Avalon School, YEA!MN (climate justice group)
Room 302: Teaching Social Justice Through Travel Studies, Brynne Macosko Paguyo, Southside Family
Room 303: Youth talk: How Adults Can Ally, Facilitators were youth or adult counselors during St. Paul Public School’s summer camp, Courageous Leadership Academy for Youth.
Room 304: S.C.O.R.E, Audrey Clausen, CEO, Start A Conversation On Race Equality Nina Boyd, Facilitator Dr. Shvonne Johnson, Professor, Metro State,
Room 305: Power of Youth Media, Deacon Warner, Independent Filmmaker Project MN (IFP MN) + high school aged youth involved in IFP MN’s after school media production program
Room 306: Responding to Racial Incidents, Idil Mohamud and Elise Toedt Southwest Dare 2 Be Real Students
Gym: Revolutionary Basketball, Kai Russell, Million Artist Movement
Youth Activists Session B (3:50-5:00)
Room 322: Gentrification and Privatization: The Minneapolis Housing Crisis, Kahaa Nasteexo, youth organizer and artist
Room 323: Anti-CVE – Countering Violent Extremism, Aishah Mohamed
Room 300: Shared $, Shared Power: using co-ops to take control of our own economies, Jesus Lucero & Jason Rodney USA Cooperative Youth Council
Memorialization on the Margins, Living Proof Print Room 301: Collective: Noah Exum, Andrew Gramm, and Aaron Rosenblum
Room 302: Histories of Afro-Asian Solidarity, Marie Johnson, Oanh Vu, Sarah Garton — all from RAD AZNs
Room 303: Youth Media Force, Chou Xiong, Asian Media Access
Room 304: Mathematical Mindsets, Melissa Favero Math Specialist, Minneapolis Public Schools
Room 305: Our Place in Politics: How to Read Through the BS that is Politcs, Leo O’Ryan, Destyn Land, Zoe Sblendorio, All Alumni of Como Dare 2 Be Real
Room 306: “Know Your Rights” Self Agency in Student Activism, Bailey Boelter, MN Alliance with Youth/MnEEP; Brandon Brooks, MnEEP/Solutions Not Suspensions
Gym: Revolutionary Basketball, Kai Russell, Million Artist Movement
List of Workshop Descriptions
Creating Spaces for Recent Arrival Adult Refugee Learners, Kristin Klas – Hmong American Partnership (HAP) Brenda Anfinson – HAP
Two instructors from the Adult Basic Education program at HAP will detail how teachers transformed the program from closed-off and staff-centered to open, inclusive and student-centered. Being that the refugee experience is inherently traumatic, the program also needed to fully embrace trauma-informed care. Participants in the workshop will explore the ways in which trauma impacts learning, and discuss ways in which instructors can design calm, low-stress learning environments. The session will focus primarily on adult refugee learners.
#ABE #studentcentered #traumainformed #lowlit #LESLLA #refugees
Making Adult Education Liveable, Brendan Rogers, International Education Center
Adult Basic Education is an important part of our educational system. So why are ABE teachers so burned out? Why does it feel like the field uses teachers up and tosses them away? What can we do about it? Join our discussion to begin a conversation into these questions and possible answers.
ABE, good jobs, discussion, collaboration
Balancing Bias and Facilitating Difficult Conversations in the Classroom, Allie Bezat Riley, Hmong American Partnership, St. Paul Community Literacy Consortium
This workshop will explore ways to examine your own biases as an instructor and effectively tackle and facilitate conversations about race and equity in diverse settings.
Racial justice, white privilege, recognizing bias
Power Play: Using Theatre of the Oppressed to Explore the Role of Power, Megan Hartman Youth Program Manager East Side Neighborhood Services Venture Academy
The saying “Knowledge is Power” may seem encourage to young learners; however, the traditional educational model does not necessarily distribute power in a way that is mutually beneficial to adults and young people in an educational setting. As the manager of an after school program of middle school students, I sometimes question my own role and power. Because my program is enrichment based, the focus is on ways of knowing and learning that are not necessarily rooted in reaching a particular academic standard. Each month, my colleagues (managers of other out-of-school programs) and I come together for a reflective practice meeting. One method we have used to explore the role of power between adults and youth, both in and outside the classroom, is Theatre of the Oppressed (TO). Developed by Augusto Boal in Brazil in the 1960s, TO is used in a variety of communities to explore the oppressor/oppressed dynamic and activate realistic solutions. In this presentation, I would give an introduction to Theatre of the Oppressed and then facilitate a series of activities for attendees to explore the ways in which the power dynamic in the education model is oppressive and explore solutions to this issue.
Theatre of the Oppressed; Theatre for Social Change; power dynamic; reflective practice; praxis
Blackout the Classroom, John Gebretatose – Blackout Improv Director/ Black and Funny Improv Festival Founder
Improv is about 2 simple things: 1) make the best with with you got and 2) everything you got is perfect. People of color have been improvising for centuries, giving birth to art so incredible that it breathes life into other cultures across the globe. Improv is life and improv is art. Blackout improv and the Black and Funny Improv Festival have come together to grow access to improv in the Black community. Blackout the Classroom is about making room for your students to create with you. We will walk through the basic tenants of improv, engaging in exercises that engage creativity, and have a dialogue about bringing improv into the curriculum, as well as showing our kids that they are worth believing in.
#BlackoutTheClassroom #BlackKidsRock #MNimprov
Color of My World, Love Nyala Artist and activist w/Twin Cities Incarcerated Workers Organizing Committee
An art exploration of groundedness, place and regeneration. This workshop would give students the opportunity to show us the Color of their world–what their current day realities look like, smell like, taste like and what they in vision their futures to look smell and taste like. They will use poetry; music and spoken word to create truths that tell us who they are, what they are experiencing and what they want to see. Working with a DJ, musicians and teaching artist the students will create living breathing testaments to their today and their tomorrow.
#ColorofMyWorld #EverythingISee #ArtInMe
Developing Class Consciousness in an Unequal World, Dane McLain, Social Studies Teacher @Edison High School
Despite the U.S. being an immensely rich country it has the highest level of wealth inequality in the industrialized world. And although over half of working U.S. citizens make less than $30,000 a year many people still believe they are in the middle class. In order to break the damaging mythology of the “American Dream” and begin to realistically address economic inequality it is pivotal that we develop the class consciousness of our future generation. In this workshop I will introduce material(readings, graphs, comics, pictures, videos) that relate to economic inequality that I have used to teach my high school economics courses. Then through a jigsaw reading activity we will learn about key terms and concepts relating to economic inequality that include “historical materialism” “surplus value” “class consciousness” and “class struggle”. Afterwards we will debrief and I will open the floor for discussion on how to best address the uncomfortable truth about economic inequality in and outside our classrooms.
Economics. Historical materialism. Wealth Inequality. The 1 percent. Class struggle. #Marxism
Theatre-Based Critical Literacy Strategies for Classrooms, Maria Asp, Neighborhood Bridges Program Director, Children’s Theatre Company; Tessa Flynn Henderson, Community Engagement Manager, Children’s Theatre Company
What does Critical Literacy look like in the context of creativity and collaboration? How can it be used as a tool to disrupt the status quo? In this session, we’ll explore how to interrogate biases and assumptions in texts (written/oral language, images, bodies, spaces, etc) through the lenses of multiple perspectives, and use theatre-based strategies to identify, question, & upset social injustices. Neighborhood Bridges is a critical literacy program that uses storytelling, theatre arts and creative writing to empower students to become the animators of their own lives. The program flexes students’ abilities to identify the roots of social issues and systems of power in story and offer transformations in a group setting. Students bend and re-imagine tales through scenes and improvisation while highlighting characters whose voices are misrepresented or eliminated from the original tale. In this session, oral storytelling will serve as the springboard to engage in the reimagining of narratives. Attendees will upset the narrative by asking questions such as, “Who has power in this story? What kinds of power? Whose voice is missing? Who benefits from this version?” We’ll then use these interrogations as a springboard to create our own versions of the tale! http://www.childrenstheatre.org/education/neighborhood-bridges
#criticalliteracy #kinestheticlearning #engagingmultipleperspectives #reimaginingnarratives #upsetmasternarratives
Justice and Injustice Lessons in Folktales and Fables, Beverly Cottman
Folktales, fables, and old cultural stories contain the knowledge and examples needed to address today’s social justice and injustice issues. The wisdom of the ages is there for the taking. All it takes is the ‘telling and the listening’, then the ‘doing’ based on what is learned.
developing empathy, celebrating diversity and difference, fairness and justice, equality, valuing human worth
Civic Engaged Digital Storytelling-approach to curriculum, Paul Creager Curriculum & Media Arts Coordinator, Gordon Parks High School, 2008-present Fulbright Scholar, India, 2016 Member of NCA “Social Justice Education” division
This presentation trains participant educators in Civic Engaged Digital Storytelling (CEDS) which is a synthesis of curricular practices from Gordon Parks High School and Video Volunteers (VV), a human rights NGO in India where I researched for 6 months. VV’s mission is to “empower marginalized communities through film.” Combined with practices from GPHS’ curriculum that resulted in winning $2.5 million to purchase a 5.5 acre parcel at Griggs & University, the presentation will expand awareness about how CEDS can be used in all subject areas to enrich curriculum, reach state standards, interrupt colonial influence on education, and support lifelong civic engagement.
civic engagement, digital storytelling, standard-aligned, community engagement, community involvement
Asian Activism in MN: Roots, Retrospective, and Rad Revolution, eunha jeong wood RadAzns-TC
Asian identity in the U.S. arose out of resistance, solidarity, a fight for self-determination, and love. The political roots of Asian identity have long been erased from public education and media narratives as an act of white supremacy. Reclaiming the stolen stories of our history and fighting to self-determine our futures are revolutionary acts. What may today seem as merely a category of race and a box to check off for the census, is in fact an inherently political identity tied to a complex and beautiful fight against oppression–Asian identity holds a birthright legacy of resistance. In this workshop we will: remember and give respect to the roots of Asian and Pacific Islander identity and activism, both in the U.S. and globally; share a retrospective of MN Asian activism from the 80s/90s to the present; discuss MN-specific perspectives of Asian activism/organizing; and take time to imagine what we want revolution to look like moving forward, drawing inspiration from the work of Grace Lee Boggs, local MN activists, and each other.
#RadAznsTC #MNAsianActivism #ModelMinorityMutiny
Histories of Afro-Asian Solidarity, Marie Johnson, Oanh Vu, Sarah Garton — all from RAD AZNs
In our session participants will learn counternarrative histories of resistance to white supremacy and colonialism by Asian and African American communities. We will also take time to reflect together on how anti-blackness shows up in our own lives and communities as well as how it contributes to understandings of solidarity work in the current moment. Students and teachers of all ages will be able to take home greater awareness as well as zines to share with others.
#afroasiansolidarity, #bandung, #althistory
Sky Woman: Using Diversiform Storytelling to Deconstruct Single Story and Create Inclusive Learning Spaces, Wren Walker Robbins, Ph.D. Director, Changing Communities Consulting, Thomas Edward Carlson, Perpich Center for Arts Education
For over four years, this cross-cultural team of teachers has worked together in an English classroom using sacred space and Native American storytelling to help students contextualize science as a story that has been privileged over many other stories. Using the story of “Sky Woman,” a creation story shared by many Native American peoples, they have invited students into the circle to experience the lessons of Sky Woman’s story, reframing their understanding of how meaning is created, privileged, and transmitted. Students experience how learning is organized by story, how meaning is created in context, and how acceptance of a single story can be dangerous. Using diversiform storytelling, educators can create learning environments where students can bring their whole selves, where diverse discourses recontextualize course content, and where multiple voices and perspectives, especially those traditionally marginalized, begin to dismantle privilege.
#nosinglestory, #diversiformstorytelling, #dismantlingprivilege
A Guided Discussion on Food, Media, Colonialism, & Resistance, Eunha Jeong Wood RadAznsTC
This workshop is a guided group discussion on Food + Identity + Politics. Food is central to culture, heritage, family, community, and life. Food is an essential part of how we care for ourselves and each other; thus, food is also central to resistance. When we talk about our food, we are talking about ourselves, and our people. After a short contextual overview, we will share in a discussion guided by questions around such topics as: Food Orientalism: Cheap, fast, and exotic -White settler food mythologies: “discovering a food” -Racist restaurant reviews: i.e. City Pages, Yelp -Queering the kitchen: Heteronormative food reporting -Capitalism, gentrification and tacos -School lunch and “diversity” -Authenticity is for artisanals -Ways to clap back, write back, resist!
#decolonizeyourfood #clapbackwriteback #RadAznsTC
LGBTQ Inclusive Pedagogy and Curriculum for Secondary STEM Educators, Kyle Whipple Graduate Research Assistant, STEM Center The University of Minnesota
This is an introduction to LGBTQ inclusive pedagogy and curriculum. In particular, it is designed to help educators in the STEM subject areas create an LGBTQ inclusive atmosphere in their classrooms through small changes in pedagogy and curriculum.
LGBTQ inclusive, secondary STEM educators, pedagogy and curriculum
What is Reproductive Justice? , Sandy Velazquez / Planned Parenthood MN, ND, SD. Caitlin O’Fallon/ Planned Parenthood, MN,ND,SD. Teen Council Peer Educators (TBD)-from different metro area High Schools
Participants will be asked to engage in dialogue about the meaning of reproductive justice and the future of reproductive justice. Participants will also be asked to engage in creating a historical time line of reproductive justice to gain a better understanding of what it is and how it relates to the different communities of color we have in the U.S., additionally participants will gain a broader view of how different cultures and communities have been affected by the dominant culture’s advantageous approach to sexual health and how communities of color have reclaimed reproductive rights to gain representation and liberation from these systems, we will also explore how different communities of color experience and view sexuality among other topic that relate to human sexuality.
#SexPositive #InclusiveSexEd #MinoritiesArePriorities #HealthCareHasNoWalls #RJ #ReproductiveJustice #HERstory
Re-centering Gender Diversity in the Classroom, Esmé Rodríguez- School Equity Specialist/ OutFront MN
Patriarchy, white supremacy and colonization are the systems that allow institutionalized oppression to eclipse equity and practices that are rooted in intersectional justice. As educators and students, we experience this on a multiplicity of levels. It is oftentimes difficult to locate a ground-up point to unpack and destabilize these injustices. Yet, as we consider which of might have the strongest hold in maintaining inequities within our schools, it is important to focus on the ever-existent, sometimes paradoxical internal and external dialogue that we have surrounding gender. Traditionally, educational systems have centered white male students as those who are most able and most deserving of the privilege of education. This, by default, has relegated girls and women, POC, LGBTQ students, and those who are differently-abled to the margins. How can we develop practices that are based in equitable access and treatment that will begin to re-center gender diversity in our schools? We need to establish clarity around the concept of gender diversity. What does this mean? How can we expand the conversation past naming transgender people as those who are seen as gender diverse and, instead, move to a place of understanding that we ALL perform gender in different ways.
#LGBTQ #beyondbinaries #intersectionalidentities #queerrootings #genderdiversity
Creating A Safe Classroom For Students With Disabilities, Nemeh Al-Sarraj graduate of Metropolitan State University with a BHS in Disabilities
This workshop will go over ways that teachers can make students with disabilities feel welcome and enable them thrive in the classroom. In addition I will go over ways that teachers can incorporate disability awareness in the classroom. I will do this by sharing my story of going to school with disabilities and what I wish all my teachers would have known and done to make me feel welcome.
#disabilityawareness, #inclusionisthewaytogo, challenging the attitudes about students with disabilities
Mathematical Mindsets, Melissa Favero Math Specialist, Minneapolis Public Schools
Taking math courses matters. Yet many students are labeled “good at math” or “not good at math.” The practice of tracking students and limiting opportunities to learn leads to more wide-spread inequality in eduction. This workshop will focus on the work of Jo Boaler, a professor of mathematics at Stanford University. Boaler’s research focuses on brain development and how people learn mathematics. We will examine stereotypes people have about math learning vs. brain research and the power of a positive growth mindset as well as cognitively demanding tasks, and heterogeneous grouping to ensure that all students reach their potential in math. During this hands-on workshop, participants will have a chance to try out math tasks and have a conversation about how to make math meaningful, enjoyable and achievable for all students.
#mathematicalmindsets #youcubed #mathrevolution #smartertogether
Historical Trauma: Ethnic Studies as a Healing Process, Kleber Ortiz-Sinchi: Social Studies DPF 6-12, Minneapolis Public Schools Samantha Weiman: Ethnic Studies Leadership Resident, Minneapolis Public School
In traditional social studies and history courses, Eurocentric curricula not only perpetuate myths about dominant history while neglecting all voices of color, but also contribute to the trauma of institutionalized racism in pre-K-higher education institutions. The stories and voices of people of color are purposefully left out of state standards, AP and IB courses in order to sustain white supremacist systems of power. Ethnic studies bring voices and experiences of people of color to the forefront of the curriculum and discussion to begin to understand the current condition of people of color and begin the process of healing. Additionally, ethnic studies reveal the systematic way in which whiteness dominates all aspects of society and the world. Through genuine truth-seeking and the exposing of racial systems, both students of color and white students can begin to heal from the destructiveness of a single dominant story. Stories about the oppression, violence and subjugation of people of color don’t lead to violence but rather allow for self hatred and internalized racism to be understood and for students to begin to re-imagine who they are and who they want to be.
#decolonizingtheclassroom #ethnicstudies #healing #upsettingtrauma
#NoSROs: The School-to- Prison Pipeline and the Roleof Police in the Schools, Nancy A Heitzeg, Professor of Sociology and Critical Studies of Rca and Ethnicity, St Catherine University William W Smith IV ( Parent) Hennepin County Youth Counselor, Coalition for Critical Change
This workshop will be a brainstorming session, with primary input from students about their experiences with SROs at schools and their imagined alternatives. This workshop will provide an overview of the school to prison pipeline (stpp) nationally and in Minneapolis with special attention to racial disparity in suspension/expulsion and arrest at school. It will also highlight recent local attention to problems with SROs.police in Twin Cities schools and efforts to remove them. Minnesota ranks near the top of the nation in racial suspension/expulsion and arrest gaps. Students of color, especially Black and American Indian, are arrested at school at more than 3x the rate of white students. Zero tolerance policies and police/security resource officers in school play a key role in creating the stpp and its’ racialized dynamic, and any discussion of ending the stpp must start here and move towards imagining transformative justice. This session will seek input from students, parents and teachers/school personnel and offer a space for discussion of alternatives to police in schools, to imagine new visions of safety that do not rely on police, and to create strategies for continuing efforts toward police-free Twin Cities schools
School-to-Prison Pipeline, #EducationNotIncarceration, #NoSROs
Politicizing your PTO, Tiffany Dreher, SPPS Parent Activist Groveland Park Elementary/No Cuts to Kids group
Many parent-school organizations typically function primarily as fundraising groups, but in the current state of our education system and society, we as parents must move beyond that and advocate for a high quality and equitable education system for ALL of our students. Using St. Paul Public Schools, we will share examples of education advocacy and issue discussion within a school community and within a district, serving as both leaders and facilitators. We will also engage in a discussion on beginning or additional steps to unite parents for change in their school communities. Communication, collaboration, and action are paramount to effect change, for our schools and to support all kids.
Parent activism, Strength in numbers
Do you know your school: working the system for your multilingual student, Fadumo Mohamed, University of Minnesota
There are 300+ languages in spoken in the state of Minnesota, so what are our school doing to accommodate our multilingual students? What should you as parents know about the school your students are enrolled in? And as a teacher what can you do to support you Emergent Bilingual/Multilingual students? To talk about concepts for parents to know, asset based discourse, creating competent bilingual/multilingual citizens.
#LanguageMatters, #MultilingualStudents, #EmergentBilinguals
DIY first aid herb garden, Anne Ness, Gaia Democratic School
I would like to be outside with some plant cuttings and handouts about growing and using medicinal herbs for first aid. Health autonomy is the goal of DIY healthcare and herbal medicine is our planetary birthright.
Health autonomy, Herbal medicine
Asking “How you doing?” Is a Conversation About Race, Alissa Case, Ezekiel Joubert, David Melendez, Nuhu Sims – University of Minnesota
As we reflect upon the collision of the beginning of the school year, teachers building relationships with students, and the racial reality of our country, we wonder how analyzing the question “How are you doing?” can help to shift teachers thinking and prepare for the always already present conversations on race in our classrooms across this nation. In this session, we will collectively examine the political, historical and affective consequences of this question and how it relates to social justice orientations and curriculums. The presence of racial melancholia (Cheng, 2000) in our country creates a constant emotional struggle, for students, teachers and families, where we are stuck grappling with the relationship with the racial ghosts of this nation. In our session, through an introductory activity, a brief outlining of theoretical frames, small group examination of classroom/school examples, and large group discussion of key questions, session participants will collectively struggle with the political nature of “how are you doing?”. We will finish the session with imagining how a shift to “what do you need?” could be a disruption of the system and create collectives for system change.
how ya doin?, racial melancholia, social justice classroom practices and curriculum, teacher education, classroom dialogue, whatcha need?
Start a Conversation on Race Equality, S.C.O.R.E, Audrey Clausen, CEO, Start A Conversation On Race Equality Nina Boyd, Facilitator Dr. Shvonne Johnson, Professor, Metro State
S.C.O.R.E., an acronym for Start a Conversation on Race Equality, is an exciting board game for players of all ages. Designed by Audrey Clausen of Cottage Grove, S.C.O.R.E’s mission is “to create a ‘safe-zone’ for insightful conversations between people of all cultures, races, and ethnicities”. The “R” in S.C.O.R.E. refers to the human race, therefore sparking conversations on topics such as bullying, problem solving, friendship, and conflict, in addition to race and diversity. S.C.O.R.E. is a useful tool for homes, schools, churches, corporate offices, and any other organization. The S.C.O.R.E. team also offers workshops centered on S.C.O.R.E.’s mission. (www.racismisbullying.com)
Create conversation #SafeZoneonRace, culture and ethnicity
White People Working for Racial Justice: what’s our role?, Lisa Albrecht, SURJ: Showing Up for Racial Justice & Social Justice Undergraduate Minor
This workshop will address ways that white educators, students and activists can best work to challenge systems of white supremacy and disrupt them. We’ll look at SURJ: Showing Up for Racial Justice (www.showingupforracialjustice.org ), a national network of white people who work to end white supremacy, and share examples of how SURJ is educating white people and building a larger base of white people who will show up for racial justice. We will also discuss a model of leadership for white people called, “white followership,” as an example of how white people can work in solidarity with people of color.
white supremacy, anti-racist white people, solidarity with people of color.
Leading and Working with a Racially-Conscious Lens, Jazmin Danielson, M.A., Executive Director Beyond Walls
Do you find yourself perplexed or speechless when you want to interrupt racism in your organization or personal life? Based on a study of racially-conscious leaders, this interactive session will share practical tools to help you initiate racially-conscious dialogue. Gain confidence and practice skills to create safe spaces for conversations about race and racism. Leaders have opportunities to impact deep-seated, systemic racism on all levels. This session is based on my interviews with seven white female non-profit leaders who are known to be racially-conscious. The findings from this study provided practical examples that can be shared with other leaders in order to elevate and transform leadership that pertains to diversity, racial-consciousness and eliminating systemic racism.
#interrupt #dismantle #disrupt Know your privilege and use it to dismantle white supremacy
School Intervention Systems and Social Justice, Kalonna Carpenter-Sansoy, Ed.S. Missouri Baptist University Doctoral Candidate Kansas City Public Schools Vice-Principal
In this workshop, school interventions systems and social justice inquiry are examined. “School Intervention Systems and Social Justice” seeks to inform educators, parents, and students on how to build structures and policies within schools that empower racially-marginalized students, while dismantling the structures and policies that reinforce oppression.
critical race theory, social justice, school interventions
Democratic Education for Collective Liberation, Starri Hedges with staff and students from Gaia Democratic School
Learn about the history, philosophy and practice of democratic education and free schools! Join students and staff from Gaia Democratic School (GDS) for a lively interactive workshop. We will share ideas for implementing democratic process, academic freedom, and youth empowerment in your practice or organization. We will also discuss how small independent schools are part of a larger movement for collective liberation and answer questions about how our school operates. Founded by students, parents, teachers, and community members, GDS is Minnesota’s only K-12 grade democratic school. We promote learning together in fun and freedom and are the education revolution in action! GaiaDemocratic.org
#democraticeducation #youthempowerment #academicfreedom #youthpower #AdultYouthPartnerships #CommunityOrganizing
Reset the Setup: Redesigning learning environments, Laini Szostkowski- University of Minnesota Maggie McCaffrey- Mayflower Early Childhood Education Center/ St. Catherine’s University
How do we design liberating learning environments? In this workshop, participants will use multiple learning modalities to critically examine existing educational spaces and possible new patterns. We will explore layout, decoration, accessibility, and adaptability as important aspects of design. We will compare and contrast learning spaces and theories from around the world. This workshop will look to engage participants to share their experiences being in and creating spaces for learning. Participants will create patterns for designing a liberating learning environment for their community context.
#intentionalspaces #design #montessori
Understanding & Disrupting Status Hierarchies in Groupwork Settings, Science House Professional Development Group at the Science Museum of Minnesota
Groupwork: a common source of stress and anxiety for many. In groupwork, status issues can hinder access and equity. Moreover, it can prevent group members from full engagement. If you think this type of situation is isolated to youth, think again—status plays out among adults as well and is an often-overlooked mechanism of social inequality. Unrecognized and undisrupted status issues not only lead to disparities in participation, but also to inequities in learning. When properly designed and implemented, however, groupwork can be a powerful tool to provide engagement and learning opportunities for everyone. This session will engage participants in thinking about what status is and the ways in which status hierarchies affect education and collaboration. Anyone who participates and/or leads groupwork (e.g., students, group leaders, educators, organizers, facilitators, etc.) will learn strategies to address status issues, delegate responsibility to group members, and foster equitable participation and engagement in group settings.
#status; #disruptingstatus; recognizing hierarchies in educational settings
Disruption, Abigail Rombalski, University of Minnesota
How do we see, question, and disrupt practices and pedagogies that are damaging to students? Especially when questions open up conversations about identity, gender, sexuality, race, ethnicity, language, class, religion, politics, culture, and justice? Especially when power is always at play? This workshop is designed to draw from the knowledges and experiences of participants, using Patricia Hill Collins domains of power framework about colorblind racism.
#disruption #explicit #strategize #poweratplay #debrief #findyourallies #wokeatwork
The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota: Interrupting Business as Usual, Vichet Chhuon, University of Minnesota; Rachel Endo, Hamline University; Maurella Cunningham, University of Wisconsin at River Falls; Paul Spies, Metropolitan State University; Yvonne R-B Banks, Metropolitan State University
The Coalition for Increasing Teachers of Color and American Indians in Minnesota formed in the fall of 2015 as a statewide collaboration among local school districts, advocacy organizations, and teacher preparation programs. The Coalition is concerned that Minnesota’s teaching force remains 96% White, even though students of color and American Indian students comprise 30% of the K-12 population. The Coalition’s primary goal is to double the percentage of teachers who are American Indian and of color from 4% to at least 8%, as well as to concurrently address other persistent issues pertaining to the recruitment, retention, and support/advancement of aspiring and current teachers from historically underrepresented populations. Below are the intended outcomes of this session. Participants will: 1. Brainstorm ideas for how to improve the climate for American Indians and people of color who are looking to pursue teaching as a career and those who are currently in the profession. 2. Define how the Coalition’s work aligns with learning outcomes for K-12 students. 3. Solicit ideas from audience members about the Coalition’s key priorities and next steps for its ongoing initiatives and programs. 4. Network and create opportunities in this space for ongoing dialogues in their own institutions/organizations/affiliated districts. The Coalition’s website is: http://www.tocaimn.com/
Teachers of color, American Indian teachers, cross-institutional collaboration
The Anoka-Hennepin Teachers of Color Coalition Mentorship Program: Introducing a Grassroots Approach for Recruiting and Retaining Teachers of Color, Justin Grinage, Vanhtha Rasavong, Verna Wong, Meng Yang
This presentation will detail the creation of the Anoka-Hennepin Teachers of Color Coalition (AHTOCC), a grassroots organization dedicated to recruiting and retaining teachers of color. More specifically, the coalition will discuss the development and implementation of a mentorship program that matches pre-service teachers of color with cooperating teachers of color. Through this initiative, the presenters will share the challenges, successes, and setbacks of recruiting and mentoring teacher candidates of color as they enter a predominantly white workplace. The presenters hope the audience will leave with a framework for creating accessible pathways for future teachers of color to enter the field and approaches for retaining teachers of color who are currently working in schools.
Exploring the whiteness of teacher education curriculum, Facilitators: Rebecca Neal and Annie Mason
How do we identify whiteness and white supremacy in teacher education programs? How do we actively dismantle white-supremacist ideologies and practices in teacher education? Session participants will also develop an antiracist set of questions/audit that can be used by people across institutions to challenge these structures.
Schooling as a Colonial Enterprise, Katie Johnston-Goodstar, University of Minnesota Brian Lozenski, Macalester College
Colonization is typically thought of in a historical sense as something that happened once, a long time ago, that has been reconciled. This session frames mass schooling, and university-based teacher education, as a continuation of the U.S. colonial project on Indigenous land. We briefly explore the history of the Dakota peoples in order to establish how logics of coloniality were embedded in the social fabric of Minnesota and have never left. Our session explores how teachers learn to exist in and mobilize colonial logics every day in classrooms. Our purpose is to challenge educators to make a radical paradigm shift in order to understand our complicity in this colonial enterprise.
settler colonization, logics of coloniality, Indigenous knowledge, race, teacher education
Dismantling the “standard” language ideology: Use of vernacular languages and literature in schools, Maria Schwedhelm
This workshop uncovers the myths and paradoxes around the use of students’ vernaculars in the classroom. Participants will work together to dismantle the “standard” language ideologies that permeate schools using literature written in different vernaculars. We will use a short linguistic questionnaire and language attitude survey to spark rich discussions and uncover our own linguistic ideologies before we dive into vernacular literature. Reading examples from different texts in African American English, Jamaican Creole and Spanglish, participants will explore how dominant ideologies are expressed through language, and how vernacular literature can be used to challenge and delegitimize them. Together we will explore pedagogical strategies to engage students’ vernaculars to develop critical language awareness, affirm students’ linguistic resources, push for innovation and reconstruct norms.
Vernacular languages, literature, linguistic diversity, African American English, Spanglish, “standard” language myth
Framing and Mapping the Politics of Teacher Education in MN, Paul Spies and Victor Cole
Participants in this session will work together to map out the structures of teacher education in MN by asking key questions regarding the systemic set-up, underlying and overt assumptions, who participates and who doesn’t, decision-making, funding, and politics. Then, we will discuss key questions such as: How can we, as agents of change, demand a voice at the table? What alternatives exist to transform teacher education and dismantle oppressive systems built upon white benevolence and white supremacy?
Beats, Rhymes & Resistance: Art as Direct Activism, William “Truth Maze” Harris Universal Movement for the Advancement of Hip Hop S.U.N. Academy Black Lotus Circle; Reies Romero Universal Movement for the Advancement of Hip Hop James Dewitt Yancey Foundation Muslim Youth Leadership Awards
Beats, Rhymes & Resistance is an exercise/expansion of the artists role in the contemporary context of liberation, activism and or protests. It serves as a means of action and resistance in and outside the class setting to Eurocentric mis-information and its pervasive nature. This workshop is designed to harness and acknowledge the power of artistic expression and the ability to cross lines of separation. BR&R is a creation to disrupt the status quo by using Hip Hop elements and art forms to challenge education that does not benefit the recipient and is designed to give examples to the reality thereof. It also recognizes the various ways that the spoken word can be used and has been via poetry, song and literature. This session will feature a writing exercise and sharing component aimed at allowing the creator and the audience to witness art being used in a purposeful way to motivate students to uplift themselves and fellow classmates.
In-Class Direct Activism Class Room Resistance Art is Power Hip Hop Activism Music Our Weapon Mind Power Hip Hop History
Memorialization on the Margins, Living Proof Print Collective: Noah Exum, Andrew Gramm, and Aaron Rosenblum
With a mix of demonstration, discussion, and hands on art making, this workshop will examine how marginalized communities honor role models and memorialize the dead in unique ways. We will examine how issues of cost, politics, and public awareness affect memorialization, and highlight how low-cost and public art forms such as memorial t-shirts, murals, graffiti, and signs are used to honor people ignored by the mainstream. Focusing primarily on communities of color, we will address both historical and contemporary examples before making our own art. Living Proof Print Collective will provide supplies and instruction for screen printing, relief printing, drawing, and collage, allowing participants to create their own works of art honoring someone who has impacted their life. https://wehavelivingproof.com/
#ArtsEd #StreetArt #DIY #ArtistsOfColor Honoring Elders
Responding to Racial Incidents, Idil Mohamud and Elise Toedt Southwest Dare 2 Be Real Students
The goal of the workshop is to provide educators effective tools to recognize and respond to racial incidents. This workshop teaches educators how to identify and explain the difference between unintentional and intentional racism, institutional versus individual, and covert versus overt. In this workshop, the participants will get the opportunity to role play, respond to real-life scenarios and apply knowledge to their own teaching practice. In addition, educators can utilize these effective tools to interrupt racist practices in their institution alongside organizational and student leaders.
Identity Gallery, Claire Mathews-Lingen, Avalon School, YEA!MN (climate justice group).
This workshop is centered around self-reflection. At the beginning of the workshop we all as group decide on different identity categories to put on large pieces of paper. The categories will be things such as; Race, Class, Education, Age, Sexuality, Gender, Ethnicity, Location. Just to name some examples. Then once all of the sheets have been posted, everyone will take a marker and quietly walk around the space, writing on each sheet how they relate to the given category. Once everyone has had time to write on the sheets, we switch over to walking around the space reading other’s notes on the sheets. Then everyone is welcome to react to each other’s writings with stars and signs of affirmation if they relate to other’s writings. Then I will call to have everyone stand by the category that they most relate to. We will then go around the room and share why we are standing where we are with as much or as little detail as each person wants to share. In closing we all gather back in a circle and reflect on the experience and our personal take-aways.
#identity #selfreflection Self discovery to guide activism work
Being the Change, Donna Cook, Maddy Wegner, Elena Medeiros, and Ruby McCormick, Youthrive
This worksshop highlights the Four Simple Rules of Engaged Leadership developed by the youthrive cabinet: 1) show up; 2) speak truth; 3) change yourself as an example, and 4) lead. Young people explore their own strengths and leadership styles, then learn about those of a Nobel laureate. The laureates and their approaches to problem- solving and peace-building serve as sources of inspiration for the community needs the youth identify and address through service-learning projects. In this workshop, we will delve into the activities incorporated into Youthrive’s Being the Change i-Book, including: 1) team-building 2) leadership skills assessment and development 3) Nobel laureate exploration and 4) Skills for Action. We will engage in sample activities from each of the sections and help participants understand how they can promote peace-building, community engagement, and leadership.
#beingthechange #community #peace #leadership
Teaching Social Justice Through Travel Studies, Brynne Macosko Paguyo Southside Family Charter School
Our K-8 Charter school has a social justice focus. Each year we travel with our 6-8th graders, learning about the history of oppression and resistance in our state and states nearby. Once every three years we also travel throughout the southern United States, meeting with people who were active in the Civil Rights Movement and are working for justice today. In this presentation, students will share photos and information about our recent trip to northern Minnesota. In preparation for the trip and on the trip the students read excerpts from Dennis Banks’ autobiography, Ojibway Warrior, read articles, view videos and meet with protesters/protectors who were in Standing Rock. We also visit Dennis Banks at his home in Leech Lake and go to sites of local historical note such as the Soudan Underground Mine, the Forest History Center, the Hinckley Fire Museum, or the site of the lynching in Duluth. As a result students learn how struggles for workers’ rights, treaty rights, and environmental protection intersect with our history of racial oppression in vivid, firsthand ways.
Youth talk: How Adults Can Ally, Facilitators were youth or adult counselors during St. Paul Public School’s summer CLAY camp, Courageous Leadership Academy for Youth. CLAY was for intentionally interracial middle schoolers associated with Dare 2 Be Real, an anti-racist leadership development program. Camp staff were predominantly people of color.
We are trying to bridge the gap between youth and adults (specifically students and teachers) and their communication especially around racial justice. We want participants to describe what a “Good ally” is to them. What are the student to teacher relationships you see? What do you want to see in your schools? There will be a chance for our st. paul staff/teachers and youth counselors who worked together for the past summer at Clay camp to debrief about their experience working with youth as workers and not students (all the time).
#Ially #Teachers4students #Ts4Ss
Youth Media Force, Chou Xiong / Asian Media Access
How to make a simple quality short film with accessible technology to advocate for your cause through free social media sites such as Youtube and Facebook.
Film making Video making
The Basics of Female Circumcision, Hodan Osman
The basics of female circumcision: the who, what, where, when and why and how it affects the Somali population here in the Twin Cities. It’s a topic that not a lot of people know about but it is extremely common in certain populations around the world. We’re trying to raise awareness about it so that when people hear about it, the are not so misinformed.
We don’t want people to make assumptions or judgments about it, we just want to inform people so they can make their own decisions about it. Our presentation is non-biased.
Art and social justice, Jens Arzayus Art teacher at Laura Jeffrey Academy
I will show a short music video our students made in my social justice art class about sexualising identity. It’s called “I Am ?” I will discuss how to run an art class using social justice themes.
Gender identity, art, music
What does racism have to do with capitalism?, Cliff Martin – Young Peoples Action Coalition
We will go through a root cause tree visualization of interpersonal, institutional, structural, and systemic racism as it relates to capitalism and the creation of race to divide the working class. Has been very popular with students before.
#Racism #Capitalism #Systemic #RootCauses
Power of Youth Media, Deacon Warner, Independent Filmmaker Project MN (IFP MN) + TBD high school aged youth involved in IFP MN’s after school media production program
Youth media provides a powerful tool for youth to explore issues around social justice. This workshop will provide a hands-on introduction to youth media. Youth filmmakers from Independent Filmmaker Project MN’s JuiceMedia will share their experiences producing films that explore issues they care about. Youth will also lead workshop attendees through how to set up, conduct and film a professional interview. IFP MN will provide the professional film equipment including cameras, microphones, tripods, and a lighting kit. The workshop will also include a screening of a few youth produced short films and a Q & A with the youth filmmakers. (http://ifpmn.org/youth-programs/)
Youth voice, youth community media
Revolutionary Basketball, Kai Russell Million Artist Movement
Teams represent historical revolutionaries and announcer gives facts about them while calling the game!
“Know Your Rights” Self Agency in Student Activism, Bailey Boelter – Minnesota Alliance with Youth/Minnesota Education Equity Partnership Brandon Brooks – Minnesota Education Equity Partnership/Solutions Not Suspensions
This workshop is designed to educate students, particularly those invested in creating awareness and change in their schools and institutions, on their rights as students and citizens. We will cover practices that promote their full engagement and critical analysis of educational institutions while minimizing harmful repercussions.
#RethinkDisciplineMN, Dignity in Schools Week of Action
Our Place in Politics: How to Read Through the BS that is Politcs, Leo O’Ryan (Augsburg PASU) Destyn Land (Board member of Augsburg PASU) Zoe Sblendorio (St. Paul College) All Alumni of Como Dare 2 Be Real
We feel that an important aspect of the movement is policy and in order to get there we must elect people that will represent the best. But politics can be tough to understand. So we will have a discussion about it while adding to the wealth of knowledge by having mini presentations throughout the workshop to escalate the conversation.
Shared $, Shared Power: using co-ops to take control of our own economies, Jesus Lucero & Jason Rodney USA Cooperative Youth Council
In schools, when we hear “there’s not enough money for that” it really means “the folx who own most of the city don’t want to pay for that.” So it’s time we start owning more. Meaning – we need to train each other to run businesses together, put land in community control, and return all power to all people. Join us to share your stories, play games, and dream how our cities could be owned and controlled by ALL of us, using co-ops as one tool to get there… *& leave with CURRICULUM* Many co-ops in the Twin Cities seem focused on rich, white folx. But co-ops have been a tool used by frontline communities to get powerful since forever. Intuit folx in the Arctic, undocumented folx in California, Black folx in the South. Truly, all types of folx everywhere. Let’s learn with each other about co-ops, and dream how to put youth & social justice at the center of the Twin Cities co-op world. fb.com/usacyc
#games #TeachingRealDemocracy #coops #yessss
Activating Power: Creating Culture, Jared Hanks | Modern Day Me
In ‘Activating POWER, Creating Culture’ we explore the process of tapping into our Individual power and creativity as a means of personal development and achievement on multiple levels: social, educational, economic, and political. Key Objectives/Outcomes: 1. How can I identify and activate my power? 2. Where are the opportunities to utilize this power to create impact? 3. What ways can we collaborate with others in this process? 4. Why is this important?
#Culture #Power #Activate #VictimOrVictor
Ain’t I a Queen?, Amari Vaughan Simone Glasper Charell McGee Nyaduoth Kueth
View a film made by the 4 of us for a class and have a discussion about it with participants. The film explores the effect of the media on black women’s perception of beauty.
Self love, melanin, black girls rock
A Voice in the Streets: Making an Impact with Small Protest Posters, Leon Wang Firebird Design Lab
We are often moved to speak or act during the struggle for social justice, but may feel that we have neither the voice nor the means to make an impact. In this workshop, we will discuss how one can make a positive contribution to the public discourse of a movement with only simple resources. We will demonstrate the conceptual, aesthetic, and technical elements of executing an effective 11×17 size protest poster. Driven by a basic process of problem solving, we will link our hearts (passion), heads (intellect), and hands (industry) to shape our world. The session will include exercises in working with ideas and representation — with the goal of making an impact on both personal and civic scales. Each participant will make a 11×17 “master” copy suitable for reproduction or additional refinement. The workshop aims to equip the participant with the basic skills and confidence to produce additional designs and inspire/teach others. The ultimate objective of the workshop is a lesson in (re)connecting to one’s passion and allowing the inner voice to be heard. Firebird Design Lab firebirddesignlab.com
self-agency, transformation, mind over tools, creativity with purpose, maximal impact with minimal means.
DIY First Aid Herb Garden, Anne Ness, Gaia Democratic School
Instead of doing a lecture, I want to be available to give out mint cuttings and talk to whoever shows up about growing and using herbs.
I believe health care is one of the most effective ways we are enslaved to corporations, health insurance being prohibitively expensive to those who are not poor enough to receive publicly funded health insurance, and the public money spent on insurance lines the pockets of dangerous corporations.
Health autonomy, Herbal medicine
Wrap around schools for all our kid’s needs, KerryJo Felder
Learn about a program that provides a great curriculum, lots of after school activities, free dinner and snack, stays open on weekends and that has a full health care clinic (ears, eyes, teeth and illness). How do we get that?
full-service schools, wrap-around, desegregation,curriculum, programs, education
Teaching African-American History as an African of the Diaspora: Educator and Scholar Perspective, Courtney S.Bell M.Ed. and North High Polar Scholars
Workshop participants will have the opportunity to interact with a current ethnic studies educator and her scholars through a panel discussion. Panelists will speak about their personalized experience with teaching and learning from an ethnic studies curriculum. Panelist Courtney S. Bell will also speak about the necessity and her personal development of critical pedagogy in the teaching of ethnic studies courses.
full-service schools, wrap-around, desegregation,curriculum, programs, education
Intro to the IWW and In-School Organizing, IWW Rank and File Education Organizers
Are you an education revolutionary? Come learn about the Industrial Workers of the World (IWW) and our approach to organizing in schools and how you can get involved with the Social Justice Education Movement and IWW education organizing. This workshop is a part of the in-school organizing track.
#Organize #EducatorsHavePower #PowerToThePeople #IWW
Making a Plan to Change Your School: Staff Organizing Style, IWW Rank and File Education Organizers
Are you a staff person and want to see changes at your school? Staff have immense power to upset the setup and fight for racial and social justice, but only if we’re organized. Come learn from past successes and gain tools and support to bring changes to your school through organizing. This workshop is a part of the in-school organizing track.
#Organize #EducatorsHavePower #PowerToThePeople #IWW
Workplace Bullying: What It Is and How to Fight It, Simon Smedberg and Londel French, ESPs in Minneapolis Public Schools
The issue of workplace bullying has become widespread in our education system. When school staff organize or speak out in any way that upsets the setup in our schools, they often become a target for bullying. We also know that institutional racism is strong in our education system, and that staff of color disproportionately get targeted for bullying. Workplace bullying can take a wide variety of forms, whether it be unfair criticism, scrutiny, and pressure, or threats, discipline, and firings. The problem is widespread, and if we are to be able to upset the setup and change our schools, we need to be able to recognize, fight, and defeat workplace bullying. This workshop will be focused on ideas and discussion around defining the issue of workplace bullying, and identifying ways to fight it. This workshop is a part of the in-school organizing track, and will be very valuable to anyone doing organizing in their school, and/or for anyone who has experienced or witnessed bullying at their workplace!
#Organize #WorkplaceBullying #UpsetTheSetup