2014 Fair

Call for Workshops from Youth, Parents, Educators, and Community Members
for the  3rd Annual Twin Cities Social Justice Education Fair

Friday, October 17th, 2014

Theme:
“Nothing About Us, Without Us, Is For Us”

Proposals due by August 31st

Throughout the past year, conference organizers have taken the pulse of our education communities. We found that more and more students, parents and caregivers, communities, support staff and teachers are refusing to be shoved to the margins, silenced, and dominated. Our communities are increasingly unwilling to continue to go along with decisions made for us and about us, without us.

This year’s theme highlights a phrase, or rather a call to action, that has deep roots within (dis)ability studies and activism, among other historical movements, and challenges the marginalization of people marked as different. We mobilize this call to challenge the ways in which the education system has become increasingly efficient at dismissing many of us as abnormal (e.g., queered genders & sexualities), criminal (e.g., black and brown boys), irresponsible (e.g., education workers who desire to exert their collective power through unionization), or failing (e.g., communities who struggle against the privatization and closures of their schools).

We want this year’s fair to move us closer to realizing our collective power in our schools and communities. We invite workshops to address the ways in which classroom practices, organizing campaigns, and social justice projects help us advance how we understand and practice “nothing about us without us”:

  • How do we define “us”? How can we highlight and learn from our disagreements about who “us” is? How can we push each other to learn across our different politics and race, class, and gender experiences?
  • How can we create deeply transformative spaces within schools and communities in order to disrupt and challenge “normalized” versions of history, social justice, education reform, and our own power?
  • What do we and our communities need and want, and how can schools contribute to making that possible?
  • How do we make sense of who or what we are up against in our efforts to struggle for and enact the kinds of changes we want to see in our schools, classrooms, and communities?
  • What tools do we need to build our movements more safely and effectively in order to amplify our voices, build lasting communities, and successful campaigns?
  • How are students, parents, and educators already organizing to exercise their powers and work together for racial, gender, social, and economic justice, and how can we learn from and support their struggles in relation to our own?

 

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