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X-WR-CALNAME:Teaching Against Erasure
X-ORIGINAL-URL:https://teachingagainsterasure.rutgers.edu
X-WR-CALDESC:Events for Teaching Against Erasure
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DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T100000
DTEND;TZID=UTC:20221112T103000
DTSTAMP:20260427T061000
CREATED:20221002T013916Z
LAST-MODIFIED:20221024T044127Z
UID:482-1668247200-1668249000@teachingagainsterasure.rutgers.edu
SUMMARY:Teaching Against Erasure: Welcome
DESCRIPTION:The grounding session of Teaching Against Erasure is a 30-minute welcome and reflection. Here we will celebrate your dedication to safe and meaningful education for the students you teach\, advise\, mentor\, and support. This opening pre-session is also our time to think about the links in our work in and outside of classroom settings. The emphasis of this short session will be to remember that the intersecting layers of discrimination nestled into the founding of our nation brings continued relevance to the work of inclusivity. Considering these intersections as a framework for identifying the necessity and value of an integrated and diverse curriculum\, we will prepare to examine the rich texts\, strategies\, and practices included in the workshops of this teaching series. \nAfter this session\, participants will join the individual workshop(s) they registered for at https://go.rutgers.edu/registerTAE.
URL:https://teachingagainsterasure.rutgers.edu/event/teaching-against-erasure-thematic-conversations/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T103000
DTEND;TZID=UTC:20221112T120000
DTSTAMP:20260427T061000
CREATED:20221023T014709Z
LAST-MODIFIED:20221105T041427Z
UID:589-1668249000-1668254400@teachingagainsterasure.rutgers.edu
SUMMARY:The Difference of Disability
DESCRIPTION:Why is disability so often left out of the curriculum— and what difference does this make?  How can disability studies engender transformative teaching and learning for all?  In this session you will learn more about the field disability studies\, its connections to related justice movements\, and explore demonstration lessons for your own classroom.  \nFacilitator:\nLauren Shallish is an Associate Professor of Critical Disability Studies in Education in the Department of Urban Education.  She has worked in higher education and K-12 urban schools.  Her research examines the hyper-labeling of multiply-minoritized students and how constructs of ability and dis/ability are framed in higher education equity work.
URL:https://teachingagainsterasure.rutgers.edu/event/the-difference-of-disability/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T103000
DTEND;TZID=UTC:20221112T120000
DTSTAMP:20260427T061000
CREATED:20221023T015426Z
LAST-MODIFIED:20221023T060020Z
UID:595-1668249000-1668254400@teachingagainsterasure.rutgers.edu
SUMMARY:Critical and Courageous Conversations Made Easier
DESCRIPTION:Recognizing that many New Jersey teachers are hesitant to discuss issues of social justice and current events occurring in many communities\, this 90-minute session will discuss and practice how to use specific resources to guide and engage students in conversations about marginalization and discrimination. By situating topics in the law and New Jersey landscape that involve young people\, teachers can use non-fiction texts and secondary sources to help students develop the knowledge\, skills\, and dispositions to effectively discuss and analyze social injustice through an equity lens.   \nResource:\nRespect\, a diversity newsletter (for grades 6 and up).\nThis publication is published three times a year and is available in print form (and some in alternate formats such as Spanish\, Braille or CD. \nFacilitator:\nLaChan V. Hannon is the Director of Teacher Preparation & Innovation and an Assistant Professor of Professional Practice in the Department of Urban Education at Rutgers University-Newark. LaChan received her Ph.D. from Montclair State University in teacher education and teacher development with a focus on parent engagement and culturally responsive school practices. Her scholarly work investigates the intersectionality of race\, disability\, and parent involvement as they relate to the professional development for school leaders and educators. Her research and teaching interests include culturally responsive school/parent partnerships\, teacher self-study\, and teaching for social justice. Her TEDx Talk titled Young\, Gifted & Black with Autism was released in 2016. LaChan has published articles and chapters in academic texts including: International Handbook of Self-Study of Teaching and Teacher Education Practices\, Contemporary Justice Review\, Journal of Autism and Developmental Disorders\, and Self-Studies in Urban Teacher Education.  \nAfter spending seven years as a high school teacher and desiring to broaden her professional skill set\, LaChan transitioned into early intervention services as a teacher for preschool children with developmental disabilities. She would then become the behavioral health and rehabilitative services program director that provides behavioral and mental health services to children and adolescents with diagnosed disabilities between the ages of 3-19. In 2012\, LaChan returned to the classroom with a professional focus on increasing teacher confidence and knowledge working with students with disabilities in general educational settings. In 2013\, she completed a master’s degree in Educational Leadership/Teacher Leadership from Pennsylvania State University. LaChan graduated from the University of Delaware in 1999 with a Bachelor of Arts in English and a minor in sociology. LaChan has special education certificates in Educating Individuals with Autism and Applied Behavior Analysis from Pennsylvania State University\, which have impacted her both professionally and personally.   \nCurrently\, LaChan presents at both local and national conferences on topics of autism education\, culturally responsive school practices\, and educational leadership. LaChan and her husband Dr. Michael D. Hannon co-founded the 501c3 non-profit organization Greater Expectations Teaching and Advocacy Center Inc (GETAC) as a means to support families with children with developmental differences in addition to education professionals through parent workshops\, professional development\, and advocacy support. LaChan is an advocate for equitable access to quality education\, a supporter of teacher learning\, and a believer that schools improve when they intentionally engage families and communities in the education of their children. 
URL:https://teachingagainsterasure.rutgers.edu/event/critical-and-courageous-conversations-made-easier/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T103000
DTEND;TZID=UTC:20221112T123000
DTSTAMP:20260427T061000
CREATED:20221023T020321Z
LAST-MODIFIED:20221023T060717Z
UID:599-1668249000-1668256200@teachingagainsterasure.rutgers.edu
SUMMARY:Using Poetry to Teach Black Queer History
DESCRIPTION:In this two-hour workshop\, participants will explore ways of engaging with poetry as historical text and history as poetic text. The workshop will offer ideas on how to work with students on close reading\, listening\, and research using poetry and oral history as primary texts. Teachers will leave with a set of sources and activities as well as ideas on how to incorporate poetry and oral history into their curriculum. \nFacilitator:\nNaomi Extra is a poet\, writer\, and scholar. She received her PhD in American Studies from Rutgers University\, Newark. In both her creative and scholarly work\, she explores the themes of agency and pleasure in the lives of black women and girls. She has received fellowships from the Andrew W. Mellon Foundation\, Cave Canem\, Jack Jones Literary Arts\, American Council of Learned Societies (ACLS)\, and the African American Intellectual History Society. Her work has appeared in Boston Review\, The New Yorker\, Lit Hub\, Washington Post’s The Lily\, and elsewhere. Her poetry chapbook\, Ratchet Supreme\, was selected by Tiana Clark as the winner of the 2019 BOAAT Chapbook Prize. Currently\, she is a Lecturer of Jazz and Poetry at Rutgers University\, Newark.
URL:https://teachingagainsterasure.rutgers.edu/event/using-poetry-to-teach-black-queer-history/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T130000
DTEND;TZID=UTC:20221112T143000
DTSTAMP:20260427T061000
CREATED:20221023T005252Z
LAST-MODIFIED:20221023T062039Z
UID:562-1668258000-1668263400@teachingagainsterasure.rutgers.edu
SUMMARY:Teaching with Local Stories: The Power & Possibility of LGBTQ+ Oral History for Student Learning
DESCRIPTION:In this 1 hour 30-minute session\, we will explore how the Queer Newark Oral History Project is a practical resource for educators implementing the N.J. LGBTQ+ curriculum mandate. Queer Newark’s repository is not only an asset for diverse LGBTQ+ historical inclusion but also provides other thematic inroads into local\, state\, and national history more broadly. This workshop will include curriculum ideas that take advantage of the project’s free online archive\, including its keyword searchable oral histories and various other educational resources. \nFacilitator:\nKristyn Scorsone (they/them) is a PhD candidate in the American Studies program at Rutgers University-Newark and longtime member of the Queer Newark Oral History Project. Their forthcoming dissertation\, A Way Out of No Way: The Labor and Activism of Black Queer and Transgender Women in Newark\, New Jersey\, examines Black queer and transgender women’s labor and related activism in Newark from the 1970s to the present. In addition to co-curating the 2017 traveling exhibit At Home in Newark: Stories from the Queer Newark Oral History Project and producing and hosting the Queer Newark podcast\, their writing has appeared in The Public Historian\, NJ.com\, History@Work\, Notches\, Out History\, Out in New Jersey\, and Los Angeles Music Blog. They will also have a chapter in the forthcoming anthology: Queer Newark: Stories of Resistance\, Love\, and Community. They are available as a consultant for educators regarding using the Queer Newark Oral History Project as an important diverse historical resource to meet New Jersey’s LGBTQ+ curriculum requirement. You can learn more about them on their website: https://www.kristynscorsone.com \n  \n 
URL:https://teachingagainsterasure.rutgers.edu/event/teaching-with-local-stories-the-power-possibility-of-lgbtq-oral-history-for-student-learning/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T130000
DTEND;TZID=UTC:20221112T150000
DTSTAMP:20260427T061000
CREATED:20221023T011744Z
LAST-MODIFIED:20221023T062321Z
UID:574-1668258000-1668265200@teachingagainsterasure.rutgers.edu
SUMMARY:LGBTQIAA++ in the African Diaspora
DESCRIPTION:In this two-hour session\, we will analyze primary and secondary sources\, as well as teaching strategies for including queer Black voices into your World History and World Literature classes\, advisory\, and Gender/Diversity clubs. Together\, we will explore contemporary media\, short stories\, autobiographical writing\, and legislation. This workshop asks how Black diasporic contexts challenge Western or Global North conventional conceptualizations of gender and sexualities. More empirically\, we will explore key aspects of personhood in Black global societies\, including the consideration of the impact of the colonial legacy\, conceptions and practices of reproduction\, and women’s rights. By the end of the workshop\, participants will create a 40 – 50 min lesson plan to use for introducing their students to LGBTQIAA++ voices in the African Diaspora. All workshop materials will be available online: https://www.rainbowisenuf.com \nFacilitator:\nROSIE JAYDE UYOLA is a K-12 teacher\, independent scholar\, documentary filmmaker\, and researcher of memory\, commemoration\, colonialism/imperialism\, and Black Life and Culture. Rosie’s publications include “Memory and the Long Civil Rights Movement\,” in The Seedtime\, the Work\, and the Harvest: New Perspectives on the Black Freedom Struggle in America (University of Florida Press\, 2018)\, “The Digital City: Memory\, History\, and Public Commemoration\,” Ácoma International Journal of North-American Studies\, Italia (2015)\, “Home Sweet Home – Race\, Housing\, and the Foreclosure Crisis\,” in The War on Poverty: A Retrospective (Lexington Books\, 2014)\, “Race\, Empire\, and the Rise of the Mortgage Industrial Complex\,” The Newark Experience Digital Archive (Rutgers University Libraries\, 2013)\, and “Women in the Black Freedom Movement\,” School Series Production of Harriet Tubman\, New Jersey Performing Arts Center (NJPAC\, 2008). Their expertise and research interests include urban culture\, 20th Century migration/immigration\, race and public art\, and oral history.
URL:https://teachingagainsterasure.rutgers.edu/event/lgbtqiaa-in-the-african-diaspora/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230126T180000
DTEND;TZID=UTC:20230126T193000
DTSTAMP:20260427T061000
CREATED:20230124T211919Z
LAST-MODIFIED:20230126T201143Z
UID:692-1674756000-1674761400@teachingagainsterasure.rutgers.edu
SUMMARY:Indigenous Histories: On and Off the Page
DESCRIPTION:Decolonizing teaching and learning through greater inclusion of First Nation voices in our curriculum. \nJoin us for our virtual event crossing over Teaching Against Erasure and Urgent Conversation discussion about decolonizing teaching and learning through greater inclusion of First Nation voices in our curriculum. Drawing on the scholarship\, activism\, art\, and writing of Amber Starks\, Dr. Kyle Mays\, and Brent Stonefish\, we’ll explore the importance of indigenous visibility for strengthening community collaboration and inclusive learning in classrooms. \nRSVP: https://www.eventbrite.com/e/indigenous-histories-on-and-off-the-page-tickets-519916713887
URL:https://teachingagainsterasure.rutgers.edu/event/indigenous-histories-on-and-off-the-page/
LOCATION:Zoom
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20230928T180000
DTEND;TZID=UTC:20230928T190000
DTSTAMP:20260427T061000
CREATED:20230915T184213Z
LAST-MODIFIED:20231027T150646Z
UID:709-1695924000-1695927600@teachingagainsterasure.rutgers.edu
SUMMARY:Politically Speaking: Carceral Practice in the Classroom
DESCRIPTION:Speak only when spoken to or when the teacher acknowledges your raised hand. Ask to use the bathroom–except during a test. Follow instructions and limit your questions–unless you want to be labeled a “problem.” \nThese are some of the lessons millions of students learn in public and private school institutions where behavior is prized over meaningful learning. The outcome is that many students feel imprisoned in their classrooms. Yet classroom practices mirror the controlled social engagement found in our nation’s carceral system in more ways than we fully comprehend. \nJoin Christopher “Talib” Charriez\, Christopher Etienne\, and Lacey Hunter on September 28 at 6:00pm(ET) for a virtual conversation on recognizing and challenging these patterns and fostering learning through new strategies. \n \nTeaching Against Erasure is funded by the Center for Politics and Race in America (CPRA) at Rutgers University-Newark and the Institute for the Study of Global Racial Justice (ISGRJ).
URL:https://teachingagainsterasure.rutgers.edu/event/politically-speaking-carceral-practice-in-the-classroom/
LOCATION:Zoom
CATEGORIES:Public Events
END:VEVENT
BEGIN:VEVENT
DTSTART;VALUE=DATE:20231028
DTEND;VALUE=DATE:20231029
DTSTAMP:20260427T061000
CREATED:20230922T152815Z
LAST-MODIFIED:20231010T231355Z
UID:718-1698451200-1698537599@teachingagainsterasure.rutgers.edu
SUMMARY:Teaching Against Erasure Convening
DESCRIPTION:Registration open! \nThis convening will offer thematic workshops led by scholars\, community leaders\, and veteran teachers. Sessions will emphasize strategies for integrating content focused on Black\, Latinx\, LGBTQIA+ and Dis/Abilities studies material into the existing New Jersey core curriculum content.  \nParticipants may register for a morning and afternoon workshop\, go.rutgers.edu/registerTAE.  \n9:30am: Check-in and Breakfast \n10am: Welcoming Remarks  \n10:30am Workshop I  \n12:00pm Lunch and Educator Awards Presentation (Click here to nominate)\n \n1:00pm Workshop II \n2:30pm Closing and Raffle
URL:https://teachingagainsterasure.rutgers.edu/event/teaching-against-erasure-convening/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260427T061000
CREATED:20231020T040908Z
LAST-MODIFIED:20231020T042730Z
UID:759-1698489000-1698494400@teachingagainsterasure.rutgers.edu
SUMMARY:Songs of Resistance and Resilience
DESCRIPTION:This workshop will explore the rhythms of resistance and resilience with songs that encouraged marginalized people to continue their fight for social justice and change. It will use music to amplify the voices and discuss the history of marginalized communities throughout history. \nFacilitator:\nAs an esteemed educator with a passion for igniting the spark of knowledge within young minds\, Denell Marsh has made a significant impact during her tenure as an adjunct professor and high school teacher. In the classroom she is dedicated to fostering critical thinking\, encouraging dialogue\, and promoting academic excellence. \nDenell’s teaching philosophy is a testament to her unwavering belief in the transformative power of education. She firmly advocates for an inclusive approach\, championing diversity and equity within the classroom. Her students consistently praise her ability to create a safe and supportive environment that encourages self-expression and the exploration of diverse perspectives. As a historian\, Denell focuses on the histories of communities of color. Denell currently works as an adjunct professor at Union College.
URL:https://teachingagainsterasure.rutgers.edu/event/songs-of-resistance-resilience/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260427T061000
CREATED:20231020T041127Z
LAST-MODIFIED:20231020T042914Z
UID:762-1698489000-1698494400@teachingagainsterasure.rutgers.edu
SUMMARY:Compliance or culture?: Toward an understanding of disability justice and collective liberation 
DESCRIPTION:Rights alone are not justice. A narrow focus on compliance provides little sense that the acknowledgement ofr inclusion of disabled communities have any larger benefit or that accommodations serve anyone other than the person who requests them.  How can we move past legal compliance to understand disability in all of its complexity– as a culture\, lived experience\, embodied history\, a product of de-ableing oppressions in society– and central to our collective liberation? \nFacilitators:\nDr. Lauren Shallish is a community-engaged scholar researching disability studies and higher education.  She currently serves as Associate Department Chair of Urban Education and Associate Professor of Disability Studies at Rutgers University-Newark.  She is an affiliated faculty member in the Africana Studies Department. \nDr. Shallish’s research examines the hyper-labeling of multiply-minoritized students and how constructs of ability and dis/ability are framed in higher education equity work.  She currently serves a member of Teaching Against Erasure\, the Active Voice research team\, NJ-STEP faculty\, and principal investigator for The Troublemaker Project\, a student-led collective that teaches disability studies in urban high schools.   \nIn 2022\, she was awarded the Chancellor’s SEED Grant for her work to establish the first disability studies program at Rutgers University and received honorable mention in the Pulitzer Center’s Inaugural 1619 Education Network. \nRecent examples of scholarly work have appeared in DisCrit Expanded (2022)\, Women’s Reproductive Health (2022)\, SPARK Magazine— in partnership with Medium (2020)\, and Disability & Society (2021).   \nHer forthcoming book project on Disability and DEI will be published in late 2024. \nJoel Negron is a Research Assistant for the Department of Urban Education at Rutgers University-Newark. He graduated with a Bachelor of Arts in Criminal Justice with a focus on Justice Studies with Summa Cum Laude honors. He is currently pursuing his Master’s degree in Public Affairs and Administration with a focus on Nonprofit Management and intends to create his own nonprofit organization specializing in addressing trauma for formerly incarcerated citizens. \n 
URL:https://teachingagainsterasure.rutgers.edu/event/compliance-or-culture-toward-an-understanding-of-disability-justice-and-collective-liberation/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260427T061000
CREATED:20231020T043157Z
LAST-MODIFIED:20231020T043239Z
UID:776-1698489000-1698494400@teachingagainsterasure.rutgers.edu
SUMMARY:Language Arts and Social Studies as Soul Sisters: An Interdisciplinary Approach to Engaging Students in Critical Conversations
DESCRIPTION:Recognizing that many New Jersey teachers are hesitant to discuss issues of social justice and current events occurring in many communities\, this 90-minute session will discuss and practice how to use specific resources to guide and engage students in conversations about marginalization and discrimination. Using Bloom’s Taxonomy as a guide and situating topics that involve New Jersey young people\, ELA and SS teachers can use interdisciplinary literacy skills and non-fiction texts to develop students’ knowledge\, skills\, and dispositions to effectively discuss and analyze social injustice through an equity lens. \nResource:\nRespect\, our diversity newsletter (for grades 6 and up). https://njsbf.org/publications \nFacilitator:\nLaChan V. Hannon PhD @lvhannonphd is the Director of Teacher Preparation & Innovation and an Assistant Professor of Professional Practice in the Department of Urban Education at Rutgers University-Newark. LaChan received her Ph.D. in teacher education and teacher development with a focus on parent engagement and culturally responsive school practices. Her scholarly work investigates the intersectionality of race\, disability\, and parent involvement as they relate to the professional development for school leaders and educators. Her research and teaching interests include culturally responsive school/parent partnerships\, teacher self-study\, and teaching for social justice. Her TEDx Talk titled Young\, Gifted & Black with Autism was released in 2016. LaChan has published articles and chapters in academic texts including: International Handbook of Self-Study of Teaching and Teacher Education Practices\, Contemporary Justice Review\, Journal of Autism and Developmental Disorders\, and Self-Studies in Urban Teacher Education. \nLaChan spent 15 years teaching grades from preschool disabled through high school English. \nCurrently\, LaChan presents at both local and national conferences on topics of autism education\, culturally responsive school practices\, and educational leadership. LaChan and her husband Dr. Michael D. Hannon co-founded the 501c3 non-profit organization Greater Expectations Teaching and Advocacy Center Inc (GETAC) to support families with children with developmental differences in addition to education professionals through parent workshops\, professional development\, and advocacy support. LaChan is an advocate for equitable access to quality education\, a supporter of teacher learning\, and a believer that schools improve when they intentionally engage families and communities in the education of their children. \nLaChan.Hannon@rutgers.edu\n IG: @lvhannonphd\n LinkedIn: linkedin.com/in/lachanvhannonphd\n Twitter: LaChanHannon\n www.getac.org
URL:https://teachingagainsterasure.rutgers.edu/event/language-arts-and-social-studies-as-soul-sisters-an-interdisciplinary-approach-to-engaging-students-in-critical-conversations/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260427T061000
CREATED:20231020T041611Z
LAST-MODIFIED:20231020T041640Z
UID:765-1698498000-1698503400@teachingagainsterasure.rutgers.edu
SUMMARY:Teaching Against Queer Erasure: The Queer Newark Oral History Project
DESCRIPTION:LGBTQ+ students should see themselves represented in the classroom. In this 1 hour 15-minute session\, we will explore how the Queer Newark Oral History Project can be a resource for students and educators. Queer Newark is a free and public repository of local New Jersey history through the eyes of diverse people who lived it. Because the archive captures intersectional experiences and expansive community knowledge\, it’s a great tool to meet Governor Murphy’s LGBTQ+ Curriculum Mandate and can also be effectively used during heritage months\, for instance\, Black History\, Women’s History\, and Hispanic Heritage. In addition to an overview of the many educational facets of this ongoing public memory project\, this workshop will include practical lesson ideas using oral history. \nFacilitator:\nKristyn Scorsone (they/them) is a PhD candidate in the American Studies program at Rutgers University-Newark and longtime member of the Queer Newark Oral History Project. Their forthcoming dissertation\, A Way Out of No Way: The Labor and Activism of Black Queer and Transgender Women in Newark\, New Jersey examines Black queer and transgender women’s labor and related activism in Newark from the 1970s to the present. In addition to co-curating the 2017 traveling exhibit At Home in Newark: Stories from the Queer Newark Oral History Project and producing and hosting the Queer Newark podcast\, their writing has appeared in The Public Historian\, NJ.com\, History@Work\, Notches\, Out History\, Out in New Jersey\, and Los Angeles Music Blog. They also have a chapter in the forthcoming anthology: Queer Newark: Stories of Resistance\, Love\, and Community. You can also check out Kristyn Scorsone’s Trans Sites of Power Apple Guides Map highlighting places where transgender individuals stood in their power\, resisted oppression\, found joy\, shared community knowledge\, and formed radical coalitions. They also shaped Apple’s Pride 2023 campaign\, “Illuminating Us.” Their research for Apple explored solidarity and allyship in the LGBTQIA+ community through a narrative framework based on their work as an oral historian with the Queer Newark. Their work influenced how editorial and design teams across Apple Services honored Pride-led narratives globally on Apple TV\, podcasts\, music\, maps\, and their app store. Kristyn is available as a consultant for educators regarding using the Queer Newark Oral History Project as an important diverse historical resource to meet New Jersey’s LGBTQ+ curriculum requirement. You can learn more about them on their website: https://www.kristynscorsone.com
URL:https://teachingagainsterasure.rutgers.edu/event/teaching-against-queer-erasure-the-queer-newark-oral-history-project/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260427T061000
CREATED:20231020T041928Z
LAST-MODIFIED:20231020T041928Z
UID:768-1698498000-1698503400@teachingagainsterasure.rutgers.edu
SUMMARY:Affirming Indigenous Epistemology Through a Land Curriculum
DESCRIPTION:A Work in Progress\nIn Collaboration with Lunaape/Lenape Tribal Nation and the Public History Project  \nThrough a land curriculum\, this workshop explores the knowledge\, experiences\, and histories of the New Jersey Lunaape/Lenape peoples. During this eighty-minute workshop\, we will discuss ideas and engage in activities that ground land curriculum and affirm indigenous ways of knowing and decolonization. We will undertake strategies and resources for implementing lessons on indigenous worldviews and land education into your social studies\, science\, and literacy classes. This workshop aims to provide educators with the theories and practices to plan and deliver equitable lessons that tell a more balanced history and the presence of the Lunaape/Lenape of New Jersey.  \nFacilitators:\nNatacha Robert is an educator\, activist\, and artist. She is a current doctoral student at Teachers College\, Columbia University in the department of Curriculum and Teaching. Her research focuses on African-centered education with interests in culturally relevant education and decolonization. She has been an educator for over ten years\, teaching Social Studies to middle and high school students with and without disabilities. Working with various community-based organizations\, she has created and helped to direct after school programs for Black children and other minoritized youth. She is the founder of Elimu for Liberation\, an African-centered educational company that provides resources to parents and teachers to support them in teaching African-centered lessons and content. As an activist and community organizer she has worked with the Westchester Alliance for Black School Educators and the December 12th Movement to raise awareness for and address the myriad of issues facing Black people. Currently she works to help support\, raise awareness for\, and free political prisoners as a member of the Northeast Political Prisoner Coalition. She is also a member of the Enslaved African Memorial committee\, an organization working to build a memorial to honor and remember the Africans who were enslaved in Bergen County\, New Jersey.  \nNancy Tavárez is a doctoral student at Teachers College\, Columbia University. Her research interests focus on social justice education\, curriculum\, teacher education\, indigenous education\, multilingual education\, and the experiences of minoritized students and families in schools. She has extensive experience in urban education and schooling which include elementary and middle school teaching\, school data\, professional development\, curriculum supervising\, and school administration. She is currently a principal at an elementary school in a large urban setting. Her personal background and experience in diverse settings influence her desire to work towards creating more equitable and just schools. \n 
URL:https://teachingagainsterasure.rutgers.edu/event/affirming-indigenous-epistemology-through-a-land-curriculum/
END:VEVENT
BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260427T061000
CREATED:20231020T042227Z
LAST-MODIFIED:20231020T042339Z
UID:771-1698498000-1698503400@teachingagainsterasure.rutgers.edu
SUMMARY:Words Are Things: Using Poetry as an Extension to Your Curriculum
DESCRIPTION:In this eighty-minute workshop\, participants will explore several diverse methodologies that revolve around the practice of spoken word and performance poetics through the optics of the Nuyorican poetry school which is responsible for writers like Miguel Algarín\, Victor Hernández Cruz\, Nancy Mercado\, Willie Perdomo\, and Elisabet Velasquez. The Nuyorican school is well documented in Latinx literature\, it’s primary focus being on the theatricalization of poetics. In this workshop\, we’ll be using poetry and theatre as our entry point into different literary-based exercises that focus on creative critical thinking while increasing student engagement. This workshop will also equip educators with different books and online resources that could be explored and used as cross-curricular resources. \nFacilitator:\nDimitri Reyes is a Boricua multidisciplinary artist\, content creator\, and educator from Newark\, New Jersey. Dimitri’s most recent book\, Papi Pichón (Get Fresh Books\, 2023) was a finalist for the Omnidawn chapbook contest and the Andrés Montoya Poetry Prize. His other books include Every First and Fifteenth\, the winner of the Digging Press 2020 Chapbook Award\, and the poetry journal Shadow Work for Poets\, now available on Amazon. Dimitri’s work has been nominated for a Pushcart Prize and Best of the Net and you can find more of his writing in Poem-a-Day\, Vinyl\, Kweli\, & Acentos.  In 2023\, he was a part of the inaugural poetry cohort for the Poets & Writers Get The Word Out publishing incubator. Dimitri is also the Marketing & Communications Director at CavanKerry Press. Learn more about Dimitri by visiting his website at https://www.dimitrireyespoet.com
URL:https://teachingagainsterasure.rutgers.edu/event/words-are-things-using-poetry-as-an-extension-to-your-curriculum/
END:VEVENT
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