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PRODID:-//Teaching Against Erasure - ECPv6.7.0//NONSGML v1.0//EN
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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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TZID:UTC
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DTSTART:20220101T000000
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BEGIN:VEVENT
DTSTART;TZID=UTC:20221112T130000
DTEND;TZID=UTC:20221112T143000
DTSTAMP:20260409T031843
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:20221112T103000
DTEND;TZID=UTC:20221112T123000
DTSTAMP:20260409T031843
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:20221112T103000
DTEND;TZID=UTC:20221112T120000
DTSTAMP:20260409T031843
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:20221112T120000
DTSTAMP:20260409T031843
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:20221112T100000
DTEND;TZID=UTC:20221112T103000
DTSTAMP:20260409T031843
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
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