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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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BEGIN:VTIMEZONE
TZID:UTC
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TZOFFSETFROM:+0000
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TZNAME:UTC
DTSTART:20230101T000000
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BEGIN:VEVENT
DTSTART;VALUE=DATE:20231028
DTEND;VALUE=DATE:20231029
DTSTAMP:20260405T015950
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260405T015950
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260405T015950
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T103000
DTEND;TZID=UTC:20231028T120000
DTSTAMP:20260405T015951
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260405T015951
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260405T015951
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/
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BEGIN:VEVENT
DTSTART;TZID=UTC:20231028T130000
DTEND;TZID=UTC:20231028T143000
DTSTAMP:20260405T015951
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/
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