The URBAN Ed Node has been working to launch coalition-building with human rights organizations and educators. We are hosting a Human Rights Webinar, to be held May 24, from 12pm-1:15pm Mountain Standard Time. We have 50 slots available for the webinar, so if you would like to attend, you will need to reserve your spot by going to the link below.
Attached is a flyer that explains how to access the webinar and who the presenters are, or see below.
We ask that you reserve your spot in the next couple of days, and then, after Monday, May 15, we welcome you to distribute it to your networks.
We also will distribute this to a few other human rights networks at that time.
We look forward to learning with human rights scholars how we as educators can support their organizing efforts, and we look forward to learning how schools are taking up productive human rights frameworks and practices.
This report is the product of a collaborative research partnership between the University of Massachusetts, Boston and three youth organizing groups in Boston: the Boston-area Youth Organizing Project (BYOP), Roxbury Environmental Empowerment Project (REEP), and The City School. The UMass Boston team included five doctoral students that participated in the Practicum in Community-Based Research course offered in the Department of Public Policy. This course is taught by Prof. Mark Warren, chair of URBAN Boston and co-chair of national URBAN.
Scholars are increasingly expected to consider the wider public in their teaching and research activities, but with little to negative promotion incentive. In fact, finds Christopher Meyers, much of what academics do does not fit into the standard boxes of teaching, scholarship and service. Perhaps it’s time to replace these categories with a single holistic and qualitative standard: High quality teacher-scholars, wherein all of one’s professional activities are judged per their contribution to the academy’s mission of educating, advancing ideas, creating an intellectual environment, and bettering the lives of others.
Read the entire blog post here: http://blogs.lse.ac.uk/impactofsocialsciences/2014/04/09/public-scholarship-promotion-criteria/
Starting an Urban Research Based Action Network (URBAN) node gives you the opportunity to bring academics and community leaders together locally and be part of a national network where you can learn, share resources, and work together on the basis of common values. URBAN is building a new and exciting field of collaborative research committed to equity and social justice and you will have the opportunity to support and influence its development.
In advance of submitting an application, prospective nodes will learn about the work of URBAN and its existing nodes. Prospective node leaders work closely with local university and community stakeholders to determine if there is an interest in creating a node, what local challenges there are, and how node members might benefit from a joint research partnership.
Active Learning: Social Justice Education and Participatory Action Research
Dana Wright (Routledge)
This new book was published in Routledge’s Teaching/Learning Social Justice series. It is endorsed on the back cover by Mark Warren and Pedro Noguera and includes a forward by Lee Anne Bell.
Here is the table of contents and link to purchase the book: http://www.routledge.com/books/details/9781138821712[routledge.com]
Active Learning examines a participatory action research (PAR) project led by young people as a teaching and learning approach with implications for pedagogy, schools, educational policy and education reform and transformation. Continue reading →
The book is part of NYU’s Qualitative Studies in Psychology series. See below for a blurb. It is available for order from NYU Press[nyupress.org] or other fine stores.
This is what democracy looks like: Youth organizers in Colorado negotiate new school discipline policies to end the school to jail track. Latino and African American students march to district headquarters to protest high school closure. Young immigration rights activists persuade state legislators to pass a bill to make in-state tuition available to undocumented state residents. Students in an ESL class collect survey data revealing the prevalence of racism and xenophobia. Continue reading →