SL Project Groups

DELPIT
Mike (Johnson)
Anthony (Collier)
Cindy (Collier)
Branden (Collier)

JOHNSON
Essence (Johnson)
Erika (August)
Nathali (Delpit)
Emily (Collier)
CHRISTENSEN
Chanel (Kahne and Westheimer)

COLLIER
Megan (Johnson)
Lindsey L (Delpit)
Jessica (Rodriguez)
Karissa (Delpit) 
Lindsey D (Delpit)

RODRIGUEZ
Alyssa (Collier)
Gianna (Delpit)

SAFE SPACES
Shannon (Delpit)
Dennis (Johnson)
Ashley (August?)

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Homework for Tuesday, October 28

There is no new reading for Tuesday, 10/28. Instead, I am asking you to review one of the text we have already read, and be prepared to TEACH us in class. You will be the expert in the room as we continue to build our knowledge maps of theory and practice.

YOUR ASSIGNMENT:

1) Reread the text you are assigned below.

2) Pull 5 quotes that you think are significant to the main idea(s) of the article.

3) Review other people's blogs from that text, and pull 5 quotes/pics/videos from different blogs that help you explain the main ideas. (If your text wasn't a blog assignment, do a little google search on the text/author and see what you can find!)

4) Review class notes from that text.

5) Create a blog post on your blog that summarize the main idea, and includes the 5 quotes and 5 blog connections.

Johnson:  We must learn to say the words

Erika,

Delpit:  Rules and Codes of Power

Mike, Ashley, Anthony, Emily, Branden, Cindy,

Kozol:  Racism and poverty are systemic problems, not individual ones

Shannon,

McIntosh:  Whiteness as an invisible privilege

Essence,

Rodriguez:  Sacrificing private identity for public identity

Gianna, Alyssa

Collier:  Honor students’ first language skills

Lindsey, Karissa, Nathali, Megan, Jessica

Christensen:  Students need to find real ways to “talk back” and take action against oppression

Chanel,

Safe Spaces:  How is difference "expected, explored and embraced?"

Dennis

Kahne and Westheimer: SL as charity or change

Media Literacy...

I am so disappointed that we don't have class on Thursday.  I was looking forward to discussing Christensen with you!!

In lieu of our class time, think about this, and leave me a comment below...

CHRISTENSEN:

“I ask students to watch for who plays the lead.  Who plays the baffoon? Who plays the servant? I encourage them to look at the race, station in life, body type of each character.  What motivates the character? What do they want out of life?  What’s their mission?  If there are people of color (in the cartoon), what do they look like? How are they portrayed? How does the film portray overweight people? What about women other than the main character? What jobs do you see them doing? What do they talk about? What are their main concerns? What would young children learn about women’s roles in society if they watched this film and believed it?  What roles do money, possessions, and power play in the film? What has it? Who wants it? How important is it to the story? What would children learn about what’s important in society?” (129-130).

Watch one (or more if you want!) of these, and think about what it TEACHES us.  What "secret education" does it offer?  Use the Christensen quote above to guide you as you think about all the questions she poses above...

Or if you would rather take on a more complex text to read... think about the secret education in this one.  What is the main message that Madonna (and director Guy Ritchie) is getting at here?  How do the words and images tell a story about their major argument?  What does it "mean?"

Dr. Annie Russell, Director of LGBTQ Center at URI

Rhode Island College context: What have we been doing at RIC for LGBTQ?

2009: RIC Equity Action Grant to fund LGBTQ programming
2011: Campus Pride Index (3.5/5) for LGBT friendly campus

Gender neutral housing and bathrooms on campus
Records office now has a process for name changes for trans student

2013: Pride index went up (4.0/5)
2014:  LGBT Faculty Allies group

Dr. Annie Russell (URI)
BA in Communication
MA in Education
Phd in Higher Ed Administration
Research interest in social justice and intersectionality
Director of LGBTQ Center at URI, faculty in Gender and women's studies

HISTORY: how people fight for their rights

Safety was the greatest motivator for LGBT activism.
Issues of activism and safety are usually first.  Many people don't come out early due to these issues.
Today, many students have come out BEFORE they come to college

Laws existed that required people to stay in the closet, meet privately, and use code words when organizing.

SILENCE was the key issue for LGBT life.

Soon, students started organizing.  Faculty and staff soon followed.

1969 - STONEWALL RIOTS in NYC
This set of events was the fire that lit the public fight for LGBTQ Rights

1971 - University of Michigan was first in country to open a LGBT Center on campus

On many college campuses, Women's Centers became an important place to fight for LGBT rights when campuses wouldn't acknowledge LGBT people explicitly

LAWS start to change: students' right to organize, funding sources, anti-sodomy laws, civil rights legislation.

Local churches opened their doors to many LGBTQ groups when students didn't feel safe on campus.
Building alliances between church and LGBT

Anti-discrimination Civil Rights Legislation: at the federal level, no protection for secual orientation and gender identity

TODAY:
30 out of 50 states allow gay people to marry
About 400 campuses have taken the Pride Index from Campus Pride
About 250 LGBT Centers across the country

What is Campus Climate?

• Policy: Do we say the words?
• Procedures and Practice: Is it more than words? Do we really think through the experience of LGBT people?
• Resources:  Centers, support and leadership (comfort with the language)
• Visibility: 

Assessment:  How do we figure out if things are working?
CAS --> National Organization that creates assessment tools (semester long process of assessment)
Campus Pride Index --> RIC uses this, more extensive survey is coming this year
Princeton Review/US News and World Report --> not as reputable to figure out inclusiveness, but lots of people look at this measure when they are looking at where to go to college

How do we DO Climate Change?

• Critical Mass: Need people who are willing to work for change, need United Communities (bringing together people who feel marginalized across different categories)
• Assessment: (need to create reports, and publicize!!)
• Making the Invisible, Visible: (telling stories, give voice to things that no one wants to talk about)
• Proposing Change: (formal and document, submitted in a public way, in a timely way with a bottom line)

Examples from Bowling Green State University and URI

Strategic Planning for Centers

Start by identifying what we do well and what we don't
Name INTERSECTIONALITY as a goal
Setting goals to figure out priorities
Use communications and marketing to make the work public (in process and annual report)
Continuous Improvement Model

*Sharing Stories

• What LGBT experiences have you had on this campus?
• How have those experiences shaped where institution is today?
• What are the barriers?

Consortium LGBTQ Professionals in Higher Education offers models for funding and resources
Strength in proof and numbers -- we need data to show who is here and what they need

*Draw from the counseling center for data on how many folks are coming in with LGBTQ related issues and concerns

** The moment we make things public issue the administrative roadblocks

NEXT STEPS:
- Which entities should be involved in creating a plan?
- How will you appoint inclusive leadership surrounding LGBT issues?
- How do you sustain resistance and overcome burnout?
- What are your non-negotiables?

Class on TUESDAY 10/7

Don't forget that we are meeting in ALGER 110 on Tuesday for the presentation by Annie Russell, director of the URI LGBT Center. 

"Making College Campuses LGBT Friendly"

I hope that your reading this week will make you feel smart and well prepared to participate in the discussion with Annie Russell.

See you there!!