Lauren D., Week 13

We Are Eager….

We are eager to challenge stigmas and bridge the gap of social inclusion.

We wonder how our world can be consumed with hate, based on culture, skin color and differences.

We hear the energized voices of the younger generation and suddenly our souls are filled with hope.

We see how cruel this world can be others and no longer be silent bystanders of this nastiness.

We are eager to challenge stigmas and bridge the gap of social inclusion.

We feel courageous and empowered, bringing community awareness to obstacles that genuinely exist for minorities.

We touch each other’s hearts by engaging in uncomfortable conversations that need to heard and listened to in order to create change.

We worry that even with global efforts and determination for equality, obstacles will always be put in place.

We cry witnessing the injustices of human beings.

We are eager to challenge stigmas and bridge the gap of social inclusion.

We understand that even though we cannot change the actions of others, we can speak up and not be muzzled.

We say THINK love, SPEAK love, BE loved.

We dream of a safe community, where individuals are not forced to hide themselves to be accepted.

We try to be courageous in challenging superficial fears of those amerced in prejudices.

We hope to never feel defeated in bringing social reform to educators, law enforcement, politicians and others in society.

We are eager to challenge stigmas and bridge the gap of social inclusion.

Lauren D., Week 12

When we think about a bridge, we often think about a solid structure that allows us to cross from one point to another.  The structure is often created to aid in crossing water or other dangerous grounds.  To think of where we are today as a nation, the foundation of accepting diversity and culture most surely is unstable and in need of aid.

Over the last couple of weeks, I have witnessed amazing youth and young adults utilizing their passion to create change by working together in raising community awareness on cultural competency.  Reflecting back to first couple of weeks our group met, I was beyond inspired by the insight participant’s vocalized, the visions they saw and the knowledge they possessed. 

This groups’ creativity has now come to life in their own construction of a bridge to close the gaps of social inclusion.  From taking everyday materials and working together to form the bridge outline, to painting the flags of each of their countries, the process has been incredible to witness.  It brings so much excitement and hope within my heart and soul to think of revealing this art piece and the process which occurred to make it all happen.

I have learned through my MSW journey that there are not magic wands or superhero capes.  For if there were, one of my greatest wishes would be for this world to be more accepting of others; for diversity to embraced not feared.  Through this project, I have had the opportunity to connect with a group who is not afraid to talk about the genuine gaps that create obstacles on a daily basis for minorities in regards to social inclusion.  It is these conversations that need to exist and need to be heard.

So it is now to time get the word out about our exciting reveal…..to politicians, to law enforcement, to educators and school administrators, to anyone who is willing to partake in this incredible journey to creating a stronger and safer community! 

Bridging the Gaps for Social Inclusion

December 13, 2016

6:30 p.m.

WCHP Classroom @ UNE

Lisa D. Blog 12

blog 12 

Designing the bridge

The group worked hard on painting and creating their own styles and ideas to complete this bridge.

As you can see this is not the finished product.

Please join us on December 13th at 6:30pm on the University of  New England  Portland campus, Blewett building to see the finish product. 

Most importantly, come to show support for our youth and young adults. By coming together, we can help bridge cultural gaps  for our youth. 

Lisa D. Blog 11

The bridge has been paper mache














Priming the bridge for the group to add their design styles

Lisa D. Blog 10

blog 10 

This week our time was limited. We worked together to build the ends of the bridge and to start to develop the training program for teachers.

The group came up with 3  components  for the training:

Slide show fro teachers on cultural competency and looking at the dynamics within a classroom setting for both teachers and students.

Present a survey for teachers pre and post os the training program to document growth of cultural competency.

Offer focus groups led by students and Kesho Wazzo at the beginning and end of the training. 

The first focus group would consist of having a dialog about the cultural dynamic of the a classroom. What do teachers know and do not know about cultural competency and Identify issues in the calls room setting and in the educational system as a whole.

The 2nd focus group would be at the end of the training to come up with ways to bridge the gaps between students and teachers.

Lisa D. Blog 9

Blog 9 

 This week we started to build the bridge. It took a lot of thought and figuring out how to design it.  The young adults from Kasha Wazzo were very creative in building the structure. 

Materials used were all recycled materials: foam poster board, paper mache spiders (left over from halloween) to form the arch. cardboard boxes, sticks of wood , foam tubing and lots and lots of duck tape! 

This week was a short meeting time.  The Kesho Wazzo group had an event they were part of.

Lisa D. Blog 8

This week the group of young teens and UNE students looked at the commonalities of information form the focus groups. What was found was a focus on communication and language as well as teachers and the dynamics in a class room.

We decided to develop a training program for teachers, school counselors, principles and office staff. First initial ideas are to develop a survey to see what educational staff know about cultural gaps within the class room and how they are a part of bridging these gaps. Another thought was to develop a training program that focuses on informing about cultural competency. 

The group also started a rough draft designed of the bridge for the art component of this project. The middle will be arched with tall square ends. There will be a middle sculpture piece that represents the training program.

Lauren D., Week 11

Cultural Competency 

“People never hurt others in moments of personal strength and bravery, when they are feeling good about themselves, when they are strong and confident. If we spent all of our waking moments in that place, then fighting for social justice would be redundant; we would simply have social justice and be done with it, and we could all go swimming, or fishing, or bowling, or dancing, or whatever people do. But it is because we spend so much of our time in that other place, that place of diminished capacity, of flagging energy, or wavering and somewhat flaccid commitment, that we have to be careful.”

These powerful words of Tim Wise, author of White Like Me: Reflections on Race From a Privileged Son, struck my heartstrings, as I continue seeking insight and knowledge on how I can support our younger generation in the successful movement for social inclusion, reform and change.  I have been beyond inspired by our weekly group of youth and young adults and their display of motivation and courage to challenge the injustices that continue to exist at both macro and micro levels of our society and community. But going back to the excerpt mentioned above, I ponder if so much hurt has been instilled within minority individuals from the place of other’s ignorance and the history of inequality for genuine acceptance and safety to swim with those who have wounded them.

As the youth and young adults this week continued to engage in the process of constructing our final exhibit of a life bridge, I am energized by their visions, teamwork and creativity. It creates true hope to witness the hands of diversity intertwining and working towards a shared purpose of community awareness.  The focus for this week included brainstorming the more intricate details of the action training plan targeted to educators and administrators in the local school systems.  The participants this week designed pre and post survey questions that attendees of the conference would answer in regards to cultural competency.

Pre-Conference Survey Questions included:

How competent do you feel you are on cultural diversity from a scale of 1-10?

Why did you rate yourself as you did?

What are your strengths regarding cultural competency?  Where do you lack knowledge?

Do you think you have any biases in regards to culture and race?

How do you handle your own biases in regards to race and culture?

How do you handle conflict in the classroom with minority students and white students?

Do you notice any racial tension in the classroom among students?

Is your classroom an open place for students to talk about racial conflict around the world?

Do you feel comfortable facilitating these dialogues?

Do you have a savior mentality towards minority students? (thinking you need to help them more)

Have you ever found yourself thinking minority students represent their whole culture? Give an example if you have.

Thinking about the language you utilize in the classroom, does it impact minority students? Give examples.

Post-Conference Survey Questions included:

How competent do you feel you are on cultural diversity from a scale of 1-10?

What do you know now that you didn’t know before this training in regards to cultural competency?

What might you do different in your classroom after this training?

How are you going to challenge the educational system to become more culturally competent?

How are you going to form your classroom to be more culturally competent?

How might you change or challenge your own biases?

These youth and young adults continue to amaze me!!!

Lauren D., Week 10

The Gift of Being Vulnerable

This week, I want to steer from my usual reflection on the readings and weekly workshops, and rather discuss the vulnerability of this project and its impact upon my heart and soul.  I found through this journey that there is no greater gift, than the ability to truly sit back and take in the inspiration, knowledge and power this younger generations has upon social justice and change.  As a graduate student aspiring to always be filling my “toolbox” for future clinical practice, I entered upon this independent study, without expectations and open to possibilities. 

I remember in my first semester at UNE, reading an article that highlighted the importance of social workers gaining cultural competency, not through training and certificates, but rather through the grassroots level of listening to minorities and their challenges, values and moral.  For there is no greater learning than that of first-hand.  This article has always been held on a pedestal for me, as I saw the importance of letting go of my so called educational “expertise,” and the necessity to listening to the knowledge of others; for they have experienced and endured first-hand the injustices of society, that I never have.

Bridging the Gap of Social Inclusion, has given me this opportunity each week.  As I listen to the stories of the youth and young adult participants and their stories, their lives, their obstacles and their strengths, I have learned more than any textbook possibly could have offered.  I have felt their pain of discrimination, I have witnessed their conversations surrounding unfairness in the school systems and communities, and I have experienced their hope and courage to take on reform and change. 

Each week I continue to be amazed by this younger generation truly searching for a way to make the wrongs right; to create equality; and to believe that a future exist where we are all treated as one, without giving up where they came from, and who they truly are!

Lauren D., Week 9

 No Magic Cape

“But I think we can never eradicate racism. We can educate ourselves about the inequities. Social workers can play a primary role and look at the structural inequalities. The purpose of social work is to enhance social functioning, remediate social ills, and alleviate oppression. I don’t think you can change the world, but you can change one person at a time.”

http://www.socialworker.com/feature-articles/ethics-articles/Racism%3A_The_Challenge_for_Social_Workers/

            As the powerful quote from “Racism: The Challenge for Social Workers” highlights above, being in the Masters of Social Work program at UNE, has given me hope in helping to bridge the gaps of racism.  I have certainly learned that I do not have a magical cape and I cannot swoop in and save the world from all injustice and inequality; but, I can network and build connections, such as with the group of youth engaged within our social inclusion project.  I have also learned that it is not enough to just educate myself about inequities through conferences that highlight “all you need to know about cultural competency,” but rather, I need to work with those diverse cultures and learn their morals and values first hand- listen to those individuals, rather than think I am in expert.  For I am certainly no expert in a culture I have never lived, and who am I to pretend I am?  It becomes too easy in the professional world to think we are skilled because of certificates of completion or educational levels achieved.  Cultural competency learning, can only truly come from that first-hand connection with those living the inequities and injustice. 

          During this week’s group, the incredible youth and young adults participated in developing a “plan of action” to be carried out addressing the cultural gaps identified in previous focus groups.  The group collaboratively decided to design a plan of action which focuses on providing a training to educators teaching at the high school and college level.  This training would be inclusive of the youth themselves presenting the holes that exist for minority groups in the educational system and ideas for teachers and administrators in closing in those holes to create equality for all students.  The energy in the room while brainstorming this plan of action was impressive- you could feel the excitement and dedication each youth and young adult brought forth!

Lisa D., week 7

This week the group came together and  compiled all the information that was collected from the three focus groups. The group themselves and the two high school classes. There was a lot of wonderful information that came through. There was also repetitive  thoughts and opinions that came from each focus group.

When asked the questions of:

What are the gaps or challenges you face?  Response:  Lack of cultural awareness, being forced to fit in, lack of knowledge and communication form others, stereotypes and fear of difference, white privilege, blind racism, preconceived notions, Teachers expecting you to know everything about your country and culture, teachers lack knowledge and drop the ball, and lack of minority representation.

How can we bridge these gaps? Response: Mutual investment in minority groups and stake holders, Educators & administration open to growth with genuine listening, taking in change, and reform,More training programs on implicit bias, awareness and education on cultural competency, Principals, guidance counselors and teachers learn how to make better connections with parents, Teachers engaging in different environments outside a school setting to experience other aspects of culture and diverseness, Letting teachers know to not make assumptions (needing help on school work),undervalue minorities instead asking students if they are comfortable sharing about their experiences in their country or their culture.

What are barriers  and hopes in bridging these gaps? Response for barriers: Fear of being harmed, lack of resources, misunderstandings, lack of white allies, lack of mentors who are of color,stereo types and being told to “stop acting black”Internalized self hatred and fear of making change. Response for Hopes: Restoring culture, knowing that you are not alone, continuing to celebrate what is not being celebrated by the dominant race, Our own cultural celebrations and keeping the human spirit alive.

How can we create change? Response: Cannot be a bystander, continue to create programs that truly involve all people of all cultures, Keep a balance of ongoing dialog,awareness and action, be yourself, be part of writing bill at the state level and knowing history, no judgment, having a voice, question everything,be a good person, mentor, friend, family member and partner and lastly to “THINK LOVE, SPEAK LOVE, BE LOVED!

Lisa D., week 6

This week we went back to the same high school and did a focus group fro a senior class. This time it was myself and one other young adult. The class was earlier in the morning and the students were not awake yet for our presentation. It took some time for the class to wake up and open up in sharing their thoughts, opinions and experiences. Since there were just two of us running the focus group, we split the class into two groups and worked with them on 2-3 questions.

The questions that were asked were:

What are barriers or gaps that you face on a daily basis?

How can you as youth bridge these gaps?

What are challenges in bridging these gaps?

The students gave fabulous insight to these questions. 

Next week you will see the compilation of data from the three focus groups. 

Lisa D., week 5

The group of young adults and myself went into a local high school and did a focus group with a junior class. The group did a fantastic job of explaining with our project is and what a focus group is. We broke up the class into small groups and each of the young adults lead a group in 2-3 questions on cultural gaps the teens face  on a daily basis. This was a very lively class and had a lot to share with their own personal experiences. The young adults running the focus group had a very positive experience and were very motivated to reach out to all the high schools in the area to do this focus group. 

Lisa D., week 4

 Taking a step Back

Due to being sick the group had to cancel the focus group with he high school. We did reschedule for the following Wednesday. This was a blessing in disguise because it gave an opportunity to practice more for the focus group. In fact, the young adults in the current group had a chance to answer the questions they will be asking.  This went really well, there was a lot of information given as well as other topics that formed aside from the questions. The group was very engaged and had a lot of great information to share. Some common societal gaps that were prevalent:

Language: the meaning of words and phrases

education: How white kids are seen as a victim and kids of colorer seen as the perpetrator in any heated situation in a classroom.

Lisa D., week 3

 This week was on the more quieter side. The group was working very hard to finish up their stories. I presented to the group an opportunity for them to facilitate a focus group at Casco Bay High school next week. The group voted and were excited to do it. Together we came up with discussion questions to ask the class on helping us to define the cultural gaps in our system. 

Some of the questions they came up with are: 

What do you believe are some gaps in the system?

How has these gaps been shaped throughout America’s history?

What are the gaps or challenges you face?

What are the gaps or challenges your families face? And other people you know?

Are any of these gaps intentional? Why?

How can we (together) bridge those gaps?

Stay tuned for the outcome of this focus group!

Lisa D., week 2

 This week, the group started to write their stories of who they, their experiences and what they want people to know about them.

The group was bigger than last week,  four more young adults joined us. They offered amazing insight and were excited to write their story.

In listening to these very intelligent young adults today, what was evident were the judgments and misconceptions they have to face on a daily basis from teachers, police and other people who come into their lives. Thoughts and experiences were shared of how other people perceptions of them are immediately formed before getting to know who they are as human beings. The group shared that others see them for the color of their skin, the clothes they wear or their sexual preference. People do not take the time to see their ideas, hopes and dreams.

 It is important to be free of misconceptions before knowing a person. It is important to talk about making judgments of others before we really know who they are and what their experiences are. 

As human beings we are programmed to automatically judge a person or size them up.  Everyone does it. Wether it is first meeting someone and assessing what they are wearing, noticing their age,  color of skin or how their voice sounds. 

The theme for today, would be to have awareness of judging others by first appearances before getting to know each other.

Lisa D., Week 1

This first week of meeting with the group of young adults was filled with excitement and positive energy. Together, we came up with guidelines for the group and also started the writing piece of the project. The group brain stormed ideas of what the writing piece should look like and topics they wanted to include in their stories. 

The group was very engaged in conversation about the differences and similarities between themselves even though they are from the same country. The group also shared having to juggle their culture with in their homes as well as having to conform to American societal expectations. The group ended with wanting to invite more young adults to join in this project.

Lauren D., Week 8

Bridging the Gaps

“This is a call to enhance love, but not just private love.  This is a call to enhance public love- justice.  This is a call to intentionally support the creation of structures informed by and informing our sense of social justice and spirituality.  This is a call to become responsible for the institutional structures we inhabit and that inhabit us.  This is a call for self- and world-making and for the bridge between them, as well as recognition that the world is deeply spiritual even at its most secular.  It is a call to create and live the predicate for the beloved community” (Powell, 2012, pg.228). 

            The insight and inspiration that filled the room this week, as the group of youth and young adults brainstormed ways to bridge the gaps of social inclusion, was beyond powerful.  To able to witness the younger generation so genuinely invested in change and reform encourages my heart and soul in a hope that CAN exist. 

The participants this week created the list below as possible ideas in overcoming the obstacles of racial inequality:

·         Mutual investment AND follow through from BOTH minority groups and stakeholders (such as law enforcement, educators, politicians, etc.).

·         Trainings, Education and Awareness on implicit bias.

·         Reform in the school systems to include educators and administration being open to growth (such as allowing students to speak their native language) AND all school staff and parents being better connected.

·         School systems not making assumptions, undervaluing minorities and asking students if they are comfortable sharing/being asked about their culture.

·         Engaging one’s self in different environments/environments that may feel uncomfortable.

·         Education around diversity, cultures, morals, discipline, faith/holidays.

·         Mentors who can relate to minority youth.

As highlighted above, education and school systems are a vital piece in the arena of social inclusion.

This week we also opened-up the conversation to “HOPES” of bridging these gaps.  It was painful to hear several youth and young adults voice hopelessness and truly struggle in believing hope was possible, due to the continuous obstacles they face daily.  Yet, even after this raw and unsettling conversation occurred, one youth brought forth a quote she once heard “THINK love, SPEAK love, BE loved.” With those words, I think hope must exist!

References:

Powell, J. A. (2012). Racing to justice: Transforming our conceptions of self and other to build   an inclusive society. Bloomington: Indiana University Press.

Lauren D., Week 7

As we are nearing the half way point of this amazing opportunity to facilitate and engage youth in the movement of bridging the gaps of social inclusion, this week I have decided to reflect on the journey thus far.  Each week this group of committed, energized and passionate youth and young adults continue to amaze me in their genuine insight and ideas. Their voices highlight the raw reality that exist for minority cultures right here in our community; but, their voices also instill hope in a new generation seeking social reform and change that is inclusive of all.

Each week as I am grateful to be witnessing the conversations taking place among this group of youth, my own knowledge continues to grow and be challenged.  As participants identify the real life obstacles they endure on a daily basis, my mind is constantly brainstorming how I, as a social worker, can be supportive of creating change both at the micro and macro levels. These meetings provide a learning opportunity that could never exist within a textbook. 

            With the current political campaign flooding social media, I recently viewed a Washington Post article that addressed the increased racism emerging from Donald Trump supporters.  John Hinderaker of the conservative website PowerLine, declared that this presidential candidate is not racist, but rather, “careless and undisciplined.” https://www.washingtonpost.com/opinions/donald-trump-is-a-bigot-and-a-racist/2015/12/01/a2a47b96-9872-11e5-8917-653b65c809eb_story.html?utm_term=.2ea25701e3c6

How can we continue to make up excuses for such ignorance and discrimination to occur? Instead of trying to validate the violence and injustices that have occurred at Trump rallies, as a society we need to stand up against this hatred.

I reflect back to the statement one youth made a couple of weeks ago while brainstorming any fears in bridging the gap of social inclusion: “I am afraid of being harmed or killed.” It is NOT acceptable that our society allows for such a terror to exist.  It is NOT okay we continue to blame and put human beings in categories, such as “drug dealers,” because of the color of their skin.  Diversity exists, and needs to be embraced.  The youth and young adults engaging each week with us, are brave souls, taking on the task of challenging the “careless” mindsets of others. I truly applaud their courage! 

Lauren D., Week 5

Is the Educational System Fueling the Racial Divide?

Reflecting on last week’s focus group with an amazing group of diverse Southern Maine youth and young adults, and exploring this week’s reading material, the education system within our country continues to be highlighted as driving force of the racial divide. In our focus group, youth identified local Maine School’s continuing to not be culturally competent and knowledgeable. This trend appears to be present through the United States; not only with competency, but also with unjust and more harsh sanctions on minority populations.  A 2007 Chicago Tribune speaks to this truth:

§  The average New Jersey public school, African-American students are almost 60 times as likely as white students to be expelled for serious disciplinary infractions.

§  In Minnesota, black students are suspended 6 times as often as whites.

§  In Iowa, blacks make up just 5 percent of the statewide public school enrollment but account for 22 percent of the students who get suspended.

§  Fifty years after federal troops escorted nine black students through the doors of an all-white high school in Little Rock, Ark., in a landmark school integration struggle, America's public schools remain as unequal as they have ever been when measured in terms of disciplinary sanctions such as suspensions and expulsions, according to little-noticed data collected by the U.S. Department of Education for the 2004-2005 school year.   http://www.chicagotribune.com/chi-070924discipline-story.html

With such startling statistics, I would conjecture that minority youth are hypervigilant within the educational system, wondering and waiting for such injustice to occur. One of the young ladies in our focus group spoke to a situation just this year where school personnel scapegoated her for a circumstance with a fellow “white student.”  She explained that while the teacher “coddled” this other student, she felt blamed because of the color of her skin.  How can our country come so far in areas of acceptance, but still lack social justice skills?  Our school system needs to be a place for ALL students to feel inclusive and safe in learning and furthering their education; not a system that continues to fuel this racial divide!

Lauren D. Week 4

“Karl Marx once wrote, “The tradition of all the dead generations weighs like a nightmare on the brains of the living.” That perfectly sums up my view of race. I think that race is a destructive and oppressive delusion—a nightmare. The idea of race has facilitated war, genocide, chattel slavery, and oppression for thousands of years…….Think of the racism still rampant in the world today—and the poverty, mass incarceration, and exclusion that comes in its wake. All of these, and many more, are legacies of racial thinking.”

David Livingstone Smith

 http://www.huffingtonpost.com/robert-j-benz/race-illusion-its-all-in-_b_10095430.html

So how do we as a society move beyond these ingrained ideas of society? How do we stop individuals from marinating in this foundational racialized thinking taught within educational systems?  How do we stop politicians from continuing to heighten and instill such nonsense and fear into our people? How do we as our project this semester names “bridge the gaps for social inclusion?”  In a 2016 Huffington Post article, titled Race Delusions: Lies that Divide Us, David Livingstone Smith suggests three core components to “getting over race”. These include:

v  Shifting our psychological self that enables racial thinking

v  Social and Political Campaigns to collectively challenge racial thinking

v  Address the distortion of race and dehumanization educationally

This week in our weekly meeting with youth from Southern Maine, we conducted a focus group to engage participants in voicing their own ideas for bridging the gap racial divide. Similar ideas to those of Livingstone Smith were brainstormed, including the utilization of education as a vehicle for social change.  Youth described that education and trainings need to be provided to systems of care including schools/educators and law enforcement. Youth further voiced a real fear of being harmed or killed existed for them when thinking of implementing such changes or challenging the norm.

An exciting conversation grew in this week’s group encompassing America’s standard of viewing race as a checklist. The youth discussed the options that are often provided on applications or other such documents, which include: Caucasian, African American, Hispanic, etc.… But does this list really do justice to identities individuals hold?  For example, one male in the group explained he gets upset having to circle African American because his identity is Congolese.  A female participant supported this notion in explaining that even though her skin is white and she often will check Caucasian, that is not who she is; as she was born and raised the first part of her life in Sweden.  Race is far more than a checklist, in fact, as Livingston Smith states, it is a delusion that only continues to divide us. Why can’t there be one option to check? Human! 

References:

Benz, Robert. 2016. Race Delusion: Lies That Divide us (Blog). The Huffington Post. http://www.huffingtonpost.com/robert-j-benz/race-illusion-its-all-in-_b_10095430.html

Week 3, Lauren D.

      

            This week the youth and young adults continued scribing their own story and voice of who they are, where they came from, and what they yearned for others to know about their experiences and journey.  A conversation was started about an event that one of the young adults was speaking at later in the evening.  This young adult had sketched out an absolutely powerful and impactful speech that spoke to the expectations young black males face in today’s society.  One specific line read “O say can you see, can a nigga breathe?”  This racial language intertwined with the mention of the National Anthem sparked controversy among the group regarding whether or not it would be “too much” for the politicians this young adult was going to be speaking to. The consensus among the group was not to take this out, and to challenge the thinking of the audience. 

            Another portion of the speech included reference to the recent event where an NFL player knelt during the National Anthem. Earlier this season “San Francisco 49ers quarterback, Colin Kapernick, helped jumpstart a national conversation regarding police brutality when he sat during "The Star-Spangled Banner" during an NFL preseason game, later choosing to kneel during it.”  http://dcgazette.com/2016/one-nfl-team-ordered-stand-national-anthem-why-be-patriotism/

One youth explained that we each have our own opinions, values and morals.  Who are we to judge others for standing up for what they believe in?  Another youth, stated that along these same lines, we are each entitled to our own opinions.  We should not criticize others on their beliefs even if they are far-fetched from our own.

            As I was facilitating this discussion among the group, I truly was amazed and refreshed by the respect of the participants.  Each member listened to each other, with the genuineness of being open to those that were challenging or expressing another view.  I felt honored being a part of such a dynamite group.  I also felt excited by the mindset of these incredible youth and young adults at the table.  Now the question is, how do we allow the greater society and community to take on such open mind and hearts?  How do we embrace as a whole this opportunity to love and care for each other, even with colliding opinions or ideas?  This group is truly at the forefront of bridging the gaps that exist, and it is so exhilarating to be a part of the action!

Lauren D., Week 2

     

                                                       

         This week as we continued to meet with a group of energized youth, two exciting components emerged regarding social inclusion and the goal of bridging this gap. First, we were successful in bringing another stakeholder to join to us in this project. Jerome Bennett, Disproportionate Minority Coordinator with Department of Corrections, sat at the table for this week’s meeting with the youth. I have had the opportunity to work with Jerome last semester, during my internship with Youth MOVE, and co-facilitated several focus groups with him at Long Creek Juvenile Detention Center. These groups were formed of committed/detained minority youth and explored the obstacles they faced in Maine’s systems of care. In June of 2016, Jerome held an “Injustice to Justice” forum, as mechanism for engaging participants in a conversation about racism and seeing firsthand the injustice that youth of color face. “The kids that I work with hear it and get discouraged, and (the rhetoric) ends up justifying beliefs they already have, and it polarizes communities,” Bennett said. “It perpetuates implicit bias and stigmas that people are already trying to combat” (Pafundi, 2016, p.1).
      Secondly, this week as the youth were brainstorming ideas for scribing their “own story,” there stemmed a dialogue around their perception of themselves. One youth explained his own internal battle of balancing not being “too black” because of wanting to fit in, but also not trying to be “too white” and someone he is not. In Racing to Justice this week, Powell discusses a similar message while referring to a 1986 study. “A number of African Americans, especially young males define doing well academically we “acting white” and take pains to avoid the stigma of whiteness, or perhaps the stigma of seeming to separate from the group to win acceptance from an institution perceived as fundamentally hostile or rejecting” (pg.88). Not only are these youth hitting the obstacle of racism in the community, but also are struggling with finding their true selves!
References:
Pafundi, J. (2016, June 22). Forum takes hard look at racism in Maine’s juvenile justice system. Kennebec Journal. Retrieved from http://www.centralmaine.com/2016/06/22/forum- takes-hard-look-at-racism-in-maines-juvenile-justice-system/

Powell, J. A. (2012). Racing to justice: Transforming our conceptions of self and other to build an inclusive society. Bloomington: Indiana University Press.

Lauren D, Week 1

“I hope we will use our hearts, mind and one another to be more expansive in our thinking.”

John A. Powell

As we began our inspiring journey this week, we risked our vulnerabilities and implicit biases for the greater whole of bridging the gap of social inclusion. This risk took courage, not only for us as facilitators of a group of youth, but for the youth themselves, who have volunteered and committed to engage upon this voyage with us. The energy and excitement that this group of youth brought to the table was beyond powerful. Each and every one of them contributed with ideas and suggestions. There was a sense of authenticity of letting down their guards to share experiences with each other. As cultural norms and values were eagerly shared, the youth found numerous commonalities, even coming from different tribes and countries. The youth taught us that in their cultures it is expected when shaking an adult’s hand this is done with the right hand, while the left hand is held around the right forearm. When asked what the significance of holding the right forearm was, the youth explained it is symbol of respect, as if they are so blessed to be shaking the other persons’ hand they are trembling with honor. The youth enlightened us with conversations that surrounded the importance of cultural principles held onto within their homes and their families’ constant reminder to “remember where they come from.”

Lesson Learned: Appropriate and understandable language is going to be vital in carrying out this project. As facilitators, we quickly learned that the youth did not fully understand the concept of “social inclusion” or “bridging gaps.” Utilizing examples and more simplified language, this was easily explained, but a crucial reminder of the need to be continuously checking in!

References:

Powell, J. A. (2012). Racing to justice: Transforming our conceptions of self and other to build an inclusive society. Bloomington: Indiana University Press.