DOCSLIB.ORG

How Porous Are the Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, and the Unsettled Self

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
How Porous Are the Walls That Separate Us?: Transformative Service-Learning, Women’S Incarceration, and the Unsettled Self Bucknell University Bucknell Digital Commons Faculty Journal Articles Faculty Scholarship 2012 How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self Coralynn V. Davis Bucknell University, [email protected] Follow this and additional works at: https://digitalcommons.bucknell.edu/fac_journ Part of the Bilingual, Multilingual, and Multicultural Education Commons, Civic and Community Engagement Commons, Community-Based Learning Commons, Criminology Commons, Criminology and Criminal Justice Commons, Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Methods Commons, Epistemology Commons, Ethics and Political Philosophy Commons, Feminist Philosophy Commons, Gender and Sexuality Commons, Inequality and Stratification Commons, Race and Ethnicity Commons, Race, Ethnicity and Post-Colonial Studies Commons, Service Learning Commons, Social and Philosophical Foundations of Education Commons, Social Control, Law, Crime, and Deviance Commons, Social Psychology and Interaction Commons, and the Women's Studies Commons Recommended Citation Davis, Coralynn V., and Carol Wayne White. 2012. "How Porous are the Walls that Separate Us? Feminist Pedagogy, Incarceration, and Disseminating Knowledge." Humboldt Journal of Social Relations (special issue on Social Justice Action, Teaching and Research) 34:85-104. This Article is brought to you for free and open access by the Faculty Scholarship at Bucknell Digital Commons. It has been accepted for inclusion in Faculty Journal Articles by an authorized administrator of Bucknell Digital Commons. For more information, please contact [email protected]. Humboldt Journal of Social Relations Issue 34 - Social Justice Action, Teaching, and Research Co-Editors: Jennifer L. Eichstedt Mary Virnoche Co-Managing Editors: Laura Dawson Jennifer Miles Michael P. Weiss Humboldt Journal Of Social Relations Issue 34 ■ 2012 Social Justice Action, Teaching, and Research Contents 1 Introduction Jennifer Miles and Michael P. Weiss, Co-Managing Editors 2 The Art of Social Justice Jennifer Miles and Laura Dawson, Co-Managing Editors 9 Social Justice, Action, and Teaching: The Legacies of Eric Rofes Christina Accomando 14 Afterward: Eric Rofes’ Legacy at Humboldt State University Michael P. Weiss, Co-Managing Editor 15 Designing ‘Queer’ Across Cultures: Disrupting the Consumption of Diversity Kim Berry 33 Challenges in Minimizing Teacher Authority While Facilitating a Student-Owned Activism Project Nicholas Chagnon and Donna King 45 Keeping People In Their Homes: Boston’s Anti-Foreclosure Movement Chris Larson 61 A Study Abroad Program in Tanzania: The Evolution of Social Justice Action Work Elizabeth M. Cannon and Carmen Heider 85 How Porous are the Walls That Separate Us?: Transformative Service-Learning, Women’s Incarceration, and The Unsettled Self Coralynn V. Davis and Carol Wayne White Humboldt Journal of Social Relations Introduction from the Managing Editors Jennifer Miles and Michael P. Weiss The theme of Issue 34 of the Humboldt Journal of Social Relations is Social Justice Ac- tion, Teaching, and Research. The first article of this issue, “The Art of Social Activism,” fea- tures the works of a slam poet, Vanessa Pike-Vrtiak, an activist artist, Eduardo Valadez, and an overview of the social science literature capturing the role of art in social justice movements. The two artists featured are both active in their communities and worldwide via the internet, raising awareness about inequality, lack of access to resources, and barriers to social justice. Their work adds to the rich heritage of artists who came before them, who use their art to create safe spaces, help define social justice movements, create empathy, and inspire action. The next two pieces focus on action and pedagogy related to social justice for queer people. Christina Accomando’s article “Social Justice Action and Teaching: the Legacies of Eric Rofes” is about continuing the activism of educator Eric Rofes. The article highlights how activism takes place on many fronts, including academic settings and in non-academic commu- nities. The next article, “Designing ‘Queer’ Across Cultures: Disrupting the Consumption of Diversity” by Kim Berry, shows how a queer films class was difficult to teach without recreat- ing socially constructed dichotomies, and required looking further to challenge colonialism and hegemonic difference. In their piece “Challenges in Minimizing Teacher Authority While Facilitating a Stu- dent-Owned Activism Project,” authors Nicholas Chagnon and Donna King utilize an anarchist framework in constructing an upper-division Sociology of Popular Culture class. Chagnon and King integrated core principles of anarchism, such as non-hierarchical organization and direct action (also being used in Anti Globalization and Occupy Wall Street movements) into their curriculum. Continuing with an exploration of social action is Chris Larson’s “Keeping People in Their Homes: Boston’s Anti-Foreclosure Movement.” His work shows how networks of grassroots organizations, legal service attorneys, neighborhood organizers, and homeowners work together to help fight foreclosure in Boston, Massachusetts after the 2009 housing market collapse. Larson shows how multiple movement tactics (including both direct action and the insider action) can complement each other, and how they form the basis for crucial negotiation tactics that can be used by homeowners facing foreclosure. The final two articles continue exploring issues related to teaching and social justice action themes. These articles address the challenges educators face crafting pedagogical prac- tices that disrupt hierarchical dichotomies of us/ them and server/ served. In “A Study Abroad Program in Tanzania: the Evolution of Social Justice Action Work,” authors Elizabeth Cannon and Carmen Heider document three study abroad trips in which student experiences were valu- able tools in informing and helping construct the program. In the next article, “How Porous are the Walls that Separate Us?: Transformative Service Learning, Incarceration, and the Unsettled Self,” authors Coralynn Davis and Carol White share their experience teaching the class “Women and the Penal System: Knowing Ourselves, Our Communities, and Our Institutions” within a women’s prison. Davis and White built their program through Butin’s political and antifoundational perspectives on service learning to create a classroom climate that would break down perceived barriers between incarcerated women and university students. SOCIAL JUSTICE ACTION, TEACHING, AND RESEARCH ISSUE 34 2012 1 Humboldt Journal of Social Relations The Art of Social Justice Jennifer Miles and Laura Dawson Introduction As this HJSR special issue on social justice unfolded, it became clear to the editorial team that this publication would be incomplete without addressing the well-documented role of art in social justice movements. We asked two of our managing editors, Jennifer Miles and Laura Dawson, to research and write about this area of social action. They interviewed two artists, a spoken word performer and a visual artist, both of whom understand their art as part of larger social justice projects. These artists raise awareness, highlight obstacles and avenues for change, and create space for solidarity and sanctuary. The following montage situates their artistry within their own biographies and a rich history of social change through art. Mary Virnoche and Jennifer Eichstedt, Editors. Visual and performing arts are woven radical feminist Carol Hanisch (1970) noted, into the histories of many movements for “the personal is political.” social change. The Black Arts and Feminist While academics study inequality in Arts movements of the 1960’s and 1970’s ways that provide statistical as well as narra- left us an exciting repository of paintings, tive understanding of causes and consequenc- poetry, music and more (Collins 2006; Gard- es, poets deepen our understanding of that ine- ner-Hugget 2007). Artists do more than doc- quality by giving powerful voice to its effects. ument change. The artist, as well as the art, By speaking with naked emotions such as inform and shape change (Martinez 2007). rage, helplessness, frustration, and hope, poet- Art simultaneously draws from culture and ry delivers a perspective of inequality many produces culture. In this sense art is political individuals may never have encountered were “because meanings are constitutive of pro- it not for the poet baring their soul. This in- cesses that, implicitly or explicitly, seek to terpersonal dialectic inspires empathy, which redefine social power” (Alvarez, Dagnino can spur social action in the poet’s audience. and Escobar 1998:7). Art can redefine social Clay (2006) and Reed (2005) write of poetry power through creating space that is safe and as a culture-building tool within social move- inclusive, allowing people to connect their ments. McCaughan (2006) and Anzaldúa personal stories with those of others in the (2002) write of the depth of knowing struggle for justice, develop ways to deal (conocimiento) that art and poetry provide, in with the struggle, and inspire hope. contrast and in addition to intellectual meth- As a way of situating social justice on a ods of inquiry and related narrative forms. personal level, poetry evokes in the listener/ Audre Lorde makes a strong case for the reader a visceral reaction to lived experi- transformative potential of poetry and the
Load more

Recommended publications
  • Class of 2020
    HARVARD LAW SCHOOL CLASS OF 2020 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW, SERVING THE WORLD COMMENCEMENT NEWSLETTER MAY 2020 LEARNING THE LAW SERVING THE WORLD “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean for Clinical and Pro Bono Programs 1 CLASS OF 2020: BY THE NUMBERS IN-HOUSE CLINICS • Animal Law and Policy Clinic • Center for Health Law and Policy Innovation • Food Law and Policy Clinic 72% 52% • Health Law and Policy Clinic OF THE J.D. CLASS DID TWO OR PARTICIPATED IN MORE CLINICS • Criminal Justice Institute CLINICAL WORK • Crimmigration Clinic • Cyberlaw Clinic • Education Law Clinic • Emmett Environmental Law and Policy Clinic • Harvard Immigration and Refugee Clinical Program • Harvard Legal Aid Bureau 364,637 640 AVERAGE # OF PRO • Harvard Dispute Systems Design PRO BONO HOURS Clinic COMPLETED BY THE BONO HOURS • Impact Defense Initiative J.D. CLASS OF 2020 PER STUDENT • International Human Rights Clinic • Making Rights Real: The Ghana Project Clinic • Transactional Law Clinics • WilmerHale Legal Services Center • Domestic Violence and Family 50 1035 Law Clinic PRO BONO HOURS CLINICAL • Federal Tax Clinic REQUIRED OF J.D.
    [Show full text]
  • CLEA Newsltr 0211.Pub
    CLINICAL LEGAL EDUCATION ASSOCIATION Volume XIX No. 2 FEBRUARY, 2011 CLEA Newsletter PRESIDENT’S MESSAGE I am so pleased to serve as the 20 th President of CLEA and continue our work together in support of clinical legal education. With over 900 members, we are America’s largest membership organization of law faculty. We have an ambitious, change- Ian Weinstein Fordham Law School oriented agenda and as an All Volunteer Non-Profit Organization, CLEA President CLEA proudly relies on each of you and the wonderful work you [email protected] do. In this message, I report on the recent CLEA elections, Inside this issue: CLEA advocacy on the ABA’s review of Accreditation Standards, and several ongoing and upcoming projects. The activities noted Committee Reports 4 reflect the hard work of so many people and the exemplary lead- Conferences 6 ership of our Immediate Past President, Bob Kuehn (Washington New Clinicians 12 University Law School) . Bob’s contributions and strengths are 15 too numerous to list here but I think they are quite well known to Transitions 17 most of you. If he were only the go-to guy on political interfer- Promotions, Honors & Awards ence, that would be such a huge contribution in and of itself; but he has done and does so much more. He leaves very big shoes News from Clinical Pro- 21 for my rather compact feet. grams Books & Publications 60 Elections, Officers and Board Members Job Announcements 69 Binny Miller (American University Washington College EDITOR of Law) , Chair of the Elections Committee and Kate Kruse (University of Nevada, Las Vegas Law School) , CLEA Secre- tary , worked hard and conducted our annual elections in the Larry R.
    [Show full text]
  • In This Issue
    April, 2014 | Issue IV Newsletter Clinical and Pro Bono Programs LEARNING THE LAW | SERVING THE WORLD IN THIS ISSUE: Center for Health Law & Policy Innovation Judicial Process in Community Courts Clinic Clinical Spotlight Law Student Ethics Award Cyberlaw Clinic Project No One Leaves Family and Domestic Violence Law Clinic Semester in Washington Gary Bellow Public Service Award Shareholder Rights Project Harvard Legal Aid Bureau Sports Law Clinic Harvard Immigration & Refugee Clinic Tenant Advocacy Project Harvard Negotiation & Mediation Clinical Program Teaching Excellence Award Housing Law Clinic CLINICAL AND PRO BONO PROGRAMS PAGE 1 HARVARD LEGAL AID BUREAU HLAB Students Win a Quarter of a Million Dollars By Carolina Kupferman, J.D. ’15 My legs were shaking under me as I stood up in front of office until the early hours of the morning for days in a the judge to give my opening statement. My speech in row looking through documents, searching for front of me, an assortment of possible objections jotted inconsistencies, conceptualizing the financial fraud, and down on post-it notes, and a 3-inch binder of documents I picturing every instance of abuse. scoured for days were my only available weapons. On the day of trial, we argued that the house and bank After just a few weeks at the Harvard Legal Aid Bureau, I account were marital assets and our client deserved 50% had my first trial. I had only three weeks of Evidence class of the equity in the house and the 401K, and the money under my belt, plus one motion hearing I argued in front of removed from their bank account.
    [Show full text]
  • CLEA Newsltr0910.Pub
    CLINICAL LEGAL EDUCATION ASSOCIATION Volume 14 No. 1 September, 2010 CLEA Newsletter PRESIDENT’S MESSAGE ON MAKING SAUSAGE, LEGISLATION & ACCREDITATION STANDARDS As the famous New York Yankee philosopher Yogi Berra Bob Kuehn once said, “you can observe a lot by watching.” There is always Washington University much to watch at the beginning of a school year – yourself as you in St. Louis shake off the sand and sunscreen of summer and start another (or your first!) year of teaching, 1Ls as they become acclimatized [email protected] to law school, your clinic students as they begin their metamor- phosis into student attorneys, and the faculty as it steps back Inside this issue: into its governance role for the law school. There is also much to watch this time of year at the ABA, and some of it not pretty. Committee Reports 3 ABA Advocacy Notices 5 It been said (though by Chancellor Otto von Bismarck , not Yogi Berra) that there are two things you should never watch be- Conferences 10 ing made – sausage and legislation. Sadly, we can now list a New Clinicians 13 third – the making of ABA Accreditation Standards dealing with 17 law school faculty. Transitions In July, the ABA’s Standards Review Committee began its Promotions, Honors & 20 public discussion of the proposed deletion, advanced by the Awards Chair of the Committee (Don Polden, Dean of Santa Clara School of Law), of Standards 405(b) (addressing tenure) and 405(c) News from Clinical Pro- 24 (addressing security of position for full-time clinical faculty). The grams American Law Deans Association (ALDA) has long sought to Books & Publications 54 eliminate security of position for clinical faculty, and some think that the ABA’s apparent interest in expanding its accreditation Job Announcements 60 reach to foreign law schools (particularly the new Peking Univer- CLEA Writing Contest 74 sity School of Transnational Law in China) is further fueling the effort inside the ABA to eliminate tenure.
    [Show full text]
  • Office of Clinical & Pro Bono Programs
    Office of Clinical & Pro Bono Programs Information for LL.M. Students Harvard Law School Harvard Law School 2021-2022 Clinical Learning at HLS Harvard Law School’s approach to clinical legal education has three basic components: 1. Clinical work providing direct student responsibility for clients and/or cases in a real practice setting. 2. Supervision, mentorship and feedback by experienced practitioners. 3. A companion academic course in which the students bring their clinical experience into the classroom while also bringing their classroom training back into their clinical work. Students receive “clinical credit” for the clinical work and “classroom credit” for the related course component. All credits count towards the credit requirements for the LL.M. degree. Fall, Clinical Credits • Minimum (usually 3) 3 clinical credits 12 hours/week Spring • Typically 2 credits Classroom Credits Fall, 4 clinical credits 16 hours/week Spring Fall, 5 clinical credits 20 hours/week Spring You can learn more about the individual clinics offered at HLS by visiting the link below. LL.M. students in F-1 student status are eligible to participate in our In-House Clinics: https://hls.harvard.edu/dept/clinical/clinics/in-house-clinics/ Note on Externship Clinics: International students on F-1 student visas are required to have Curricular Practical Training (CPT) authorization in order to participate in an externship clinic at HLS; LL.M. students are not eligible for CPT. If you are not on an F-1 student visa and would like to speak with us about your potential eligibility for externship opportunities, please reach out! 3 Clinical Terminology What is an In-House clinic? In-House clinics are fully functioning law offices at HLS, directed by HLS Clinical Professors and Instructors.
    [Show full text]
  • Harvard Law School Class of 2016
    HARVARD LAW SCHOOL CLASS OF 2016 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW | SERVING THE WORLD COMMENCEMENT NEWSLETTER “Through the Harvard Law School Clinical and Pro Bono Programs, students provide high-quality, free legal services to thousands of people each year and to innovative law reform efforts in the United States and around the globe. Working alongside gifted and creative Clinical Professors, Instructors, and lawyers in legal institutions around the world, students find the extraordinary rewards of serving others while gaining invaluable learning experiences and advancing justice and fairness. Part laboratory, part teaching hospital, our clinics and pro bono programs reflect our commitment to public service that animates this school.” Dean Harvard Law School Martha Minow “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean Clinical and Pro Bono
    [Show full text]
  • Harvard Law School Class of 2017
    HARVARD LAW SCHOOL CLASS OF 2017 CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW | SERVING THE WORLD COMMENCEMENT NEWSLETTER “Through the Harvard Law School Clinical and Pro Bono Programs, students provide high-quality, free legal services to thousands of people each year and to innovative law reform efforts in the United States and around the globe. Working alongside gifted and creative Clinical Professors, Instructors, and lawyers in legal institutions around the world, students find the extraordinary rewards of serving others while gaining invaluable learning experiences and advancing justice and fairness. Part laboratory, part teaching hospital, our clinics and pro bono programs reflect our commitment to public service that animates this school.” Dean Harvard Law School Martha Minow “One of the best aspects of Harvard Law School is working with the remarkable energy, creativity, and dynamism of our students. They come to HLS with a wide range of backgrounds and a wealth of experiences from which our Clinics and our clients benefit and grow. Our Clinical Program is never static—we are constantly reinventing ourselves in response to client needs, student interests, and national and international issues. As we advise and mentor individual students on their path to becoming ethical lawyers, the students, in turn, teach us to look at legal problems with a fresh set of eyes each and every day. This constant sense of wonder permeates our Clinical Programs and invigorates the learning process.” Lisa Dealy Assistant Dean Clinical and Pro Bono
    [Show full text]
  • Legal Services Guide
    LEGAL SERVICES GUIDE A GUIDE TO PURSUING WORK IN LEGAL SERVICES/LEGAL AID KIM SCHROER, SUMMER FELLOW 2013 ALEXA SHABECOFF, OPIA DIRECTOR EARLIER EDITIONS: KAREN MARCHIANO, SUMMER FELLOW KRISTEN NELSON, SUMMER FELLOW Harvard Law School Bernard Koteen Office of Public Interest Advising Wasserstein Hall 4039 Cambridge, MA 02138 (617) 495-3108 http://www.law.harvard.edu/current/careers/opia/ © 2013 by the President and Fellows of Harvard College Legal Services Career Guide | 1 Table of Contents Acknowledgments…………………………………………………………………….…...Page 3 Section 1: Introduction to Legal Services………………………………….…….Page 4 Section 2: What’s It Like to Be a Legal Services Lawyer?....................Page 6 Section 3: Recent Funding History of Legal Aid……………………………....Page 9 Section 4: Salary and Hiring Trends………………………………………….……..Page 12 Section 5: Preparing for a Legal Services Job……………………….………….Page 13 Section 6: Finding a Position…………………………………………….……………..Page 16 Section 7: Personal Narratives……………………….………………………………..Page 20 Section 8: Legal Services Websites.………………………………………………….Page 31 Section 9: Extracurricular Activities at HLS……………………………………...Page 32 Section 10: Academic Paths at HLS……………………………………………….…Page 35 Legal Services Career Guide | 2 Acknowledgments This guide is structured to give readers an overview of legal services and directions for how to get from the halls of Harvard Law School and other law schools to the “trenches” of legal services. It contains personal narratives from HLS alumni enthusiastically working in legal services. It lists
    [Show full text]
  • Beyond Fields and Factories: Black Relationships to Land and Place in Flint
    Beyond Fields and Factories: Black Relationships to Land and Place in Flint The Black/Land Project August 2012 This report can be redistributed as long as it is passed along unchanged and in whole, with credit to The Black/Land Project. Table of Contents Introduction .....................................................................................3 What is The Black/Land Project .....................................................4 Executive Summary ........................................................................6 Who is this report for? ....................................................................6 Chapter I: Up South: Origin Stories that Shape the Present ...........7 Chapter II: Land Loss and Civic Voice ...........................................13 Chapter III: Vision and Leadership: Toward a Future Flint ............22 Chapter IV : Ten Recommendations ...............................................32 Appendix A: Land Use Workshop Maps ........................................39 Appendix B : Participant Evaluations .............................................44 2 Introduction When asked “What is your relationship to land and place in your city?” black Flintonians first answered: • “I’m from Flint. I don’t have a relationship to any land.” • “My relationship to land? Do I have one?” • “My people used to have some land down South...” • “I don’t know why you want to talk to me, I don’t own any property!” Although Flint’s very existence was formed by black settlers, black migration, black labor, and the es- tablishment of long-standing, resilient black communities, many Flintonians have never reflected on this question. Some people would say that black people’s relationship to land and place is a story about culture, not a story about land. But wherever people do not sail upon water, they live on land, no matter whether that earth is covered in hardpan soil, prairie tallgrass, asphalt or wheelchair curb-cuts in concrete.
    [Show full text]
  • In Celebration of 2017 National Pro Bono Week
    IN CELEBRATION OF 2017 NATIONAL PRO BONO WEEK HARVARD LAW SCHOOL CLINICAL AND PRO BONO PROGRAMS LEARNING THE LAW | SERVING THE WORLD CLINICAL AND PRO BONO PROGRAMS PAGE 1 Faces of Excellence This year, Lisa Dicker and Nathan MacKenzie won the 2017 MacKenzie also worked long hours and late nights Andrew L. Kaufman Pro Bono Service Award. They were cho- orchestrating the research needed for an amicus brief challeng- sen for exemplifying a pro bono public spirit and demonstrat- ing Trump’s Muslim ban executive order. “His calmness under ing an extraordinary commitment to improving and delivering pressure, honed through years of service in the U.S. Coast high quality volunteer legal services in low-income communi- Guard, is one of his most impressive features,” said his clinical ties. The award is granted each year in honor of supervisors. Professor Andrew Kaufman, who spearheaded the pro bono requirement at HLS. On campus, MacKenzie devoted himself to other Student Prac- tice Organizations Nathan and causes. He MacKenzie worked with refugees J.D. ’17 in Israel and complet- ed eight show-cause hearings for indigent At Harvard Law criminal defendants School, Na- as a student attorney than MacKenzie ’17 in Harvard Defenders, participated as well as completed in Harvard Defend- a clemency petition ers, the Harvard with the Criminal Prison Legal Assis- Justice Policy tance Project, Program. MacKenzie the Harvard Immi- also helped organize gration and Refugee over 20 events this Clinical year as the Program Program (HIRC), Director of the HLS and created his own Democrats. independent clinical placement with the “Both the depth and Migrants Rights Credit: Lorin Granger/HLS Staff Photographer breadth of his com- Clinic at the Center Nathan MacKenzie J.D.
    [Show full text]
  • Volunteer Opportunities: One-Time Events
    Center of Community Service In This Issue News from the Center Newsletter News from Service- Learning One-Time Volunteer July 2011 Events On Going Volunteer Events Happy July! Jobs Quick Links We hope everyone has had a pleasant weekend and enjoyed their Register Now Independence Day Celebrations! It is now time to get back to business with News the start of Summer 2 whether you are on Co-op or back in classes. Related Topics More About Us As promised, here is your July E-Newsletter. Check out a cool opportunity with the New England Aquarium during the summer on weekends. It is in our "One-time Events" section. Enjoy! News from the Center of Community Service: nuSERVES 2011: Applications are online! The nuSERVES program offers 50 first-year students an opportunity to explore their new communities through service, learn about issues affecting urban environments, and build long-lasting friendships prior to classes starting for the fall semester. Through the integration of educational workshops and trainings on social issues and reflection, nuSERVES will challenge participants' perceptions and assumptions, encourage them to advocate for solutions. The theme for 2011 is "Hunger and Homelessness" Program Dates 2011: Monday August 29th to Friday, September 2nd. For more detailed program information and to apply: Visit our website here! If you know any first-year students who would be interested in nuSERVES, please encourage them to apply! Service-Learning: Apply to be a fall 2011 Service-Learning Teaching Assistant! We are accepting S-LTA applications for the following courses: · Advanced Chinese 2 (MTh 11:45-1:25pm) with faculty member Hua Dong · Human Services Professions (MWTh 1:35-2:40pm) with faculty member Lori Gardinier The Service-Learning Teaching Assistant (S-LTA) Program provides opportunities for students to take on leadership positions through which they provide support for courses utilizing Service-Learning (S-L).
    [Show full text]
  • Mass Dissent (ISSN 0887-8536) Is Published Hotline, Who Are Counseling Military Personnel on Their Rights
    MassDissent 13/12_Layout 1 11/18/13 1:26 PM Page 1 Massachusetts Chapter National Lawyers Guild 14 Beacon St., Boston, MA 02108 DeceMmber 2013 assw ww.nDlgmass.org issenVol. 3t 6, No. 8 In This Edition NLG Massachusetts Chapter in 2013 Over 40 years on the scene as ad-hoc activist groups and and has not slowed down! conducted trainings in civil Massachusetts Chapter in 2013 That’s what we all in the disobedience and legal observ - Massachusetts Chapter of the ing, provided legal observers page 1 NLG can proudly claim. We at demonstrations, and repre - Guild News continue building our unique sented those who were arrested community of legal profes - and charged for their protests page 3 sionals and providing a plat - (page 6-7) . The Lawyer NLG Litigation Committee form for radicals to voice their Referral Service Committee page 5 opposition to political wrongs. welcomed a new coordinator This past year, the chapter and new members, and contin - NLG Mass Defense Committee members and committees tack - ued its essential service for the page 6 led hot issues. community. NLG members The Advisory Committee who are on the referral panel SLC Project and LRS provided a space and advice often are the last resort for des - Committee for activists who work on perate low and moderate- page 8 rights for tenants, domestic income people in need of legal workers, LGBT community, help (page 8) . The Street Law “NLG Presents” Happy Hour and prisoners. The Litigation Clinic Project is entering its and Student Reflections on Committee spent the year on 25th year in operation and it’s NLG Convention pending cases including the as strong as ever.
    [Show full text]