Guide to Recorded Content

Tuesday, June 8 2205 – Tackling Your Internalized Anti-blackness Workshop Track: Intersectionality, Identities, and Discussions Description: This anti-blackness workshop will help youth, adults, and professionals to address their fears, misunderstandings, and assumptions about black people. We will equip people with practical tools to address their own anti-black behaviors and thoughts in everyday life, assist people in healing with their trauma from incidents with black people, and most importantly, provide a space for people to reflect! Participants will be able to discuss in small groups and the larger group. This workshop is for those who sincerely want to tackle their internalized anti- blackness, no matter the age. Presenters: Consuela Rosalee Hendricks, Co-president, Co-founder, People Matter—Chicago, IL Angela Xinli Lin, Co-president, Co-founder, People Matter—Chicago, IL 2206 – Writing for Social Justice: Promoting Diverse Voices and Social Change Through Written Words Track: Race and Social Justice in Higher Education Description: Journal articles, practitioner handbooks, dissertations, and manuscripts offer significant opportunities to investigate and promote social justice through writing. Yet, various factors often present challenges to engaging in and completing written works, including competition between writing and personal or work responsibilities, fears of failure and writing blocks, and reactions to feedback or rejection. This session explores how to survive and even thrive during a social justice writing project. Through large and small group discussion, participants will engage with “consultant/facilitators” who have expertise with several writing areas, and who will provide concrete information and promote the exchange of insights and strategies based on the experiences of participants. The specific writing-related topics include: completing a dissertation, publishing while on the tenure track, centering storytelling and narratives, publishing for and as practitioners, writing for academic journals and JCSCORE (the NCORE journal), authoring or co-authoring full length manuscripts, and serving as a contributor and/or editor for edited volumes. After brief opening remarks, participants will join a small group- led by a facilitator/consultant-to engage in an interactive discussion of one of the topic areas. While driven by the needs and questions of participants, small groups may cover strategies for organizing a writing project, maintaining energy and focus over time, and overcoming obstacles and blocks. Following these focused discussion groups, everyone will reconvene for a question and answer period with all of the consultant/facilitators. This session should be of interest to aspiring, struggling, or seasoned authors who wish to find information, inspiration, and community related to writing. Presenter(s)/their institutions: Lee Anne Bell, EdD, Professor Emerita, Barnard College, Columbia University—New Paltz, NY Antonio Duran, PhD, Assistant Professor, Auburn University—Auburn, AL, AL Kristen Renn, PhD, Professor, Higher, Adult, and Lifelong Learning, Associate Dean of Undergraduate Studies for Student Success Research, Michigan State University—Lansing, MI Cristobal Salinas, PhD, Associate Professor, Leadership Studies, Faculty Coordinator, Educational Leadership and Research Methodology, Florida Atlantic University—Boca Raton, FL D. Scott Tharp, PhD, MSW, Assessment & Effectiveness Specialist, Office of the Vice President for Student Affairs, DePaul University—Chicago, IL Charmaine Wijeyesinghe, EdD, Author and Consultant on Intersectionality, Racial Identity, and Social Justice Education—Delmar, NY Genia Bettencourt, PhD, Postdoctoral Research Associate, Pullias Center for Higher Education, University of Southern California—Los Angeles CA 2207 – Mascots, Monuments, and Racist Objects: Using America’s Past to Unpack White Supremacy and Promote Racial Justice Track: Race and Social Justice in Higher Education Description: The brutal killing of Ahmaud Arbery, George Floyd, and Breonna Taylor led to the beginning of a racial reckoning in the United States, with millions of protestors demanding justice. In communities across the nation—including university communities—there were rallies, protests, marches, and vigils to speak out against police brutality and white supremacy and to proclaim that Black Lives Matter. This activism shed light on the many expressions of racism, including racist monuments and statues, racist names and mascots for sports teams, racist images in food brands, collectibles, and popular culture. College and universities are also reconsidering the names of campus buildings, streets, and monuments that memorialize white supremacists while also examining how campus policies and structures can perpetuate racism and white supremacy. In this session, David Pilgrim, a sociologist, and John Little (Dakota), a historian, examine the current reckoning and renaming movement and its implications and challenges for racial and social justice. Pilgrim and Little also share the lessons they have learned as activists committed to combating the racist imagery that undergirds white supremacy. Presenters: John Little, PhD, Historian and Postdoctoral Fellow, The Institute of American Indian Studies at University of South Dakota—Vermillion, SD David Pilgrim, PhD, Vice President for Diversity, Inclusion and Strategic Initiatives, Ferris State University—Big Rapids, MI 2208 – Teaching for Anti-racist Social Change in the Neoliberal University Track: Race and Social Justice in Higher Education Description: In this session, we draw upon our recent research on anti-racist scholar-activism in British universities. We do so in order to consider how the classroom can offer a site to pursue anti-racist social justice. We discuss how critical pedagogy can encourage students to engage in activism and become part of communities of resistance .We also, however, explore how the neoliberal university creates barriers to such endeavor, threatening to limit student imaginations to the confines of the university context. Presented in the format of a presentation followed by interactive guided discussion, the session encourages us to collectively consider how teaching can better be put in service to anti-racist social justice. Presenters: Remi Joseph-Salisbury, Presidential Fellow in Ethnicity and Inequalities, University of Manchester, UK—Manchester, UK Laura Connelly, Lecturer in Criminology, University of Salford, UK—Salford, UK 2210 – "Diversity Destroys Nations" ... and Other Things White Supremacists Say: A Session to Build Resilient Campus Communities in the Face of Rising Hate -- Case Studies/Model Programs Track: Chief Diversity Officer and Executive Leadership Description: This session will provide administrators and other campus leaders with a framework for understanding White Supremacist trends on campuses. ADL staff will discuss recent increases in hate-based propaganda, offering participants tools to recognize and assess the evolving signs and symbols of White Nationalism and other forms of bigotry. Participants will practice using the Hate/Uncycled Model to respond effectively when incidents of hate occur. The session will particularly benefit administrators who are seeking to address, in comprehensive fashion, the rise of bias and hate incidents on college and university campuses. Participants will share best practices with colleagues and receive guidance in building a strategic plan. The session will be grounded in case studies and current national trends, helping participants develop effective bias incident response protocols as well as strategies for equipping all campus members with response tools. Our aim is to create resilient campus communities where no person or group feels alone. Participants who attend this session should have a working knowledge of or strong interest in policies and practices related to inclusive campus climate and bias incident response. Presenters: Elissa Buxbaum, MS, Director of National College and University Programs, Education, ADL— New York, NY Lara Trubowitz, PhD, Associate Director of National College and University Programs, Education, ADL—Chicago, IL 2211 – "Challenges and Rewards of Educating White Students about Racism: Experiences and Reflections of an African American Professor at a Predominantly White Institution." Track: Faculty Interest and Needs: Research, Evaluation, Pedagogy and Application Description: This session should particularly benefit faculty members who would like to expand their pedagogical repertoire to include teaching white students about racism. It will also benefit administrators who want to develop a culture of equity and inclusion for racial and ethnic minority faculty. After a brief literature review on obstacles that African American faculty encounter in predominantly white institutions (PWIs), this session will turn to the presenter's experiences as an African American professor at a small, private, rural PWI. The presentation will include some of the challenges of teaching white students about racism, the white fragility that some white students display, and the professor's responses to these challenges. Gleaning from a course the presenter teaches entitled, "Racial, Ethnic and Gender Inequality," she will share some strategies she discovered that increase students' knowledge about institutional racism, white privilege and ways it can be used for social justice, based upon student feedback. Some video clips that capture the essence

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