Download & Share

Total Page:16

File Type:pdf, Size:1020Kb

Download & Share We believe that human rights are multidimensional, participatory, and universal, inalienable,and interdependent. highly disciplined. Our strategy involves: Regardless of where people are born or what borders they may cross, human 1. Creative non-violent civil beings have rights by virtue of their disobedience that highlights modern humanity that can never be taken away. segregation and pressures the Because human rights are interdependent, Georgia Board of Regents to repeal we believe that our movements for human Policies 4.1.6 and 4.3.4 dignity are interdependent as well. As Empowering undocumented such, Freedom University partners with 2. Campaigns with documented student youth and fulfilling their human rights organizations working to allies to secure fair admissions advance racial justice, gender equality, and sanctuary policies at private human right to education. workers’ rights, indigenous rights, and universities across the country freedom in all its forms. 3. Legal action at the federal level OUR STUDENTS & that seeks remedy for violations of FACULTY undocumented students’ right to WHO WE ARE Freedom University accepts students ages equal protection under the law Freedom University is a modern-day 16-25 who identify as undocumented freedom school based in Atlanta. We youth. We welcome fully undocumented 4. International human rights advocacy provide rigorous college preparation students, students with Deferred Action for that involves coordination with classes, college and scholarship Childhood Arrivals (DACA) or Temporary international legal mechanisms and application assistance, and leadership Protected Status (TPS), and survivors of the United Nations system development for undocumented students human trafficking. Our students come from in Georgia. Mexico, Central America, South America, Through strategic direct actions, policy the Caribbean, Southeast Asia, West campaigns, and local, national, and HISTORY Africa, India, and Eastern Europe. Our international partnerships, we are only requirement for admission is that changing college admissions policies and Freedom University opened its doors in students commit to believing in themselves, transforming the public debate on the 2011 following the passage of Georgia supporting their undocumented peers, and human right to higher education. Board of Regents Policy 4.1.6, which never giving up on their dream of higher bans undocumented youth from attending education. Georgia’s top public universities, and SUCCESS Policy 4.3.4, which bans undocumented As a result of our work, one out of every students from in-state tuition. While more Our faculty members are fully committed four Freedom University students wins than 20 states allow undocumented to providing undocumented students high a full merit scholarship to college. Our students to attend public universities or quality academic courses that prepare graduates are now students at colleges qualify for in-state tuition, Georgia is the them for admission to selective universities. such as Dartmouth College, Smith only state in the country to ban students Our faculty members are full-time faculty College, Emory University, Middlebury both from select universities and from at Emory University, Morehouse College, College, Berea College, Tougaloo in-state tuition. These policies effectively Georgia State University, and Georgia College, and many others. As a result target and exclude undocumented Tech, and volunteer their time at Freedom of our collaboration with the Freedom students and usher in a modern era U to teach rigorous courses in human at Emory Initiative, Emory announced in of educational segregation in the U.S. rights, social sciences, biological sciences, April 2015 that it would accept qualified South. language arts, and creative arts. Our undocumented students and provide educational programs provide leadership privately funded, need-based financial Since the 2016 election, Freedom development, public engagement aid to those who qualify. We are building University has taken a leadership role in opportunities, and movement skill-building a powerful student movement that will win the national sanctuary campus movement, to empower a new generation of fair admissions policies across the country and has expanded its work to host undocumented youth leaders. and give rise to a new generation of community Know Your Rights trainings movement leaders. and organize trusted networks of pro- bono mental health and legal services for STRATEGY Georgia is recognized globally as a GET INVOLVED undocumented students. historic epicenter in the struggle for human Because we do not charge our students rights. Georgia is home to two Nobel tuition of any kind, our sustainability relies CORE BELIEFS Peace Prize Laureates - Dr. Martin Luther on the generosity of friends and donors We believe that all human beings – King, Jr. and President Jimmy Carter - and around the world: To donate, volunteer, regardless of race, ethnicity, class, the cradle of the U.S. or learn more about our work, please religion, gender, sexual orientation, Civil Rights Movement. In this tradition, visit: or citizenship status – have a right to Freedom University works actively education. We uphold Article 26 of the with students, educators, supporters, Universal Declaration of Human Rights, policy makers, and other social justice www.freedom-university.org which states that everyone has the right stakeholders to advance the rights of to education and that higher education undocumented youth in Georgia and shall be equally accessible to all on the across the country. Our strategy is basis of merit. .
Recommended publications
  • A New Appeal for Human Rights Atlanta, Georgia May 16, 2017 Jill
    A New Appeal for Human Rights Atlanta, Georgia May 16, 2017 Jill Cartwright, Spelman College Asma Elhuni, Georgia State University Violeta Hernandez Padilla, Freedom University Serena Hughley, Spelman College Natalie Leonard, Georgia Institute of Technology Andalib Malit Samandari, Morehouse College Alma Olmedo-Fermin, Freedom University Daye Park, University of Georgia Jonathan Peraza, Emory University Maria Zetina, Agnes Scott College Charles Black, Second Chairman of the Atlanta Student Movement, Morehouse College Lonnie King, First Chairman of the Atlanta Student Movement, Morehouse College Dr. Roslyn Pope, Author of the 1960 Appeal for Human Rights, Spelman College Dr. Laura Emiko Soltis, Executive Director and Professor of Human Rights, Freedom University PREAMBLE On March 9, 1960, members of the Atlanta Student Movement published “An Appeal for Human Rights,” which denounced the discrimination they faced as black youth in the city of Atlanta. We, as students of conscience from Agnes Scott College, Clark Atlanta University, Emory University, Freedom University, the Georgia Institute of Technology, Georgia State University, Morehouse College, Spelman College, and the University of Georgia, take courage and inspiration from their legacy as we continue the struggle for human rights. Today, more than 57 years after the publication of the original Appeal for Human Rights, communities of color continue to bear the most severe violations of human rights here in the Deep South. In 1960, black people faced more overt forms of racial discrimination. But racism did not disappear - it evolved. Today, a powerful force underlying the intersecting forms of discrimination young people of color face is the assumption that they are criminals. This assumption takes on structural forms as prisons and immigrant detention centers, where racism is masked as law and order.
    [Show full text]
  • Shadow Class: College Dreamers in Trump's America APM Reports Transcript
    Shadow Class: College Dreamers in Trump’s America APM Reports Transcript Stephen Smith: From American Public Media, this is an APM Reports documentary. Estefania Navarro: They don’t want people like me to dream, they just want working hands. President Trump is ending a program that allowed some undocumented young people to stay and work in the United States. For some, that may mean the end of a dream of going to college. Woman 1: I worked so hard to be here and it could be gone in like one second. Most Americans think young people brought here as children should be allowed to stay … but a vocal group wants them gone. Ruthie Hendrycks: They shouldn’t be in the country to begin with, much less in our colleges. In the coming hour, Shadow Class: College Dreamers in Trump’s America from APM Reports. Part 1 Protesters: “Immigrants Are Here to Stay! No Justice, No Peace. ” Denver high school students walked out of their classes after the Trump administration announced it would end a program that gives some undocumented young people temporary permission to stay in the United States. It was one of many protests around the country after Attorney General Jeff Sessions delivered the news: Jeff Sessions: Good morning. I am here today to announce that the program known as DACA that was effectuated under the Obama Administration is being rescinded. DACA is Deferred Action for Childhood Arrivals. It let young people brought to this country as children apply for temporary protection from deportation so they could work, or serve in the military, or go to college.
    [Show full text]
  • Civil Rights Milestones WEDNESDAY, JUNE 3, 2015 from the Program Chairs
    Celebration of Civil Rights Milestones WEDNESDAY, JUNE 3, 2015 From the Program Chairs “Someday they will have to open up that ballot box, and that will be our day of reckoning.” James Forman, SNCC, Executive Secretary Dear Program Attendee, We thank you for joining us as we revisit the indelible campaign for civil and voting rights in this country. After the passage of the 1964 Civil Rights Act, it was apparent that there was still work to do for African- Americans to have full rights afforded as citizens of the United States. A fearless group of young people known as the Students Nonviolent Coordinating Committee (SNCC) came to the city of Selma in Dallas County, Alabama, to organize and work with local leadership to push for the right to vote. Citizens of that community—parents and their children, young adults and seniors—were relentless in their efforts on non-violent resistance and activism. With the passage of the 1965 Voting Rights Act, their efforts are now legend. We thank Charles S. Johnson III and Leland Ware for their informative CLE presentations, and pay homage to the 129 Georgia attorneys who were on the frontlines advancing civil rights and equal treatment for all, often at their peril. We are grateful for the leaders of the Selma to Montgomery March and for the work of members of our Selma panel: Joanne Bland, Sheyann Webb-Christburg, Dr. Bernard Lafayette, Charles Mauldin and Dr. Frederick Douglas 2 Celebration of Civil Rights Milestones PERKINS-HOOKER RICHARDSON Reese, for their commitment to take a stand and their courage in spite of the potential for personal harm.
    [Show full text]
  • A Historical Perspective of the Freedom Schools: Implications for Social Change
    University of San Diego Digital USD Dissertations Theses and Dissertations 2001 A Historical Perspective of the Freedom Schools: Implications for Social Change O. Yvonette Murrell Powell EdD University of San Diego Follow this and additional works at: https://digital.sandiego.edu/dissertations Part of the Leadership Studies Commons Digital USD Citation Murrell Powell, O. Yvonette EdD, "A Historical Perspective of the Freedom Schools: Implications for Social Change" (2001). Dissertations. 680. https://digital.sandiego.edu/dissertations/680 This Dissertation: Open Access is brought to you for free and open access by the Theses and Dissertations at Digital USD. It has been accepted for inclusion in Dissertations by an authorized administrator of Digital USD. For more information, please contact [email protected]. A HISTORICAL PERSPECTIVE OF THE FREEDOM SCHOOLS: IMPLICATIONS FOR SOCIAL CHANGE by O. Yvonette Murrell Powell A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education 2001 Dissertation Committee Johanna Hunsaker, Ph.D., Chair Dan Miller, Ph.D. Annjennette Me Farlin, Ph.D. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ABSTRACT OF THE DISSERTATION A HISTORICAL PERSPECTIVE OF THE FREEDOOM SCHOOLS: IMPLICATIONS FOR SOCIAL CHANGE Since the first African slave ship arrived on the American shores, the nature o f life for these new inhabitants has differed greatly from that o f any other immigrant group. The usual patterns o f assimilation were not present. While most other immigrant groups were able to assimilate within three generations by making name changes, taking on characteristics of the majority population, finding employment and acculturating via education, the same avenues were not available to Blacks.
    [Show full text]
  • 2018 John Lewis Fellows Reflection Essay Booklet
    Humanity in Action John Lewis Fellowship in Collaboration with the National Center for Civil and Human Rights ESSAYS Atlanta, Georgia | July 10 - August 5, 2018 ESSAYS The American Program of the Humanity in Action Fellowship in Collaboration with the National Center for Civil and Human Rights ESSAYSAtlanta, Georgia > > July 10 - August 5, 2018 The American Program of the Humanity in Action Fellowship in Collaboration with the National Center for Civil and Human Rights Atlanta, Georgia > > July 10 - August 5, 2018 2 TABLE OF CONTENTS Introduction by Professor Tanya Washington ................................................................................................3 Letter from Congressman Lewis .........................................................................................................................4 About Humanity in Action .....................................................................................................................................5 About the National Center for Civil and Human Rights .............................................................................6 Essay by Adeola Naomi Aderemi .........................................................................................................................7 Essay by Laila Alvarez .............................................................................................................................................10 Essay by Rachel Atakpa.........................................................................................................................................
    [Show full text]
  • Crafting Argumentative Responses to Educational Restrictions on Undocumented Students in the United States
    ISSA Proceedings 2014 – Access Denied: Crafting Argumentative Responses To Educational Restrictions On Undocumented Students In The United States. Abstract: The state of Georgia has enacted laws restricting the access that undocumented Latino/a students have to universities. The restrictions are comparable to those imposed on African-Americans in the old South. The students have formulated a set of argumentative responses to challenge the legitimacy of the restrictions. The strategies include enrolling in Freedom University. This underground university helps to both humanize the students for the public while affording them the opportunity to join an educational community. Keywords: DREAMers, Freedom University, Georgia Undocumented Youth Alliance, immigration, public argument, and student protests. 1. Introduction Over the last decade a number of jurisdictions in the United States have enacted laws to restrict the access undocumented college students have to in-state tuition and scholarship opportunities. While some states have pushed back against this nativist impulse and enacted laws affording undocumented students access to post-secondary education, there continue to be students who are denied educational access. The most severe educational restrictions are found in the old segregated South, and they are often part of a larger package of laws intended to control the behaviors of the entire undocumented population in that state. The states of Alabama and South Carolina have instituted a total ban on the admission of undocumented students to state-funded colleges. My home state of Georgia has banned students from attending the most competitive schools and stripped undocumented students of the right to pay in-state tuition. The suppression of an immigrant population is not a problem confined to the United States.
    [Show full text]
  • Shattered Dreams: an Analysis of the Georgia Board of Regents' Admissions Ban from a Constitutional and International Human Rights Perspective Azadeh Shahshahani
    Hastings Race and Poverty Law Journal Volume 10 Article 1 Number 1 Winter 2013 1-1-2013 Shattered Dreams: An Analysis of the Georgia Board of Regents' Admissions Ban from a Constitutional and International Human Rights Perspective Azadeh Shahshahani Chaka Washington Follow this and additional works at: https://repository.uchastings.edu/ hastings_race_poverty_law_journal Part of the Law and Race Commons Recommended Citation Azadeh Shahshahani and Chaka Washington, Shattered Dreams: An Analysis of the Georgia Board of Regents' Admissions Ban from a Constitutional and International Human Rights Perspective, 10 Hastings Race & Poverty L.J. 1 (2013). Available at: https://repository.uchastings.edu/hastings_race_poverty_law_journal/vol10/iss1/1 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Race and Poverty Law Journal by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Shattered Dreams: An Analysis of the Georgia Board of Regents' Admissions Ban from a Constitutional and International Human Rights Perspective AZADEH SHAHSHAHANI* AND CHAKA WASHINGTON** This bill is reminiscent of Jim Crow laws. - Georgia House Representative Ralph Long HP11 Policy 4.1.6 has caustic rippling effects that cannot be portrayed through numbers and research. You cannot count the broken dreams and hopes of students who have given up, seeing that even if they give their best, they do not have the chance to attend the top universities of Georgia. - Keish Kim, Freedom University student2 * National Security/Immigrants' Rights Project Director, American Civil Liberties Union Foundation of Georgia.
    [Show full text]
  • Creating Counter-Spaces of Resistance and Sanctuaries of Learning and Teaching: an Analysis of Freedom University
    Creating Counter-Spaces of Resistance and Sanctuaries of Learning and Teaching: An Analysis of Freedom University SUSANA MUÑOZ University of Wisconsin, Milwaukee MICHELLE M. ESPINO University of Maryland, College Park RENÉ ANTROP-GONZÁLEZ Dalton State College Background/Context: In 2011, the Georgia Board of Regents passed an educational policy that denies qualified students without documentation access to five selective institutions of higher education in the state. As a form of civil disobedience, Freedom University in Athens, Georgia, was founded to cultivate a space where students without documentation can con- tinue their postsecondary educational pursuits. Research Questions: The research questions that guided this study are: (a) In what ways does Freedom University serve as a sanctuary of teaching and learning from the perspectives of faculty members? and (b) What challenges and successes have been and continue to be experienced by the faculty of Freedom University in developing sanctuaries of teaching and learning for students without documentation? Research Design: This qualitative case study included in-depth interviews with three found- ing faculty members. It also included document analysis that was based on historical aspects associated with the formation of Freedom Schools during the Civil Rights era and the concept of school as sanctuary to understand the pedagogical and philosophical underpinnings as- sociated with the establishment of Freedom University. Through constant comparative data analysis, the authors uncover how Freedom University operates as a sanctuary for students without documentation. Findings: The findings demonstrate that Freedom University is a postsecondary sanctuary school because it centers students’ experiences within the curriculum and embodies transfor- mational resistance by both students and faculty.
    [Show full text]
  • Secondary Policy for Undocumented Students
    An Educator's Guide to Post-secondary Policy for Undocumented Students Published Date: September 2016 Written and Compiled by: Jennifer Johnson, Julie Kirk, Robert Polanco & Ashley Young Table of Contents Introduction……………………………………………………………………………………………………………………………….2 Deferred Action for Childhood Arrivals (DACA)......................................................3 Development, Relief and Education for Alien Minors Act (DREAM Act).........................4 Alabama………………………………………………………………………………………………………………………………….….5 Arkansas……………………………………………………………………………………………………………………………………..7 Florida…………………………………………………………………………………………………………………………………………9 Georgia.…………………………………………………………………………………………………………………………………….11 Louisiana……………………………………………………………………………….………………………………………………….13 Mississippi………………………………………………………………………………………………………………………………….14 North Carolina…………………………………………………………………………………………………………………………..15 South Carolina…………………………………………………………………………………………………………………………..18 Tennessee ………………………………………………………………………………………………………………………………..20 Scholarships for Undocumented Students……………………………………………………………………………..22 Additional Resources………………………………………………………………………………………………………………..23 1 Introduction of Guide This guide is intended to serve as a resource to high school counselors who are seeking to assist undocumented students through the college application process. Students, family members, supporters, college admissions counselors, and various additional constituents may find this guide to be a helpful resource, as well. This guide provides information regarding the admissions
    [Show full text]
  • 10 December 2018 Dr. Koumbou Boly Barry Special Rapporteur on The
    TRANSNATIONAL LEGAL CLINIC FREEDOM UNIVERSITY GITTIS CENTER FOR CLINICAL LEGAL Atlanta, GA STUDIES PROJECT SOUTH 3501 SANSOM STREET Gammon Ave. SE PHILADELPHIA, PA 19104 Atlanta, GA 30315-2773, USA 10 December 2018 Dr. Koumbou Boly Barry Special Rapporteur on the Right to Education [email protected] Felipe González Morales Special Rapporteur on the Human Rights of Migrants [email protected] E. Tendayi Achiume Special Rapporteur on Contemporary Forms of Racism, Racial Discrimination, Xenophobia, and Related Intolerance [email protected] Office of the United Nations High Commissioner for Human Rights Palais des Nations CH-1211 Geneva 10, Switzerland RE: Communication Addressing the U.S. State of Georgia’s Violations of International Law in its Denial of Undocumented Students’ Access to Public Institutions of Higher Education Dear Special Rapporteurs Boly Barry, González Morales, and Achiume: We, the Transnational Legal Clinic of the University of Pennsylvania Law School, submit this communication on behalf of Project South and Freedom University, two non- governmental organizations working to mitigate the impact of Georgia’s discriminatory practices towards its undocumented residents in higher education and repeal the laws and policies that allow such discrimination to exist. Project South is a social justice organization that fosters key = 1 social movements in the Southern United States, including immigrants’ rights advocacy.1 Freedom University is an organization that seeks to advance the human right to education by providing tuition-free college-level courses to undocumented youth impacted by Georgia’s discrimination in higher education, and by teaching undocumented youth international human rights principles and advocacy methods.2 The Transnational Legal Clinic of the University of Pennsylvania Law School is a pro bono immigration and human rights clinic3 that has collaborated with both Project South and Freedom University in the preparation of this communication.
    [Show full text]
  • ESSAYS the American Program of the Humanity in Action Fellowship in Collaboration with the National Center for Civil and Human Rights
    ESSAYS The American Program of the Humanity in Action Fellowship in Collaboration with the National Center for Civil and Human Rights Atlanta, Georgia >> July 5 – 30, 2017 TABLE OF CONTENTS LETTER FROM CONGRESSMAN JOHN LEWIS ................................................................................................4 DIRECTOR’S INTRODUCTION ............................................................................................................................5 ABOUT HUMANITY IN ACTION .........................................................................................................................6 ABOUT THE NATIONAL CENTER FOR CIVIL AND HUMAN RIGHTS ..............................................................7 1960 APPEAL FOR HUMAN RIGHTS .................................................................................................................8 ASSUMING THE VOICE OF THE GEORGIA GOVERNOR IN 1960, THE 2017 JOHN LEWIS FELLOWS RESPOND TO AN APPEAL FOR HUMAN RIGHTS ................................ 11 THE NEW APPEAL FOR HUMAN RIGHTS (2017) ........................................................................................... 14 FELLOWS’ COLLECTIVE CRITIQUES OF THE 2017 APPEAL FOR HUMAN RIGHTS ...................................22 FELLOWS’ PROGRAM ESSAYS .........................................................................................................................31 Transgressing the Colonial State: On diverse strategies, their dangers, and the power of healing Essay by Roberto Flores ....................................................................................................................
    [Show full text]
  • Examining the Past, Transforming the Future VOL
    VOL. 21, NO. 3 | SUMMER 2018 CIVIC LEARNING FOR SHARED FUTURES A Publication of the Association of American Colleges and Universities Examining the Past, Transforming the Future VOL. 21, NO. 3 | SUMMER 2018 TABLE OF CONTENTS EMILY SCHUSTER, Editor BEN DEDMAN, Associate Editor ANN KAMMERER, Design 3 | From the Editor MICHELE STINSON, Production Manager Examining the Past, Transforming the Future KATHRYN PELTIER CAMPBELL, Editorial Advisor 4 | Higher Education and a Living, Diverse Democracy: An Overview DAWN MICHELE WHITEHEAD, Editorial Advisor WILLIAM C. PURDY, California State University–Northridge TIA BROWN McNAIR, Editorial Advisor 10 | Racial Healing Circles: Empathy and Liberal Education CARYN McTIGHE MUSIL, Senior Editorial GAIL C. CHRISTOPHER, Ntianu Garden: Center for Healing and Nature and formerly Advisor the W.K. Kellogg Foundation Advisory Board 14 | Freedom University: “Where You Walk in Undocumented and Leave Unafraid” HARVEY CHARLES, University at Albany, LAURA EMIKO SOLTIS, Freedom University State University of New York 15 | A Legacy of Education for Liberation TIMOTHY K. EATMAN, Rutgers FERNANDO ESQUIVEL-SUÁREZ, Freedom University and Spelman College University–Newark ARIANE HOY, Bonner Foundation 16 | The Strength of Our Solidarity: A Student Reflection SHANNA SMITH JAGGARS, The Ohio RAFAEL ARAGÓN, Freedom University and Eastern Connecticut State University State University HILARY KAHN, Indiana University–Bloomington Campus and Community Practice L. LEE KNEFELKAMP, Teachers College, 18 | Reckoning with Slavery at Georgetown
    [Show full text]