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Session 9: Sunday, February 9, 2003, 10:00-11:15 a.m.**Extended sessions, marked with an asterisk, continue through both Session 9 and Session 10 (from 10:00-12:30 p.m. ) Please note: This is a draft schedule as of January 5, 2003 and is subject to change before the event is held. We post this to give you a good idea what workshops will be at the event. Please consult the final schedule once you receive your program book at the summit itself. Most rooms will not be announced until summit participants receive their program book at the summit itself. Connecting
Hearts and Minds: Translating Abstract Issues into Passion and Activism
on the Part of the General Public
Connecting Hearts and Minds: Translating Abstract Issues into Passion and Activism on the Part of the General Public Is the public really apathetic? Or have you simply not yet discovered what spurs the public to action? This workshop examines a number of issues raised by the participants and shows how you can connect the cause you are most passionate about to the hearts, minds and support of the public. Learn how to make allies you never before considered, get the moral and material support you need, and work in alliance with others to reach your goals. Fhyre Phoenix has been a community organizer and activist since 1967 when, at age 14, he won a 25% raise for the group of agricultural workers of which he was a part. Since then he has worked on such diverse issues and campaigns as saving a 100-acre forest from being clear-cut and being turned into a golf course (the campaign won), a campaign to stop fundamentalists from eroding women's rights over their own bodies (the campaign won), a campaign to get family life and basic sex education into the public schools (the campaign won) and many other issues. Singing, dancing, listening games, and movement activities blend music with curricular areas to promote joyful learning. Ideas for Black History Month (jazz), Martin Luther King, holidays, multicultural, and more! After 39 year of teaching which includes kindergarten teacher, mentor teacher, Orff Specialist, Founder/Director of Kids Khoir, and workshop presenter, Sandy Hatch Olinger is still energetic and enthusiastic about sharing her love for music with young and old people. Her workshops are enjoyable and packed with field-tested ideas that work with kids. Lesbian, Gay, and Bisexual Teachers: Who's In? Who's Out? Who's In and Out and In and Out? How do lesbian, gay, and bisexual teachers manage their identities in K-12 and alternative schools in rural California? This workshop examines various ways educators hold their identities and discusses the challenges and satisfactions of being out of the closet, in the closet, or some combination of the two. Joelle Jordan is currently teaching in Eureka with the Humboldt County Community School program, specifically at the 4th and D site in the Art Magnet program. The program's enrollment hovers around 22 to 30, 7th through 12th graders, many of whom have hopes of returning to regular junior or senior high school. Mary Lynn Bryan has been teaching out and about (mostly about) for almost fifteen years working in Japan, Brazil, and various locations in Northern California. Currently she teaches Language Arts and Social Studies at the River School which is a small charter school in the Napa Valley where she grew up. "Teaching where you grew up as a semi-out teacher presents certain challenges," according to Mary Lynn. "I didn't plan it this way but it's working out okay." Eric Rofes has taught sixth grade (in and out of the closet) and middle school (out of the closet) in the 1970s and 80s in Massachusetts. He now is Program Leader for Humboldt State University's Elementary Education and specializes in supporting students facing all kinds of identity-management issues in the classroom, including students with non-dominant religious, spiritual, or political beliefs, students who have children but have never been married, and students grappling with gender-identity or sexual-identity management issues. Meeting Classroom, School, Family, and Community Needs Through Student Learning Support Services Teachers, staff, and school administrators are confronted daily with the complex life issues that students bring into the classroom. In a number of Humboldt County school districts, school social workers, credentialed members of the pupil personnel professions, are allies who, working in daily concert with schools staff, help build networks of support for individual students, groups of students, families, and school communities that promote positive "can do" school climates; create relationships which lower the barriers to communication; link schools to community/agency-based resources, and, in collaboration with their school partners, do whatever it takes to achieve student readiness to learn and school success. MA and BA level social work interns, supervised by the school social workers, expand this school-based resource. Presenters will discuss their funding sources. Ample time for questions and discussion will be provided. Marianne Pennekamp, MSW, Ph.D., PPSC is Adjunct Professor of Psychology at Humboldt State University and a Lecturer in Social Work at CSU Humboldt, Long Beach and Sacramento. She is a member of the Executive Committee of the School Social Work Council of California's chapter of the National Association of Social Workers. Margaret Allen, MSW, PPSC, is Teacher-Coordinator/School Social Worker for Humboldt county Office of Education and a fieldwork supervisor for HSU's Department of Social Work. Barbara Brimlow, MSW, PPSC, is a School Social Worker at Fortuna Elementary School District. Marcy Foster, MSW, PPSC, is Counselor/CalWorks School Social Worker at College of the Redwoods. Debra Jones, MSW, PPSC, is Assistant Director for Adult Education in the Eureka City Schools and fieldwork supervisor for CSU, Sacramento's School of Social Work. Cheri Shipley, MSW, LCSW, PPSC, is School Social Worker for the Cutten School District and fieldwork supervisor for HSU's Department of Social Work Meg Walkley, MSW, PPSC, is School Counselor/School Social Worker at Southern Humboldt Unified School District. Multiage or Multigrade: What Do YOU Do that Works? This session is intended to bring together educators working in multi-age and / or multi-grade classrooms for discussion of the special challenges we face and the factors that inspire us to believe this way of organizing a classroom is good for kids. Among other things, let's talk about: how to grapple with grade-level standards when you are teaching kids ranging from 5-10 years old in one classroom; how to incorporate a second grader reading at a fifth grade level into a fifth-grade reading group; how to incorporate a fifth grader who reads at a second grade level; and ways we speak with children and parents about the benefits of multi-age classrooms. All are welcome, especially teachers, parents and administrators in multi-age elementary and middle-school classrooms. Meredyth Phillips, Masters in Education student at HSU, has been teaching since 1989 at Leggett Valley Elementary in Mendocino County. This is her sixth year teaching a multiage class. She would LOVE to know how other teachers do it! Opening Closed Doors in K-12 Social Studies This interactive hour will help teachers understand how meaningful strategies for engaging students in age-appropriate controversies are vital to the democratic goals of education. Besides presenting field tested ways to link cooperative argumentation, respect, critical thinking and creativity to standards, this hour will challenge participants to move through cultures of fear with courage and hope. Don Trent Jacobs (Four Arrows) is an Associate Professor at Northern Arizona University and is on the faculty at Fielding Graduate Institute. Former Dean of Education at Oglala Lakota College, his books, articles and regular column for Paths of Learning are flavored by traditional assumptions that guided indigenous learning for thousands of years. Protecting Our Children from Environmental Health Hazards-In Our Homes, Schools, and Larger Society Chemicals in the environment are threatening the health of children. Yet there are steps we can take-individually, collectively in schools, and as a wider society-to create a cleaner and safer future for all our children. Through this workshop, participants will learn about (1) current disease and disability trends that may be linked, in part, to chemical exposures; (2) common sources of exposures to troubling chemicals; and (3) alternatives that will decrease our children's exposures to toxics and chemicals in their everyday lives. We will also discuss the Healthy Schools Act, which seeks to decrease pesticide exposures in public schools, and other healthy school issues. Finally, we will talk about the most effective ways to communicate with policy makers about these important matters. Suellen Lowry, JD is Director of the California Interfaith Partnership for Children's Health and the Environment. She has worked as a legislative assistant for a member of Congress, lobbyist and PAC director for women's and environmental public interest groups, private attorney, and teacher in both K-12 and college settings. For the last decade, Ms. Lowry has focused on facilitating communications between policy makers and members of faith-based and scientific groups. Her publications include, Building Partnerships with the Faith Community: A Resource Guide for Environmental Groups. Ms. Lowry received her BA from Washington State University, a JD from Stanford Law School, and a special education credential from HSU. Why Parents Opt Out of Public School Education and What YOU Can Do to Prevent It! Meet with a locally active community member and parent to discuss problems with the structural, academic and emotional issues that contribute to making parents opt out of public school education for their children. We will discuss ways teachers can reach out to those parents and their students and also give time for teachers to share their experiences in this area. We will work together brainstorming and designing easy to implement strategies for individuals and classrooms. The beginning of the session will include a brief history of Nicole's years in and out of the system with her three children aged 18, 16 and 6 as well as stories from other local parents. Nicole Barchilon Frank is the Administrator for the local Jewish congregation Temple Beth El and a Lay Leader there as well. She is the mother of three locally educated "gifted" children who have all opted out of public school education. She is also a founding member of C.U.R.B. (Community United to Reduce Bigotry-working to eliminate homophobia and all forms of discrimination and help create a safe, caring & equitable Arcata High School Culture and Climate). She is an active citizen of Arcata, the office manager for Kevin Frank & Associates (Computer Consulting & Database Design) and holds a BA in Social Sciences and a Minor in Psychology from HSU. She's also a great cook! Youth Voice for Service Learning and Activism: An Opportunity to be Heard You're invited to a dynamic learning session led by local youth who are improving our communities through service. The Cesar Chavez Healthy Communities Project (CCHCP) teaches about the values, life and legacy of Cesar Chavez and gives youth the opportunity to help their communities through service. Members of the Youth Service Leadership Team identify and discuss community needs then design and implement service projects to meet those needs. Join us and find out what fires up our youth leaders! Debbie Hart-Harris, Denise Bauer, Manuel Andrade are staff members of the Cesar Chavez Healthy Communities Project. They will be joined by Youth Service Leadership Team member-high school teens representing public, charter, and community schools from Orick to Eureka committed to designing and implementing service learning projects and activism in honor of Cesar Chavez within their communities. EXTENDED SESSIONS: Project WILD: Teaching Students How to Think, Not What to Think Project WILD is an interdisciplinary K-12 environmental education curriculum available through workshop format only. The science concepts behind Project WILD activities are based on the importance of habitat and are developed using national learning standards. The WILD framework is divided into three sections: Ecological Knowledge, Social and Political Knowledge, and Sustaining Fish and Wildlife Resources. Activities are great for both formal and non-formal settings and the activity guide is FREE! Become one of the WILD things! Denise Newman works for California Regional Environmental Education Community (CREEC) and is committed to putting environmental education resources directly into the hands of educators. Non-Violence and Civil Disobedience This training prepares activists for non-violent civil disobedience to effect change when all other routes have been approached or will not work. Examples of civil disobedience include Ghandi's work in India, the 1960s Civil Rights Movement, and Earth First! With the world in such a tumultuous state, civil disobedience is an important way to join in global solidarity to wage peace with people everywhere. Come learn the important decision making process of consensus, your legal rights, basic civil disobedience tactics, and more! Julie Gordon is a local activist and student at Humboldt State University trained in leading non-violence and civil disobedience workshops. She has participated in many political actions trying to save the redwood forests of Humboldt County and in mass demonstrations to stop the G8 and the war against Iraq. Special guest appearance by activists from Earth First! |
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