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Posted on August 20, 2015 by Kathy Fischer

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Upcoming Events

  1. 1/23 We Shall Overcome

    We Shall Overcome

    Thursday, January 23rd, 2020

    07:30 PM - 09:30 PM

    Storrs Campus
    Jorgensen Center for the Performing Arts

    We Shall Overcome
    A Celebration of Martin Luther King, Jr.

    Featuring Damien Sneed

    Inspired by Dr. Martin Luther King, Jr., We Shall Overcome showcases repertoire from across the African American music traditions that electrified generations of civil rights activists with interwoven spoken word from Dr. King’s recorded speeches. Producer and Musical Director Damien Sneed ties together a living lineage of music and culture that includes traditional and modern gospel, classical, jazz, Broadway and spirituals. From Duke Ellington to Stevie Wonder; Aretha Franklin to Wynton Marsalis; Nina Simone to Donny Hathaway; and traditional spirituals and music from The Wiz, Sneed covers a lot of musical ground in one evening.

    Sponsored by the UConn Office for Diversity and Inclusion in collaboration with the Dr. Martin Luther King Jr. Living Legacy Convocation

    Media Sponsor: WFCR/NEPR

    TICKETS: https://jorgensen.uconn.edu

    Contact Information: Jorgensen Box Office, 860-486-4226

    More
  2. 1/29 NCORE Webinar Series: When the ### hits the fan: Reactionary Programming Toolkit

    NCORE Webinar Series: When the ### hits the fan: Reactionary Programming Toolkit

    Wednesday, January 29th, 2020

    04:00 PM - 05:30 PM

    Storrs Campus
    Class of 1947 Conference Room [HBL, Plaza level]

    NCORE Webinar Series: When the ### hits the fan: Reactionary Programming Toolkit
    Presenters: Monica M. Johnson, Ph.D., Rory Gregg James, and Brian Richardson | Indiana University, Bloomington

    Annually, higher education professionals and student leaders approach the upcoming academic year with grand plans for timely programming and community engagement. These plans are often disrupted and “trumped” by a series of unexpected and ever unfortunate occurrences. Whether we find our communities facing the planned invasion of Neo-Nazis, consistent struggles with sexual assault, mass shootings, or the ever-present uncertainty of the next presidential tweet, higher education practitioners and student leaders must remain alert and prepared to build programming that supports their communities appropriately. This workshop intermingles case studies, simulations, and group dialogue in efforts to provide participants a substantial tool kit for crafting impactful reactionary programming to suit their campuses needs in time of division, crisis, or direst.

    Contact Information: diversity@uconn.edu

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  3. 2/5 NCORE Webinar Series: “There's a Drama to It": Innovative Way of Teaching about Resistance, Power, and Social Justice Through Sports

    NCORE Webinar Series: “There's a Drama to It": Innovative Way of Teaching about Resistance, Power, and Social Justice Through Sports

    Wednesday, February 5th, 2020

    04:00 PM - 05:30 PM

    Storrs Campus
    Class of 1947 Conference Room [HBL, Plaza level]

    NCORE Webinar Series: “There's a Drama to It
    Presenter: Rudy Mondragón

    This session should particularly benefit scholars and student affairs professionals interested in learning about the role and possibilities that a critical paradigm of sports curriculum can play for teaching about social justice, power, resistance, identity, and athletic activism. The presenter will provide a grounding and contextualization about the idea of an athlete activist identity by drawing on the history of the 1968 Olympics, Tommie Smith and Jean Carlos, Muhammad Ali, and Wilma Rudolph as well as present day examples. Insights from the presenter's research on boxing and the ways in which boxers use the ring entrance as a platform to express themselves will be shared. The purpose of this is to emphasis the point that the pre-fight moment in boxing serves as an important political site of struggle where stories about power, resistance, identity, and complicity with the status quo can be excavated. Finally, this session will conclude with a discussion about the possible roles that student athletes can play in on-campus activism and the need to build bridges between them and politicized student organizations.

    Rudy Mondragón is a doctoral candidate at the University of California, Los Angeles working on a dissertation that looks at the sport of boxing and the ways in which Black and Brown boxers politically and culturally express themselves via the ring entrance spectacle. He is the co-founder of Blood Money Boxing, a blog that provides critical commentary beyond the results and statistics of the sport and has written on the sport of boxing for Remezcla and We Are Mitú and has been quoted in CNN and Bleacher Report articles and interviewed by ESPN Deportes Seattle. Academically, Mondragón has written reviews of the boxing documentary "Champs" for the Journal of Sports History (2018) and Louis Moore's "I Fight for a Living: Boxing and the Battle for Black Manhood 1880-1915" for the International Review for the Sociology of Sport (2018) and a book chapter titled, "The Son of God and The Ghost: Colorblind Christian Struggles and Sonic Spaces of Liberation in Boxing" for a forthcoming sports anthology with the Ohio State Press. Along with Gaye Theresa Johnson and David Leonard, Mondragón is a co-editor of the proposed anthology "Rings of Dissent: The Performance of Rebellion in Boxing."

    Before his doctoral studies, Mondragón served as the Intercultural Relations Specialist at Gonzaga University and Coordinator of Diversity and Leadership Training at the University of Washington. While at Gonzaga, he implemented the Diversity Monologues, an ongoing program that showcased the creativity and imagination of students to address diversity and social justice issues through poetry and personal monologues. Mondragón is the recipient of the prestigious University of California Cota Robles Fellowship, NCAA Ethnic Minority Enhancement Postgraduate Award, and Arthur Ashe Jr. Sports-Scholar Award. Most recently, he was a F

    Contact Information: diversity@uconn.edu

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  4. 2/26 NCORE Webinar Series: From Woodson to Wakanda: Emancipatory Pedagogy & The Miseducation of the Negro in American Higher Education Today

    NCORE Webinar Series: From Woodson to Wakanda: Emancipatory Pedagogy & The Miseducation of the Negro in American Higher Education Today

    Wednesday, February 26th, 2020

    04:00 PM - 05:30 PM

    Storrs Campus
    Class of 1947 Conference Room [HBL, Plaza level]

    NCORE Webinar Series: From Woodson to Wakanda: Emancipatory Pedagogy & The Miseducation of the Negro in American Higher Education Today
    Presenter: Dr. Terrell Strayhorn

    In February of 1926, Carter Goodwin Woodson, born December 19, 1875 to two former slaves, established “Negro History Week” as a time to celebrate the achievements and contributions of Black people to society and to offer Blacks inspiration about their ancestry, legacy, and strength. Woodson, the 2nd African American to earn a PhD from Harvard University would go on to found the Journal of Negro History and the Association for the Study of African American Life & History; in 1933, he published “The Miseducation of the Negro,” which offered a solid critique of American education and schooling for Black kids. He argued that the system was designed to miseducate them about themselves, their history, their potential and place in society. In many ways, he argued for educational reform that righted the wrongs of miseducation, giving Black students accurate information about their predicament, their potential for freedom, and the power of their history. Fast-forward to 2018, Ryan Coogler’s Black Panther—a story about T’Challa’s heroic return to the African nation of Wakanda to assume his rightful place as king—is reminiscent in many ways of the goals of Woodson’s book. In this interactive session, Dr. Terrell Strayhorn, a leading voice on issues of race, equity, and diversity, will draw bright lines of connection between Woodson’s book and Coogler’s film to advance the need for “Emancipatory Pedagogy (EP),” a form of teaching/advising that empowers the disempowered, documents the undocumented, and liberates the learner to the place of possibility. Using a smooth blend of theory, social commentary, empirical evidence, and anecdotes, Strayhorn will offer specific strategies for doing EP in higher education. Come to learn, to be challenged, provoked, and inspired; leave ready to enact what’s learned in social justice work, to make a difference for students, and to create change as an educator! This session particularly benefits higher education professionals charged with developing, managing, or carrying out a race or social justice agenda like faculty researcher, chief diversity officers, multicultural services staff, graduate students, and K-20 outreach workers.

    Dr. Terrell Strayhorn is Founding Chief Executive Officer of Do Good Work Educational Consulting, LLC. He also serves as the Vice President of Academic & Student Affairs and Professor of Urban Education at LeMoyne-Owen College in Memphis, TN. Previously, Strayhorn was on the faculty at The Ohio State University, where he served as Professor & Director of the Center for Higher Education Enterprise (CHEE).

    An internationally-recognized student success scholar and “a foremost authority on issues of equity and diversity,” Strayhorn is author of over 10 books and more than 200 book chapters, journal articles, and other scholarly publications. His most popular book, College Students’ Sense of Belonging: A Key to Educational Succes

    Contact Information: diversity@uconn.edu

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  5. 3/4 NCORE Webinar Series: The Dehumanization of Indigenous Women

    NCORE Webinar Series: The Dehumanization of Indigenous Women

    Wednesday, March 4th, 2020

    04:00 PM - 05:30 PM

    Storrs Campus
    Class of 1947 Conference Room [HBL, Plaza level]

    NCORE Webinar Series: The Dehumanization of Indigenous Women
    Presenters: Emma Allen, MA | Stephanie Cross, MA

    According to the FBI, Indigenous women are three times as more likely to experience rape or sexual assault than Black, Latina, and European-American women in North America (Perry, 2004). Historically, Indigenous women have and continue to experience both racism and sexism through the colonization of North America. We contend that Indigenous women are viewed as less than human, that is, they experience dehumanization by non-Native people. Thus far, no empirical research has investigated the objectification of Indigenous women through the dehumanization framework (Haslam, 2006). Through both quantitative and qualitative research methods, we will investigate various ways that Indigenous women experience dehumanization and the mechanisms underlying how they are dehumanized by others. This session will examine the effects of dehumanization on Indigenous women and their lived experiences both in and outside of the University of Oklahoma. After a discussion centered on these issues, the presenters will discuss the implications that dehumanization has for Indigenous women inside higher education. The presenters will then offer recommendations for best practices when incidences of racism and sexism (i.e. dehumanization) occur on campus and how to support and empower Indigenous women through relationship building. This session should particularly benefit those working with and advising Indigenous students (student affairs and academic affairs).

    Contact Information: diversity@uconn.edu

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