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Listen Witness Amplify North Carolina Peace is Disruptive

Fall 2018: Davis Projects for Peace: $10,000 grant to fund a summer project for the promotion of peace. Spring 2019: Academic Outreach Endowment: $2,400 grant to fund participation across the socioeconomic spectrum. Summer 2019: Summer Social Justice Program: 8 scholars and 1 grad student in residence for 2 weeks conducted 20 interviews black senior citizens who attended historically black high schools. Fall 2019: Black Studies at Middlebury: Department is established two centuries after Twilight. Christine is first to declare the Black Studies major. Spring 2020: Kellogg Fellowship: $5,000 grant for engagement in areas of humanistic study related to a student’s major. Christine begins writing the first senior thesis in Black Studies. Spring 2021Black Studies at Middlebury: Culminating nearly three years of work, Christine gives the first thesis talk in Black Studies.
Who: 20 black senior citizens who experienced school segregation (teachers/elders). 8 black community youth (storytellers). What: Ongoing legacies of school segregation by law. When: Fall 2018 - Spring 2021 {July 2019}. Where: Eastern North Carolina. Why: “Peace is disruptive”.
"Peace is Disruptive": Fall 2018: "My challenge to you is to bring about a mind-set of preparing for peace, instead of preparing for war." - Kathryn Wasserman Davis. What is my community? Eastern North Carolina. What is a barrier to peace in my community? Racism in public education. Who is willing to help? Black churches, Williston Alumni Choir, Youth LINC. How can they contribute? Restore, Retool, Rebuild
Two Weeks in Residence: Sun Jul 6 - Fri Jul 12: "Retooling": Equipping scholars with knowledge of the historical and contemporary constructions of race and racism in eastern North Carolina. Training scholars in oral history methodology. Sat Jul 13 - Tue Jul 16: "Restoring": Interview black community elders with direct experience of historically black secondary schools as a student, teachers, and/or administrator. Consult their educational policy recommendations. Wed Jul 17 - Fri Jul 19: "Rebuilding": Contextualize the elders’ policy recommendations in academic theories of psychology, pedagogy, and praxis. Share this knowledge via community events, media, and historical archives.
"Archives": Scholars conducted fieldwork at the Williston Room, the NC Room, and the Freeman Roundhouse Museum. "Workshops": Scholars engaged with critical race theory through literature, music, and documentary film. "Readings": Scholars practiced communication through workshops on poetry, writing, public speaking, and improvisation.
Syllabus: Outside the Walls: The Summer Social Justice Program encompassed academic, health, civic, and social programming: Freeman Park: Visited a historically black beach and site of major black land loss. St. Luke’s “Helping Us Make Progress”: Volunteered at free soup kitchen at hosted by historically black church. UNCW Lumina Festival of the Arts: Attended poetry slams, spoken word jams, and jazz concerts featuring black artists and performers.
In the scholars’ own words . . . Brandon J. said, “Usually when we have a conversation with a principal, we are not interested in what they are saying. That probably goes for your parents too.” Jasmine G. said, “I enjoyed interviewing people as well as building a bond with my peers. I had lots of fun and if I could do it all again I would.” Kyron J. said, “. . . incredible experience of meeting so many kind and historic people and giving me the opportunity to learn more about my African American heritage." Sam G. said, “Now that I have spoken, it is up to everyone to make sure that these people’s stories are told and not forgotten.”