Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Providence is Not Your Playground

410 views

Published on

2017 Fall Directors and Coordinators Meeting, Presented by Juan Carlos Carranza, Brown University

Published in: Government & Nonprofit
  • Login to see the comments

Providence is Not Your Playground

  1. 1. Providence is not your playground
  2. 2. Introductions - Name - School - One way that you orient students at your school to your city
  3. 3. Pre-Season 2017 Day 1 Day 2 Day 3 -Swearer Overview -Community Building -Bonner Overview -Identity Development -Providence Context -Community Partners Day 4 Day 5 Day -Match Day -Walking Tours -On-Site Meeting -Reflection
  4. 4. Workshop goals 1. Learn a (brief) history of Brown in Providence. 2. Contextualize ourselves within that history. 3. Establish some guidelines + norms for working within Providence communities.
  5. 5. Definitions We will use power as a catch-all term for ability, influence, and access, granted and reinforced by institutions, structures, history, and individuals. It is distributed inequitably. Power
  6. 6. Definitions Unearned power enjoyed by a dominant group, giving them economic, political, social, and cultural advantages at the expense of members of a marginalized group. Source: The Anti-Oppression Network https://theantioppressionnetwork.com/resources/terminologies-of- oppression/ Privilege
  7. 7. Reflect: - Did you interact with student volunteers who provided you with a service? - In what context? - What was that experience like?
  8. 8. Turn and Talk: - Did you interact with student volunteers who provided you with a service? - In what context? - What was that experience like?
  9. 9. Group Share: - Did you interact with student volunteers who provided you with a service? - In what context? - What was that experience like?
  10. 10. History of Brown in Providence An abridged version 2
  11. 11. 2 3 1 Forced Displacement of Native American Communities The Transatlantic Slave Trade Gentrification of Fox Point 4 Property Taxes
  12. 12. “ “Which said piece of land contains about four acres, and became the property of us, said Moses and John Brown, by a deed of bargain and sale … the present grantor’s great-grandfather, who received it by descent from his father Chad Brown, who was one of the original proprietors after the native Indians from whom it was purchased … “ - The Charter of Brown University, 1765. Source: Remembering Race at Brown. Forced Displacement of Native American Communities
  13. 13. Po Metacom Camp - Summer 2017
  14. 14. Brown’s role in the transatlantic slave trade
  15. 15. Martin Puryear Slavery Memorial, 2014
  16. 16. Definitions Gentrification is a general term for the arrival of wealthier people in an existing urban district, a related increase in rents and property values, and changes in the district’s character and culture. The term is often used negatively, suggesting the displacement of poor communities by rich outsiders. Source: Benjamin Grant, PBS.org. Gentrification
  17. 17. The Cape Verdean Community in Fox Point
  18. 18. Compensation?
  19. 19. Pause
  20. 20. Contextualizing ourselves What are the implications of Brown’s history for us? 3
  21. 21. I am Olivia Veira I am a 21-year-old woman. I am Black + Caribbean-American. I was born in Washington, D.C. and raised in Atlanta. Hello!
  22. 22. I am Juan Carlos Carranza I identify as a queer, Latino man from a low-income background. I’m a first-gen college grad. Home is San Diego, California and Providence, Rhode Island. Hello!
  23. 23. “ The concept of translocational positionality addresses issues of identity in terms of locations which are not fixed but are context-, meaning-, and time-related and which therefore involve shifts and contradictions... Floya Anthias “
  24. 24. Conceptualizing Brown privilege ◉ Political Power ◉ Economic Privilege ◉ Social Capital
  25. 25. political power Power here references our capacity to “get things done.” It is influenced by systems and institutions and is inequitably distributed. Political power describes our ability to influence and control politics. Former mayor Angel Taveras, mayor Jorge Elorza, and Christina Paxson symbolically digging at the site of Brown’s expansion into the Jewelry District.
  26. 26. economic privilege Resources and advantages that have monetary value. Examples are the resources available specifically to the Brown community that aren’t afforded to other college students/community members.
  27. 27. social capital Refers to the connections between individuals and entities that can be economically valuable, directly or indirectly. These relationships between individuals and companies can lead to a state in which each thinks of the other when something needs to be done.
  28. 28. Turn and Talk: How do you think Brown’s political power, economic privilege, and social capital will impact you in your time at Brown? How might it affect your work in Providence?
  29. 29. Rules of Engagement Things all Brown students should know before doing work in Providence
  30. 30. 1. Learn But do not expect to be taught
  31. 31. 2. Listen With the intent of learning, not responding
  32. 32. 3. Ask why? Be critical of your actions and the space you take
  33. 33. 4. Ally is a verb. Not a badge of honor. It works in the present.
  34. 34. 5.Understand that you have power and know when to use it. (hint: the answer is not all the time)
  35. 35. 6. Take an asset-based approach Value local expertise, knowledge, and experience
  36. 36. 7. Know that Brown is a center of knowledge, not the center of knowledge in RI
  37. 37. 8. Own impact Expect to be held accountable for your actions. Welcome criticism. Acknowledge and apologize for harmful actions.
  38. 38. 9. Change
  39. 39. 10. Consider Brown’s role In constructing and supporting systems that create and perpetuate inequality
  40. 40. Any questions ? Thank You!

×