and social justice - world view · human rights and social justice, planned more than three years...

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2017 K-12 Global Education SymposiumOctober 26-27, 2017 — The Friday Conference Center

Developing Global EducatorsThe University of North Carolina at Chapel Hill

HUMAN RIGHTS

and SOCIAL JUSTICE

HUMAN RIGHTS AND SOCIAL JUSTICE

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Additional Support Provided By

Sponsors

World View, a public service program at the University of North Carolina at Chapel Hill, equips K-12 and community college educators with global knowledge, best practices and resources to prepare students to engage in our interconnected and diverse world.

About World View

World View’s K-12 Global Education Symposium has a different feel this year, based on listening to the needs and wants of talented educators in classrooms throughout the state. This symposium, Human Rights and Social Justice, planned more than three years ago, features shorter plenary talks, concurrent sessions, resources and pedagogical strategies for integrating global issues into teaching and learning. Ample time will be given for discussion and reflection. We also provide additional activities that engage participants during lunch and in the common area.

Educators have a very important mission to create classrooms where meaningful teaching and learning happens and constructive discussions occur. We look forward to productive dialogue as we discuss content and best practices. On behalf of the World View team, including Julie Kinnaird who designed this symposium, Holly Loranger, Neil Bolick, Daniel McNeal, Sarah Brady and Nancy Bartolome… we are glad you are here. Welcome to World View!

Charlé LaMonica, Director, World View

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Attend the symposium and submit your completed study guide (via email, fax or mail) by November 20, 2017 to receive 1.5 CEU credits. Download the study guide at go.unc.edu/2017k12guide.

Study Guides Due 11/20

Fill out an evaluation online at go.unc.edu/2017k12evaluation or by scanning this QR code. Your feedback helps to shape future World View programs. Thank you!

Share Your Feedback!

Table of Contents

Schedule at a Glance 4

Sessions at a Glance 6

Deep Dives: Human Rights Issues Part I 8

Deep Dives: Human Rights Issues Part II 9

Strategy/Resource Sessions Part I 12

Strategy/Resource Sessions Part II 14

Interactive Labs 17

Reflection at a Glance 20

Plenary Speakers and Presenters 21

Session Speakers 24

World View Team 33

Exhibitors 34

Passport to Knowledge 36

Friday Center Floor Plan 38

Notes 39

Make It Happen: Action Steps 43


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Schedule at a Glance - Thursday, October 26, 2017

8:30 a.m.Grumman

WelcomeCharlé LaMonica, Director, World View, UNC-Chapel HillCarol Tresolini, Vice Provost for Academic Initiatives, UNC-Chapel Hill

8:45 a.m.Grumman

PLENARY TALK 1Setting the Stage – What Are Human Rights? And Why Do We Need Social Justice?Robin Kirk, Co-Director, Duke Human Rights Center and Lecturer, Department of Cultural Anthropology, Duke University

9:05 a.m.Grumman

PLENARY TALK 2Setting the Stage for Experiential Learning and Human RightsCheryl Mason Bolick, Associate ProfessorJocelyn Glazier, Associate ProfessorSuzanne Gulledge, Professor and Division ChairSchool of Education, UNC-Chapel HillWith testimonials from educators – see page 23

9:30 a.m.Grumman

PLENARY TALK 3Conflict Kitchen: Skies and Seas Were Pasted TogetherDawn Weleski, Artist and Co-Founder, Conflict Kitchen

10:15 a.m.Atrium

Break, Exhibits and Passport to Knowledge Activities (see page 36)

10:45 a.m. DEEP DIVES: Human Rights Issues Part I – details on page 8

11:30 a.m. Move to Next Sessions

11:35 a.m. DEEP DIVES: Human Rights Issues Part II – details on page 9

12:20 p.m.Trillium

Conflict Kitchen Lunch, Exhibits and Passport to Knowledge Activities (see page 36)

1:30 p.m. STRATEGY/RESOURCE Sessions Part I – details on page 12

2:15 p.m.Atrium


2:45 p.m. STRATEGY/RESOURCE Sessions Part II – details on page 14

3:30 p.m. INTERACTIVE LABS – details on page 17

5:00 p.m. Exhibits and Adjourn*For information about the Friday Center film screening of Salam Neighbor on October 26 at 7:00 p.m., please see page 35.

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Schedule at a Glance - Friday, October 27, 2017

8:30 a.m.Grumman

WelcomeCharlé LaMonica, Director, World View, UNC-Chapel HillJulie Kinnaird, Associate Director of K-12, World View, UNC-Chapel Hill

8:40 a.m.Grumman

PLENARY TALK 4Human Rights and Social Responsibility: A Global PerspectiveJohn Cox, Associate Professor of International Studies and Director for the Center for Holocaust, Genocide & Human Rights Studies, UNC-Charlotte

9:05 a.m.Grumman

PLENARY TALK 5Bridging Global Connections with NewsArtsFareed Mostoufi, Senior Education Manager, The Pulitzer Center, and Skype with Daniella Zalcman, Journalist

9:45 a.m.Atrium


10:00 a.m. REFLECTION: Where Have We Been and Where Are We Going?Please choose one session that best fits your needs and interests. See page 20 for session descriptions.

1. Action Plan and Curriculum Team Meetings: Developing a Plan for Your School or District

2. How to Facilitate Courageous Conversations on Human Rights and Social Justice Issues

3. World Café Reflection: Small Group Discussions

10:45 a.m.Grumman

PLENARY TALK 6Being a BridgeThomas RaShad Easley, Hip-Hop Forester

11:15 a.m.Grumman

CLOSING TALKAll That We Mean by Justice Is Love When it Comes Into the PublicOmid Safi, Professor of Asian and Middle Eastern Studies and Director of the Duke Islamic Studies Center, Duke University

12:00 p.m. Adjourn*Thomas RaShad Easley will be available to sell and sign albums in the atrium after the adjournment.

Thank you to Wendi Pillars, graphic facilitator, for “drawing” the presentations.


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Sessions at a Glance – Thursday, October 26, 2017

DEEP DIVES10:45 - 11:30 a.m.

DEEP DIVES11:35 a.m. - 12:20 p.m.

Dogwood A 1. Global Refugee Crisis and Implications for Refugee Resettlement and Immigrant Populations in NC

Dogwood B 6. Refugee Protection Today: Conflict and Potential

Redbud A 2. Rebelling as Indians: Indigenous Rights Movements in Today’s Latin America

7. From Food Production to Food Sovereignty: Asking the Right Questions in Our Drive to Feed the World

Redbud B 8. Understanding Accountability for Torture and Extraordinary Rendition: Applying International, Federal and State Human Rights Laws and Principles

Windflower 3. Global Health Equity: Eliminating Disparities and Upholding Human Rights

Mountain Laurel

4. Enhancing Awareness of Human Trafficking in Schools: Part 1


Azalea 10. Make Education a “Way To,” Not a “Way Out”: Lessons from Work in Communities Around the World

Sunflower 5. The Danger of a Single Story: Understanding and Teaching Genocide

11. Two Hidden Children: A Holocaust Story

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STRATEGY SESSIONS1:30 - 2:15 p.m.

STRATEGY SESSIONS2:45 - 3:30 p.m.

INTERACTIVE LABS3:30 - 5:00 p.m.

12. Strategies and Resources for Introducing the Topic of Climate Justice to Students

21. Congos, Carnaval and Critical Consciousness: Using Digital Portobelo

30. Exploring the Role of Image, Information and Interpretation in War Scenes

Dogwood A

13. A Pedagogical Approach to Teaching the Holocaust

22. Can You Hear Me Now? How Students Can Find Their Voice Through Storytelling

31. Identity of the State and the State of Identity

Dogwood B

14. From Global to Local: Bringing Global Reporting into the Classroom

23. Teaching Human Rights with Carolina Navigators

32. I Have a Dream: Imagining a Better World Through Education

Redbud A

15. Transform Your Teaching with the SDGs

24. The Choices Approach to Addressing Human Rights

Redbud B

16. Talking About Difficult Things: Developing a Discussion-Based Classroom

25. Integrating Social Justice in the K-5 Classroom

33. Nour International: A Collaborative Curriculum on the Syrian Refugee Crisis

Bellflower

17. “Nonviolence Is Impossible”: Role Playing

26. Global Educator Digital Badge: NCEES Connections

34. Studying Human Rights Through Disciplinary Literacy

Windflower

18. Using #OwnVoices Texts to Explore Human Rights and Social Justice in the Classroom

27. “You Can’t Talk About That”: Facilitating Difficult Conversations Through Contemporary Art

35. Weaving Connections: Documenting Through a Local and Global Lens

Mountain Laurel

19. It’s About the Numbers! The Role of Social Justice and Human Rights in the STEM Classroom

28. Using Twitter for Teaching and Learning about Human Rights

36. Does the Earth Have Rights? Bringing Environmental Issues into the Classroom

Azalea

20. Teaching Social Justice Through Theatre, Leaving Eden: A Case Study

29. Voices from the Ground: Performance Art and Reciprocal Learning

37. Conversations about Moral Disagreement in the Classroom: NHSEB

Sunflower

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Deep Dives October 26, 10:45 - 11:30 a.m.

1. Global Refugee Crisis and Implications for Refugee Resettlement and Immigrant Populations in NC

Ellen Andrews, North Carolina Area Director, Church World Service, Immigration and Refugee Program

This session will provide background on the global refugee situation as well as detailed information about the resettlement process to North Carolina. Educators will learn background and cultural information on refugee populations arriving to NC, and the session will provide ample opportunity for participant-participant and participant-presenter interaction. The focus will be on facilitating an increased understanding of the general situation of refugee and immigrant students and their families, and sharing ideas on integrating this knowledge into classroom settings.

2. Rebelling as Indians: Indigenous Rights Movements in Today’s Latin America

Rudolph Colloredo-Mansfeld, Senior Associate Dean for Social Sciences and Global Programs in the College of Arts and Sciences, UNC-Chapel Hill

After decades of integrating with national society, indigenous peoples surprised the citizens of Ecuador with a series of popular uprisings in the 1990s and 2000s. Native leaders fought to define different models of economic development for their own communities. Promoting their political autonomy, they challenged the nation to rewrite the constitution to recognize multiple

cultures. In 2017, the consequences of the indigenous movement are still being made clear – both within and well beyond Ecuador’s borders. In this presentation, we will learn about contemporary Andean peoples and the important lessons of race, inclusion and economic progress that they offer the world.

3. Global Health Equity: Eliminating Disparities and Upholding Human Rights

Katherine L. Turner, President, Global Citizen, LLC Consulting and Adjunct Faculty, UNC-Chapel Hill

Health disparities abound at global and national levels. There are significant disparities in health indicators among countries, with some countries’ health systems unable to provide basic care for all residents. At the national level, health disparities based on race and ethnicity, socioeconomic status, gender, age, geography and other factors persist. Numerous international human rights declarations signed and ratified by most nations recognize health as a human right. In this engaging and thought-provoking session, we will discuss a broad overview of global public health disparities, explore health as a human right and outline what is needed to achieve equity. Resources for educators to integrate these topics into their classrooms and programs will be provided.


Nancy Hagan, Project Site Coordinator, Project NoREST, UNC-Chapel Hill

Educators interact daily with children who may be at risk of becoming, or who may already be, victims of human trafficking. During

K-12 Dogwood A

K-12 Redbud A

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this session, participants will be offered an overview of human trafficking that presents the definition, nature and scope of sex and labor trafficking. This session will identify indicators of student vulnerabilities to trafficking, recruitment techniques used by traffickers and the impacts of exploitation on victims, and will include community resources, prevention techniques and action steps for educators. The presenter will use a variety of methods, both didactic and interactive, to engage participants. Questions and answers will be considered throughout.

5. The Danger of a Single Story: Understanding and Teaching Genocide

John Cox, Associate Professor of International Studies and Director, Center for Holocaust, Genocide & Human Rights Studies, UNC Charlotte

Over the last two or three decades, substantial progress has been made in the teaching of the Holocaust in our middle and high schools as well as universities. Hitler and the Holocaust, though, should not be treated in isolation from the histories and traditions that made them possible. In ideology as well as practice, the German Nazis invented little if anything: they borrowed from centuries of European antisemitism, racism, mass violence, colonial practices and genocide. This session will offer ideas on how, with care and sensitivity, to understand and teach Nazism and the Holocaust as part of a longer history – a history that has not ended.

K-12 Sunflower

Deep Dives October 26, 11:35 a.m. - 12:20 p.m.

6. Refugee Protection Today: Conflict and Potential

Niklaus Steiner, Director, Center for Global Initiatives, UNC-Chapel Hill

The protection of refugees today stands at a precarious place. The number of refugees worldwide is at a high point, while the commitment to protect them continues to drop. Liberal democracies are especially torn between their stated commitment to helping refugees as part of a larger human rights agenda and their increasingly restrictive rhetoric and action. This tension raises many difficult political and ethical questions but also offers the opportunity to rethink what refugee protection can and should look like.

7. From Food Production to Food Sovereignty: Asking the Right Questions in Our Drive to Feed the World

Amy Cooke, Director, Undergraduate Studies and Lecturer, Curriculum for the Environment and Ecology, UNC-Chapel Hill

Nearly 800 million people in the world suffer from chronic undernourishment. Improving this number is a major goal of national and international agencies, companies and non-profits, but how to do it is a contentious issue. In this session we will examine the questions we ask about hunger and the world’s poorest. In particular, how do different answers shape the choices available to the hungry and their communities?

K-12 Dogwood B

K-12 Redbud A


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attendees to a project currently working to develop school-based content on sex trafficking, as well as protocols for identifying and connecting youth to needed community services. The majority of the session will be an interactive creative thinking session using the Charette Procedure. Attendance at the first part of this session (Deep Dives I) is not required.

10. Make Education a “Way To,” Not a “Way Out”: Lessons from Work in Communities Around the World

Chadd McGlone, Executive Director, Teachers2Teachers GlobalCarlos Vieira, Director, Onzole River Project (via Skype)

Providing education in high needs communities can change the lives of its residents, if teachers know how to provide it and students see what they are learning as valuable. In this presentation, we will talk about what Teachers2Teachers Global is doing in communities around the world: working with teachers to educate first-generation students. Via Skype, participants will learn from Carlos Vieira, who lives in a remote community in the jungle of Ecuador, about how education has impacted that community. Finally, participants will discuss the role of global education and culturally-relevant lessons in their classrooms.

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8. Understanding Accountability for Torture and Extraordinary Rendition: Applying International, Federal and State Human Rights Laws and Principles

Deborah M. Weissman, Reef C. Ivey II Distinguished Professor of Law, School of Law, UNC-Chapel Hill

Following the attacks of September 11, 2001, the US dramatically expanded the use of extraordinary rendition, an intelligence-gathering program through which individuals suspected of terrorism were abducted and transported beyond the reach of the law, held incommunicado and interrogated by torture. Detained for years, many victims were never formally charged with any crime, never given the opportunity to contact their families or an attorney and were eventually discarded once the CIA realized that these individuals had nothing to do with terrorist threats. These acts occurred despite international treaties and federal and state statues that prohibit such acts. This presentation will examine efforts to combat actions of facilitating expanded extraordinary rendition.


LB Klein, Doctoral Research Assistant, School of Social Work, UNC-Chapel Hill Cynthia Fraga Rizo, Assistant Professor, School of Social Work, UNC-Chapel Hill

During this session, participants will be provided with an overview of recent mandates to teach about and respond to sex trafficking in schools. Session presenters will also discuss why schools are well-positioned to prevent and address sex trafficking. In addition, the session will introduce

K-12 Redbud B


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11. Two Hidden Children: A Holocaust Story

Shelly Weiner, Holocaust survivorRachel Kizhnerman, Holocaust survivor

Shelly Weiner: I was born in Rovno/Rivne, Poland. I was four years old when the Nazis invaded my town. Laws forbidding Jews from work and school were passed, and our family realized that all Jews would be killed or deported to camps. A farmer in a nearby village hid us for 28 months on top of his barn and in an underground bunker. There were four of us: my mother, myself, Rachel (Raya) and

Continue learning with UNC!

Ackland Art Museum

Educators attending the World View Symposium are welcome to tour the Ackland Art Museum’s collection and special exhibition, “Flash of Light, Fog of War: Japanese Military Prints, 1894-1905” on Friday, October 27. The museum will be open until 5:00 p.m.

ackland.org

PlayMakers Repertory Company

Mark your calendars now: April 4-22, 2018: Leaving Eden

Acclaimed playwright Mike Wiley returns to PlayMakers with singer-songwriter Laurelyn Dossett to explore, through words and music, the cyclical nature of human behavior. A story of racial tension, immigration and economic crisis in a small North Carolina town — this unearthing of yesterday yields a hopeful hymn for our future.

playmakersrep.org

her mother. In 1949, after the Second World War, my family came to the US. I grew up in Philadelphia and have been living in Greensboro since 1972. Raya and her mother decided to stay in Russia after the war. Raya went to school in Ukraine and then moved to St. Petersburg, where she went to college. In 1980 she and her mother came to the US and moved to Greensboro. We will be talking today on our memories and experiences as young children hidden during the Second World War. We will also screen “Return to Rovno/Rivne,” a film that shares our lives.


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“Human suffering anywhere concerns men and women everywhere.” – Elie WieselIn a world filled with rising tension, hostility and human rights violations, it is more important than ever for students to learn about the complex history of the Holocaust. When students participate in an in-depth study, they are given the chance to research and examine primary and secondary resources. Providing students with a space to discuss what they have learned about the Holocaust allows them to engage in meaningful reflection. This session will explore resources including personal testimonies and reliable sources. Through the study of artifacts, personal histories and exploring their own hurdles in Holocaust education, teachers will be able to leave this session with tools and lessons to take back to the classroom to begin their own journey into Holocaust education.

14. From Global to Local: Bringing Global Reporting into the Classroom

Fareed Mostoufi, Senior Education Manager, The Pulitzer Center

Migration. Global health. Conflict. Environmental sustainability. How do these global issues connect to local contexts? How do we bring these issues into the classroom? What role can journalism play in classrooms, and in the lives of our students? Participants will explore these questions in this interactive workshop led by education staff from the Pulitzer Center on Crisis Reporting. The session will include a combination of presentations and hands-on curriculum building activities. Participants will leave with tools to incorporate global reporting into their classes, as well as connections to journalists working on pressing world issues.

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Strategy/Resource SessionsOctober 26, 1:30 - 2:15 p.m.

12. Strategies and Resources for Introducing the Topic of Climate Justice to Students

Dana Haine, K-12 Science Education Manager, Institute for the Environment, UNC-Chapel HillBriana Steele, Senior Program Manager, Alliance for Climate Education, UNC-Chapel HillMegan Rodgers, Environmental Research Assistant, Institute for the Environment, UNC-Chapel Hill

Climate change is an amplifier of many social justice issues, with society’s most vulnerable populations primed to experience the greatest risks from climate impacts. In this interactive session we’ll conduct a hands-on activity that can be used to introduce students to the concept of climate justice; we’ll then explore relevant NC and US scenarios that can be incorporated into instruction. We’ll introduce the topic of community resilience, conduct another hands-on activity that can be used to convey the “ingredients” of community resilience and discuss the role of adaptation in addressing climate impacts in order to protect vulnerable populations. This is an interdisciplinary topic; we’ll discuss strategies for integrating this topic into the classroom.

13. A Pedagogical Approach to Teaching the Holocaust

Douglas Greene, English Teacher, Middle College at GTCC JamestownBrittany Morefield-Brown, 8th Grade Teacher, Jamestown Middle School, Guilford County Schools

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15. Transform Your Teaching with the SDGs

Kimm Murfitt, #TeachSDGs Ambassador and IB Coordinator, Winkler Middle School, Cabarrus County Schools

Heard about the Sustainable Development Goals, commonly known as the Global Goals, but feel uncertain as to where to start? This breakout session is designed for you! Intended as a launch pad for teaching the SDGs, teachers will leave with ideas for beginning this work with students and will gain resources for further support in their own growth. Come learn ways to support your understanding in order to engage and educate your students on the Sustainable Development Goals. Transform your teaching and transform your classroom!

16. Talking About Difficult Things: Developing a Discussion-Based Classroom to Talk About Issues of Human Rights and Social Justice

Brian Gibbs, Assistant Professor, School of Education, UNC-Chapel Hill

In this session participants will explore what makes strong questions, how they can be used to draw out human rights/social justice issues, how to organize content around them and how to use these questions as a way to develop an inquiry- and discussion-based classroom.

17. “Nonviolence Is Impossible”: Role Playing in the Classroom

Wesley Hogan, Director of the Center for Documentary Studies and Research Professor in the Franklin Humanities Institute and in the Department of History, Duke University

When people think of the civil rights movement, nonviolence is always mentioned but rarely understood. Some people think nonviolence blankets the whole civil rights movement as its single most distinctive feature, but scholars in the last two decades have shown how misleading that idea is. Nonviolence was more of a “one-off” tactic, used sporadically to great effect. This interactive session will demonstrate how middle school and high school teachers can run a 45-minute interactive role play on the 1960s freedom movement sit-ins that will teach students how nonviolence worked, why it was hard to do, why it worked in some places and not in others and how this tactic differed from other movement tools like boycotts, marches or self-defense.

18. Using #OwnVoices Texts to Explore Human Rights and Social Justice in the Classroom

Casey Rawson, Postdoctoral Research Associate, School of Information and Library Science, UNC-Chapel HillKimberly Hirsh, Ph.D. Candidate, School of Information and Library Science, UNC-Chapel Hill

In response to the Charlottesville violence, author Jacqueline Woodson tweeted, “When you don’t know ‘how to talk about it,’ let some authors help you.” It can be difficult to introduce discussions about human rights and social justice in the classroom in a productive and respectful way, especially if you have never experienced the marginalization and oppression you’re discussing. This is where #OwnVoices texts – literature about diverse characters written by authors from that same diverse group – can help. In this session, we will share examples of #OwnVoices texts at all grade levels and how they are being used to facilitate teaching and learning about human

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Strategy/Resource SessionsOctober 26, 2:45 - 3:30 p.m.

21. Congos, Carnaval and Critical Consciousness: Using Digital Portobelo in the Classroom

Laurel Stolte, Interventionist, Frank Porter Graham Elementary, Chapel Hill-Carrboro City SchoolsRenée Alexander Craft, Associate Professor, Department of Communication Studies and Curriculum in Global Studies, UNC-Chapel Hill

Come with us to visit Portobelo, Panama! Digital Portobelo is a bilingual (Spanish/English) online collection of interview excerpts, photos, videos and other resources that allow for preservation of and engagement with this small town’s rich colonial history and Afro-Latin Congo culture. Through this exploration, teachers and students can gain deeper understanding of Afro-Latin identities and the ways people preserve their cultural backgrounds and resist injustice while forging connections between cultures. Learn how one group of teachers is using Digital Portobelo to promote critical thinking and cross-cultural exploration, and consider ways it can be used in your classroom. Recommended for elementary dual language and secondary Spanish, social studies and language arts teachers.

22. Can You Hear Me Now? How Students Can Find Their Voice Through Storytelling

Gabriel Maisonnave, Education Program Manager, WFDD Public Radio

We make sense of the world through stories. As kids, stories helped us distinguish between

rights, social justice and equity. Participants will be able to identify #OwnVoices literature and describe how these texts can help facilitate classroom conversations.

19. It’s About the Numbers! The Role of Social Justice and Human Rights in the STEM Classroom

Chadd McGlone, Executive Director, Teachers2Teachers GlobalJennifer Roth, Teacher, Glenwood Elementary, Chapel Hill-Carrboro City Schools

The problem 12 + 4 might seem simple enough, but it has so much more meaning when you know that twelve hours is the average amount of time a farmer in Guatemala works and that the farmer spends two hours traveling to the field and back. In this presentation, we will talk about how making real-world connections in the STEM classroom provides an avenue to explore social justice and human rights issues. Participants will learn how to utilize a free, online resource to make these connections using stories about cultures around the world.

20. Teaching Social Justice Through Theatre, Leaving Eden: A Case Study

Adam Versényi, Chair of Dramatic Art, UNC-Chapel Hill and Senior Dramaturg, PlayMakers Repertory Company

This session will use a scene performed from the final play of this year’s PlayMakers Repertory Company main stage season, Mike Wiley’s Leaving Eden, to explore how theatre could be used in discussing issues such as racism and discrimination, immigration policy and language discrimination, among others.

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good and evil. As adults, stories help us understand the ever-evolving conflictive world we live in. The reason? Empathy. We connect with the characters, we feel their joy and pain, and because we care about them, we make an effort to understand them. In this session we will discuss how storytelling can help students explore complex topics as human rights and peace and conflict – and find their own voice in the process.

23. Teaching Human Rights with Carolina Navigators

Elizabeth Bucrek, Carolina Navigators Program Manager and Instructor, The Center for Global Initiatives, UNC-Chapel Hill

In this interactive session, you will learn how Carolina Navigators makes it easy for you to teach about human rights, civil rights and other cultures in your classroom. An innovative service-learning program, Navigators works with UNC-Chapel Hill students with international expertise to create free global education resources for K-14 educators and students across the state. Participants will go on a virtual and hands-on tour of available global education resources, will take part in a model activity and will have the opportunity to explore the Universal Human Rights and United Nations, African American History and Culture and World Religions culture kits. Educators will also learn how to get their own free educational resources for teaching about human rights in their classrooms.

24. The Choices Approach to Addressing Human Rights Issues

Amanda Tracy, Educator, Carolina Forest High School, South Carolina

The mission of the Choices Program is to empower young people with the skills, knowledge and habits necessary to be engaged citizens who are capable of addressing international issues with thoughtful public discourse and informed decision making. By engaging with scholars at Brown University and beyond, Choices develops curricula on current and historical international and public policy issues. Learn more about how Choices is helping educators to address human rights issues in the classroom. Educators in the session can sign up to receive a free unit from Choices, which, if introduced in the classroom, allows students to discuss how values shape public policy, analyze multiple viewpoints pertaining to human rights and then validate and articulate their own opinions after hearing contested viewpoints.

25. Integrating Social Justice in the K-5 Classroom

Kim Mellor, Instructional Coach, Ephesus Elementary, Chapel Hill-Carrboro City Schools

This interactive session will explore why social justice education is important in elementary school by looking at the importance of critical literacy. The presenter will share examples of best practice and standards-based successes she has had at her school by transforming ELA and social studies units. Together the group will analyze a fifth grade unit and see how the unit was presented before and after social justice elements were woven throughout. The group

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will also see how fourth grade ELA standards are taught by integrating a theme-based approach to teach social issues. Resources that helped make these critical changes will be shared and the presenter will walk participants through an interactive visual literacy tool with primary documents. All elementary educators are encouraged to attend!

26. Global Educator Digital Badge: NCEES Connections

Helga Fasciano, Special Assistant for Global Education, North Carolina Department of Public Instruction

Global education is already part of the NC educator’s annual evaluation rubric. Participants will explore the global awareness references contained in the North Carolina Educator Effectiveness System rubrics. Resources and activities for global education instructional practices in the classroom will be shared.

27. “You Can’t Talk About That”: Facilitating Difficult Conversations Through Contemporary Art

Jack Watson, Visual Art and Art History Teacher, Durham School of the Arts

The classroom is a space to participate in dialogues about today’s challenging issues, but many teachers find this difficult. By using contemporary art as a lens, students can engage with challenging issues through the diverse perspectives of artists whose work is socially relevant and deeply connected to identity. Conversations around contemporary art become rich sites for an open discourse, and participatory art experiences in their own

right. This session will present strategies for facilitating conversations and artistic dialogues in the classroom around social justice issues by using contemporary art. We will view and discuss examples of artists’ works, explore various educational resources and talk about the ways in which these conversations can lead to direct action in school communities and beyond. While the focus is on art, the strategies have interdisciplinary possibilities.

28. Using Twitter for Teaching and Learning about Human Rights

Scott Morrison, Assistant Professor, Elon University

Participants in this interactive session will learn how Twitter can be used for teaching and learning about human rights issues. First, we will go over the basics of Twitter and how thousands of teachers use the social media platform for professional learning and networking. Then we will explore how the Twitter feeds of organizations like Human Rights Watch, Human Rights Campaign and The United Nations Human Rights Office, as well as hashtags like #humanrights, can be used by teachers to find curriculum and other resources for teaching about current issues related to human rights. By the end of the session, participants will be able to understand how Twitter can be used to facilitate teaching about human rights issues.


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30. Exploring the Role of Image, Information and Interpretation in War Scenes

Carolyn Allmendinger, Director of Academic Programs, Ackland Art Museum, UNC-Chapel HillJenny Marvel, Head of School and Community Programs, Ackland Art Museum, UNC-Chapel Hill

During this interactive session, participants will engage with works of art and each other, and reflect upon the roles that information, imagery, discussion and debate play in shaping our perceptions of politically charged situations. The focus will be prints from the Ackland’s fall exhibition, “Flash of Light, Fog of War: Japanese Military Prints, 1894-1905.” For most American audiences, the wars depicted in these prints are geographically and historically distant events. The imagery, however, is visually engaging, and the content rich and controversial; these factors make them excellent subjects for problem-solving exercises. By attending to events from the past, participants will discuss applications of the session’s methods to current events, specifically ones that engage with social justice and human rights.

31. Identity of the State and the State of Identity

Dawn Weleski, Adjunct Professor of Art, Carnegie Mellon University, School of Art, and Co-Founder and Co-Director, Conflict Kitchen

The personal is political. Engendering a sense of curiosity and empathy about the world and its people begins with self-reflection regarding the role the state plays in forming

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6-12 Dogwood A

29. Voices from the Ground: Performance Art and Reciprocal Learning

Dasan Ahanu, Public Speaker, Organizer, Workshop Facilitator, Poet, Spoken Word Performer, Educator, Songwriter, Writer, Emcee and Artist

This session will focus on the use of art in the classroom as a way of sparking crucial conversations about human rights and social justice. Looking at various examples of performance art from independent artists, the participants will discuss strategies for utilizing these examples with their students. The value of using independent artists is that it speaks to the value of grassroots voices. These artists are often creating from within the circumstances and obstacles they are addressing. What will students share and create based on what they see? This will be an interactive session centered on sharing, exploration and creativity.

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Interactive LabsOctober 26, 3:30 - 5:00 p.m.


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our understanding and appreciation of, or lack thereof, our own identity. Teachers will investigate elements of their own identity and its relationship to the state; they will also be introduced to methods utilized by Conflict Kitchen within schools of presenting the culture and opinions of those in the classroom with which they do not directly identify, via food, design and performance. Here, separation between self and other, local and foreign, is collapsed, and geopolitical distance between the US and other nations is made personal. We will problematize curriculum presented by touching upon cultural appropriation versus cultural appreciation, tokenism and essentialism and trespassing versus transgressing. Readings and materials will be shared.

32. I Have a Dream: Imagining a Better World Through Education

Lauren Casey, Emily Eldridge, Tatyana Green, Geoffrey McGee, Emily McKinney, Amy Reckard and Gabrielle Spinella, Students, School of Education, UNC-Chapel Hill

How do you envision an educational utopia? What issues are most important to you, and what things can we do today to gradually progress? Join UNC-Chapel Hill’s Education Minor Capstone students in a discussion of our dreams for the education world. Engage in a dialogue about racial equity and human rights through the lenses of policy, multiculturalism, mental health, special education and more!

33. Nour International: A Collaborative Curriculum on the Syrian Refugee Crisis

Kathryn Jones, History and Government Teacher, Faculty Advisor and Co-Founder, Nour International and The Madeira School

Lucia Mock, Ph.D. Candidate, Faculty Advisor and Co-Founder, Nour International and School of Education, UNC-Chapel Hill

This session will center on the Syrian refugee crisis. Educators will discuss best practices to deliver content on the refugee crisis, to discuss this contested and complex issue with students and to help students develop action plans to spread awareness through the process of design thinking. We will learn the difference between viewing refugees as victims and viewing refugees as fellow global citizens, prompting student empathy and a more culturally-sensitive action plan. Materials on the refugee crisis will be provided, including primary source videos and documents from the Burj al-Barajneh refugee camp in Lebanon.

34. Studying Human Rights Through Disciplinary Literacy

Drew Hammill, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte-Mecklenburg SchoolsJohn Nabors, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte-Mecklenburg Schools

The ability to develop, articulate and debate meaningful questions lies at the core of social studies instruction. This session will provide evidence-based pedagogical approaches that combine human rights and social justice issues into inquiry-based instruction. K-12 teachers will participate in a model inquiry that allows to teachers simultaneously experience the inquiry design model process and create their own while collaborating with colleagues. Teachers will also walk away with giveaways and access to free resources.

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inspired to address current issues related to the environment with their students. By the end of the session, participants will be able to understand how environmental issues can be integrated into multiple disciplines, and implement activities that encourage deliberation and assignments that integrate literacy and critical thinking.

37. Conversations about Moral Disagreement in the Classroom: High School Ethics Bowl as a Pedagogical Tool

Dominique Déry, Director, National High School Ethics Bowl, Parr Center for Ethics and Department of Philosophy, UNC-Chapel HillSteven Swartzer, Lecturer and Outreach Coordinator, Parr Center for Ethics and Department of Philosophy, UNC-Chapel Hill

The National High School Ethics Bowl (NHSEB) is a program that uses friendly competition to promote respectful and in-depth discussion of ethics among high school students. NHSEB fosters constructive dialogue and furthers the next generation’s ability to make sound ethical decisions. Our collaborative model rewards students for depth of thought, the ability to think carefully about complex issues and the respect shown to the diverse perspectives of peers. This program prepares students to navigate challenging moral issues in a rigorous, systematic and open-minded way. Participants will engage in a moderated conversation about select cases from the NHSEB, and will practice identifying the central moral dimensions of these cases and discussing them in a way that shows awareness and thoughtful consideration of multiple viewpoints. Participants will also practice judging a mock ethics bowl round and will learn about resources that NHSEB has available to high school teachers.

35. Weaving Connections: Documenting Through a Local and Global Lens

Diana Greene, Executive Producer, Weaving Connections

Educators will learn ways to weave visual storytelling into the classroom, and discover how to use sound, music, image and interviews while exploring a subject. By incorporating multimedia tools, we will link verbal thinking with visual literacy and expand understanding; we will gain research and artistic skills to help tie local classrooms to the broader global landscape; and we will experiment with documentary film techniques using smartphones. In addition, educators will examine the film Weaving Connections, made by high school journalism students in Winston-Salem and funded by a grant from The Pulitzer Center. Students saw firsthand how “local” and “global” directly intertwine by looking through the lens of textile manufacturing.

36. Does the Earth Have Rights? Bringing Environmental Issues into the Classroom

George Gilmer, 6th Grade ELA/SS Humanities Teacher, Smith Middle School, Chapel Hill-Carrboro City SchoolsMike Harris, 6th Grade Social Studies Teacher, Durham AcademyErin Kellas, 7th and 8th Grade Social Studies Teacher, Smith Middle School, Chapel Hill-Carrboro City SchoolsScott Morrison, Assistant Professor, Elon University

In this interactive session, we will discuss interdisciplinary topics and demonstrate activities that teachers can integrate into their classrooms. The goal is for participants to walk away with practical strategies and be

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Where have we been and where are we going? Please choose one session that best suits your needs and interests.

Action Plan and Curriculum Team Meetings: Developing a Plan for Your School or District

World View encourages educators to use the ideas presented at symposium to make global education a reality in their school or district. The action plan and curriculum team meeting time gives educators an opportunity to develop an action plan that adds a global dimension to their school or district. An action plan can also be used to start planning a curriculum unit with colleagues from a grade level team. A facilitator is available to work with teams to introduce the action plan tool, keep conversations on track, brainstorm ideas and share resources. School- or district-based teams are encouraged to attend this session.

How to Facilitate Courageous Conversations on Human Rights and Social Justice Issues

This session will allow time for participants to reflect on their feelings and reactions to the contents from yesterday’s session in a guided group conversation. In addition, participants will learn how to facilitate these discussions in schools with their students, families and school staff.

World Café Reflection: Small Group Discussions

Through three rounds of small table discussion, participants will reflect on the themes of the symposium and the overall learning experience. Each round will last 8 minutes and a different question or set of questions will be discussed. Individuals are invited to share insights or other results from the table conversations with the rest of the large group.

Dogwood A Action Plan and Curriculum Team Meetings: Developing a Plan for Your School or DistrictFacilitated by Holly Loranger, World View & Helga Fasciano, NC Department of Public Instruction

Sunflower How to Facilitate Courageous Conversations on Human Rights and Social Justice IssuesFacilitated by Dana Griffin, Associate Professor, School of Education, UNC-Chapel Hill

Bellflower How to Facilitate Courageous Conversations on Human Rights and Social Justice IssuesFacilitated by Rob Willison, Research Assistant Professor of Philosophy and Associate Director of the Parr Center for Ethics, UNC-Chapel Hill

Magnolia World Café Reflection: Small Group DiscussionsRoom host: Charlé LaMonica, World ViewTable hosts: Gloria Thomas, UNC-Chapel Hill; Lucia Mock, UNC-Chapel Hill; Nancy Bartolome, World View; Emma Harver, UNC-Chapel Hill

Windflower World Café Reflection: Small Group DiscussionsRoom host: Sarah Brady, World ViewTable hosts: Gabrielle Spinella, World View; Meredith Henderson, Go Global NC; Scott Morrison, Elon University; Sheri Golden-Perry, Wake County Schools

REFLECTION at a Glance - October 27, 10:00 - 10:40 a.m.

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Plenary Speakers and Presenters

John Cox A professor of global studies and history at UNC Charlotte, John directs the Center for Holocaust, Genocide & Human Rights

Studies and has written and lectured widely on genocide, human rights and resistance to Nazism and other oppressive systems. He earned his Ph.D. at UNC-Chapel Hill in 2006. He recently published a book on modern genocide and racism, To Kill a People: Genocide in the 20th Century. He is an activist as well as an educator and scholar, and is currently involved in efforts in solidarity with immigrants and refugees.

Thomas RaShad EasleyAs the diversity director of the College of Natural Resources at NC State University, Thomas has designed

numerous courses and leverages his background in forestry, genetics and education to do community workshops, course lectures and provide diversity facilitation. He earned his undergraduate degree in forest science from Alabama A&M University, his master’s in forest genetics from Iowa State University and his doctorate in adult education from NC State University. Easley is also a musician known by RaShad. His art is called “Save Your Life Music” because he has a message of love, embracing self and helping others.

Cheryl Mason Bolick An associate professor at UNC-Chapel Hill’s School of Education, Cheryl teaches courses in the culture, curriculum and change area, the

M.Ed. for Experienced Teachers program and in the Elementary Education program. Cheryl’s scholarly interests center on how technology is integrated into the social studies classroom, and her research is grounded in the integration of technology into social studies teaching and learning. She is currently working on a study of elementary preservice teachers’ understanding of children’s historical thinking and on teachers’ experiences in learning with digital history materials. She has an M.Ed. and Ph.D. from NC State University.

Jocelyn Glazier Jocelyn is an associate professor at UNC-Chapel Hill’s School of Education. Previously a teacher of high school English and English as a second

language, Jocelyn entered graduate school to explore how to better support teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. During her studies, she became interested in the ways teacher education could be structured to help teachers address the needs of all students, especially those historically marginalized. She has her M.A.T. from Tufts University and her Ph.D. from Michigan State University.


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Plenary Speakers and Presenters

Robin KirkRobin is the faculty co-chair of the executive committee of the Duke Human Rights Center at the Franklin Humanities Institute and a lecturer

in the department of cultural anthropology. An author and human rights advocate, Robin directs the Belfast program for DukeEngage, an extensive cross-community project dealing with the legacy of past conflict and human rights. She has written three books, has been published in many newspapers and has authored, co-authored and edited over twelve reports for Human Rights Watch.

Fareed MostoufiFareed is part of the education team at Pulitzer Center, where he focuses on designing classroom resources and connecting journalists

to students. He joins the team after nearly four years as a theater artist and educator in the community engagement department at Arena Stage in Washington D.C. Before that, Fareed taught ESL and Spanish in D.C. public schools. As a recipient of a 2009 Fulbright Scholarship to Argentina, he taught culture, literature and playwriting at a teachers’ college. Fareed received his B.F.A. in dramatic writing from New York University and his M.A. in teaching from American University. He is passionate about social justice and a firm believer in the power of storytelling to cultivate empathy.

Suzanne Allen GulledgeSuzanne is a professor of teacher education, curriculum and instruction, and international and

experiential education. She was named a UNC-Chapel Hill University Engaged Scholar in 2009. International and global studies and community-based service learning are among her teaching and research interests. With Ulteschi, Entrepreneurship Initiative and Center for International Studies grants she developed and continues to teach community-based and study abroad courses. She is active on the Carolina campus in faculty governance and in interdisciplinary academic activities. She has a doctorate in curriculum and instruction from Duke University.

Omid SafiOmid is a professor of Asian and Middle Eastern studies at Duke University, where he is the director of Duke Islamic Studies Center.

He specializes in Islamic mysticism (Sufism), contemporary Islamic thought and medieval Islamic history. He is the past chair for the Study of Islam, and the current chair for Islamic Mysticism Group at the American Academy of Religion. Before joining Duke University, Safi was a professor at the University of North Carolina at Chapel Hill. He blogs at On Being.

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Dawn WeleskiDawn’s art practice administers a political stress test, antagonizing routine cultural behavior by re-purposing underground brawls,

revolutionary protests, and political offices as transformative social stages. Recent projects include The Black Draft (with Justin Strong) and City Council Wrestling. She co-founded and co-directs Conflict Kitchen (with Jon Rubin), a takeout restaurant that serves cuisine from countries with which the US government is in conflict, which has been covered by over 850 international media and news outlets worldwide.

Daniella ZalcmanDaniella is a documentary photographer based between London and New York. She is a multiple grantee

of the Pulitzer Center on Crisis Reporting, a fellow with the International Women’s Media Foundation and a member of Boreal Collective. Her work tends to focus on the legacies of western colonization and regularly appears in The Wall Street Journal, Mashable, National Geographic and CNN, among others. Her photos have been exhibited internationally, and she regularly lectures at high schools, universities, museums and conferences. She graduated from Columbia University with a degree in architecture.

With Special Guest Wendi PillarsA National Board–certified teacher and World View’s graphic facilitator for the symposium,

Wendi has been teaching English language learners in grades K-12 for over 20 years, both stateside and overseas. She also works as a facilitator with the Teacher Leadership Institute. She is the author of Visual Notetaking for Educators: A Teacher’s Guide to Student Creativity, a frequent contributor to educational platforms, a Global Classroom Fellow through the State Department and a Grosvenor Teacher Fellow.

Special thanks to UNC-Chapel Hill School of Education educatorsDanae Shipp, Middle School Science Teacher, Cary AcademyAmber Jones, PK-Teacher, Seawell ElementaryRoxana Rojas-Sierra, PK-Teacher, Seawell ElementaryJen Painter, ESL Teacher, Jordan HighErin Eddy, Literacy Coach, Neal MiddleSarah Waddell, ESL Teacher, Eastlawn ElementaryJ’Taime Lyons, Student Support Specialist, Eastlawn ElementaryCharlie Butchart, Middle School Associate DIrector, Central Park School for ChildrenAnna Spangler, 3rd Grade Teacher, Trinity School of Durham and Chapel Hill


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Session Speakers

Dasan Ahanu is an artist, educator and organizer living in Durham, North Carolina. He has been featured on national radio and television, has published three books of poetry and has released a number of recordings. Dasan has worked as an organizer, planned and facilitated community programs, conducted creative writing and performance workshops and spent time working with at-risk or court-involved youth. He was the 2015-2016 Nasir Jones Fellow with the Hip Hop Archive & Research Institute at Harvard University’s Hutchins Center for African & African American Research. He has a B.S. in organizational management from Saint Augustine’s University and a M.L.S. in art and culture with a concentration in creative writing from the University of Denver.

Carolyn Allmendinger directs the department responsible for the Ackland’s academic initiatives for university, K-12 and community audiences, which serves over 15,000 audience members annually. Carolyn began her work at the Ackland as an editor, and then as educator for university audiences, before taking the role of director of academic programs. Prior to her work at the Ackland, she taught art history courses at institutions including UNC-Chapel Hill, Duke University and Durham Technical and Community College. She has a Ph.D. in art history from UNC-Chapel Hill with a specialization in French and Italian painting of the sixteenth and seventeenth centuries.

Ellen Andrews is the North Carolina area director of Church World Service’s Immigration and Refugee Program. Ellen has been working in refugee resettlement since 2009, and has experience in both direct social service and program management roles. Ellen currently oversees programs in Durham and Greensboro providing a combination of refugee social services, employment coaching, English language training, immigration legal services and targeted case

management. Ellen is a frequent speaker on refugee resettlement topics and has a strong passion for developing strengths-based service models and partnerships that emphasize sustainability and refugee agency.

Elizabeth Bucrek is the program manager and instructor for Carolina Navigators, and helps to provide K-16 teachers and students with global education resources created by UNC students who have international expertise. She began working in the field of education in 2003 and has worked as a secondary French and Spanish teacher and as an instructional coach. Liz has studied abroad in France, taught English in Spain and has traveled to about 17 different countries around the world. She earned her bachelor’s degree at the University of Michigan, Ann Arbor, and her master’s at NC State University. She enjoys sharing her passion for global education with teachers and students.

Rudolph Colloredo-Mansfeld is the senior associate dean for social sciences and global programs in the College of Arts and Sciences at UNC-Chapel Hill. He received his M.A. and Ph.D. in anthropology from UCLA and his B.A. in anthropology and European history from UNC-Chapel Hill. His scholarly research and teaching focuses on indigenous peoples, consumer cultures and local food systems. Much of his work has concerned indigenous peoples in the Ecuadorian highlands, and he recently began collaborating with colleagues at the Universidad San Francisco de Quito. Since 2004, he has worked on local food issues in the United States, focusing on efforts to integrate local food into regional food systems.

Amy Cooke has been teaching and working on environmental issues for over two decades. These interests began as a Peace Corps volunteer in the 1990s and are currently focused on the ecology of food production and the health of water systems.

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She received her doctorate in ecology from UNC-Chapel Hill, after completing research on land use change in Tanzanian savannas. Since 2009 she has been teaching and advising students in the Curriculum for the Environment and Ecology at UNC-Chapel Hill, and is currently the director of Undergraduate Studies for the Curriculum.

Renée Alexander Craft is an associate professor at UNC-Chapel Hill, where she teaches communication and global studies courses. She earned a B.A. in English literature and an M.A. in communication studies from UNC-Chapel Hill and a Ph.D. in performance studies from Northwestern University. Since 2003, she has maintained an ongoing collaboration with Creative Currents: Art + Culture + Collaboration. Her research and creative projects have centered on an Afro-Latin community located in the small coastal town of Portobelo, Panama. Like her broader research and teaching, each project engages the relationship among colorism, nationalism, nationality, language, gender, sexuality, class, history, religion and region in discourses of black inclusion, exclusion, representation and belonging.

Dominique Déry is the director of the National High School Ethics Bowl, headquartered at the Parr Center for Ethics and housed within the department of philosophy at UNC-Chapel Hill. She received her Ph.D. in political science from Duke University in 2015, specializing in political theory and philosophy. In addition, she has worked at the David. M. Rubenstein Rare Book and Manuscript Library, the Kenan Institute for Ethics and Transplanting Traditions Community Farm.

Helga Fasciano is the special assistant for global education at the North Carolina Department of Public Instruction, where she is responsible for coordinating the implementation of the NC State Board of Education’s strategic plan for global education. Previously she served as K-12 programs

section chief and world languages consultant. She serves on the advisory board for World View and was elected to the American Council on the Teaching of Foreign Languages (ACTFL) Board of Directors.

Brian Gibbs taught social studies in East Los Angeles, California for 16 years. He is currently an assistant professor of education at UNC-Chapel Hill.

George Gilmer has taught for 30 years in North Carolina elementary, middle and gifted education. George is a National Board–certified teacher and has an M.A. in 6-9 social studies education, a B.A. in 4-6 education and an A.A. in liberal arts. He is the Zora Rashkis Chair for Excellence in teaching middle grades ELA and social studies in Chapel Hill–Carrboro City Schools, and he currently teaches Academically Gifted sixth grade ELA and social studies humanities at Smith Middle School.

Diana Greene makes multimedia stories that blend documentary with fine art. Beginning as a CNN journalist and producer, she earned an M.F.A. in fiction, published a book with Simon & Schuster and performed her one-woman show. In 2008 she founded a visual literacy program, “Writing with Light,” which combines photography and writing with self-portraiture. She has received numerous art residencies and teaching fellowships to work with schools, museums and nonprofits. In 2012-2013 she served as visiting artist for The Weatherspoon Art Museum, collaborating on a teaching residency at The Newcomers School, a public school serving newly-arrived immigrants, many of them political refugees. She was a Pulitzer Center on Crisis Reporting grantee in 2016-2017.

Douglas Greene has been teaching in Guilford County for thirteen years. He is an alumni of the Holocaust and Jewish Resistance Teacher Program,


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where he visited Israel, Germany and Poland with teachers from all over the United States furthering their knowledge of Holocaust education. Douglas has also worked with Centropa, traveling to Vienna, Bosnia, Croatia, Ukraine and Poland and developing lessons and cross-cultural activities for students in global classrooms. The focus was on Jewish life before, during and after the Holocaust to ensure that Jewish memory and culture not only survives but thrives in the global classroom. He currently teaches at the Early/Middle College GTCC Jamestown in Jamestown NC, where he teaches English and Holocaust studies.

Dana Griffin is an associate professor at UNC-Chapel Hill, where she teaches in the school counseling program. She holds degrees from The College of William and Mary and Hampton University. Her professional background includes working as a school counselor, marriage and family counselor and community consultant. These experiences led Dana to pursue her research agenda: school-family-community collaboration and culturally competent parental involvement with African American and Latino families. Dana highly values teaching future school counselors about the need for advocacy, empowerment and social justice in school counseling, especially when working with families of color and those from low-income backgrounds.

Nancy Hagan is a member of the Project NoRest team at the UNC-Chapel Hill School of Social Work. She has eighteen years of experience in direct service and program development and administration in underserved rural communities in North Carolina. Her expertise includes coalition building with low English proficiency (LEP) Spanish speaking groups around issues of labor abuse, sexual violence and human trafficking. Nancy is bilingual and culturally competent in English and Spanish. Nancy has classroom teaching experience at every level from preschool to graduate school, and she has taught in both public and private schools. She taught fifth grade in

Mexico, daily living skills at Perkins School for the Blind and learned algebra one page at a time while teaching it to ninth graders in Massachusetts.

Dana Haine is the K-12 science education manager for the UNC Institute for the Environment and a science educator with UNC’s Center for Environmental Health and Susceptibility. She has been engaged in climate change education since 2007 and is program director for UNC’s Climate Leadership and Energy Awareness Program, a year-long science enrichment program for high school students. She received a B.S. in biology from Appalachian State University and an M.S. in biology from Wake Forest University.

Drew Hammill is one of two K-12 social studies specialists for Charlotte-Mecklenburg Schools. A graduate of UNC Charlotte in history education, he has worked as a middle and high school teacher as well as department chair and currently sits on the Board of Directors for the North Carolina Council for Social Studies.

Mike Harris has been a middle school teacher for 19 years. He is currently teaching sixth grade social studies at Durham Academy Middle School, and he is the current department chair for middle school social studies. He is National Board–certified in 6-9 social studies education, and he was the Chapel Hill–Carrboro City Schools Teacher of the Year for 2013–2014, as well as the Phillips Middle School Teacher of the Year for 2012–2013. He is a human who is curious about other humans, who likes beautiful things and who believes in compassion, empathy and toughness.

Kimberly Hirsh is a Ph.D. student in UNC-Chapel Hill’s School of Information and Library Science, a research assistant for Project READY and a former high school Latin teacher, middle school librarian and managing editor of LEARN NC. Her interests include connected learning in libraries and the professional development of school librarians.

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Wesley Hogan is the director of the Center for Documentary Studies at Duke University and teaches the history of youth social movements, African American history, women’s history and oral history. She was the co-director of the Institute for the Study of Race Relations at Virginia State University, and prior to that, she was active with bringing together the Algebra Project, the Young People’s Project and the Petersburg City Public Schools, and she coordinated an oral history project of the civil rights movement in Petersburg. She is currently working on a post-1960s history of young people organizing in the spirit of Ella Baker, and co-facilitates a partnership between the SNCC Legacy Project and Duke.

Kathryn (Katie) Jones is a world history and comparative government teacher at the Madeira School in McLean, VA. She received her M.A. in Middle Eastern studies at the American University of Beirut, and afterwards taught world history at the American Community School of Beirut, where she and her co-presenter Lucia Mock met and began volunteering at the Burj al-Barajneh refugee camp. Together with their students at the American Community School, they created Nour International, a student- and teacher-run coalition that aims to promote Syrian refugee education.

Erin Kellas currently teaches Academically Gifted seventh and eighth grade social studies at Smith Middle School in Chapel Hill. She was the Smith Middle School Teacher of the Year in 2012–2013 and was the Zora Rashkis Chair for Excellence in teaching middle grades ELA and social studies in Chapel Hill–Carrboro City Schools for 2012–2013. She has expertise in multidisciplinary, multi-genre and thematic units of study.

Rachel Kizhnerman and her cousin Shelly Weiner, both born in the 1930s in Rovno, Poland (now Rivne, Ukraine), describe Rachel’s early life in the little village of Miagin; Shelly recounts non-Jews poisoning her grandfather’s well; the German occupation and having to wear the yellow star;

Rachel’s father being taken away and not seen again; Shelley’s memories of living in a ghetto in 1941; many of Shelly’s family being marched to trenches and shot; Shelly, Rachel and their mothers escaping and hiding in a farmer’s attic for 18 months; playing games and telling stories to pass the time; Rachel’s mother contracting pneumonia; Shelly’s house being bombed in 1944; being liberated by the Russian Army; Shelly learning that some of her family had been killed by Ukrainian nationalists; the pogroms in Poland; Shelly and her mother staying in a displaced persons camp before immigrating to the US in 1949; Rachel and her mother returning to Ukraine before coming to the US in 1980; how Americanization was different for them; Shelly becoming an active member in the NC State Council on the Holocaust; Rachel’s experience in the Soviet Union; and the lessons they learned.

Lauren “LB” Klein is a doctoral student and research assistant in the UNC-Chapel Hill School of Social Work. Her research and practice center community- and policy-level approaches to preventing and responding to gender-based violence, promoting LGBTQ health and fostering compassion satisfaction among trauma workers. LB has served as a consultant, trainer, curriculum developer and evaluator for organizations, coalitions and institutions of higher education nationally and internationally through Prevention Innovations Research Center at the University of New Hampshire and her consulting partnership, Catalytical Consulting, LLC. She previously directed Emory University’s interpersonal violence prevention and advocacy services and has provided survivor advocacy, volunteer coordination and prevention education at several community agencies.

Charlé LaMonica is the director of World View. She works with World View’s Partners both on and off campus, forges strategic alliances and collaborations with schools and community colleges and represents World View in the state


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and on the national stage. With a background in Chinese history, her international career began in the 1980s when she led some of the first American medical and legal delegations to the People’s Republic of China. In the United States she taught English, history, language arts and social studies in middle and high schools for more than 15 years and also taught world history at the community college and university level. Before joining World View, Charlé served as director of international studies at Charlotte Country Day School where she designed and coordinated faculty and student exchanges throughout the world. Her involvement in international business and education has allowed her to collaborate with those working in Asia, Europe, Latin America, the former Soviet Union and parts of Africa. Charlé holds a Master’s degree from UNC Charlotte and a Bachelor’s degree from Boston College.

Gabriel Maisonnave joined WFDD Public Radio as the education program manager in the fall of 2017. As a kid, he loved to write short stories and had a radio show, but life took him away from storytelling. He got his B.A. in international relations from the Universidad del Salvador in Buenos Aires and he founded a youth development nonprofit organization with four friends in La Plata. After working with different organizations, he discovered the power storytelling had to transform conflicts and decided to go back to his childhood passion. He was one of 50 people worldwide selected as a Rotary Peace Fellow. He got his M.A. in media and journalism with a certificate in peace and conflict resolution at UNC-Chapel Hill, and since then he has helped tell the stories of peace-builders from all around the world. He will now help middle school and high school students tell their stories through WFDD’s Radio Camp and Radio 101 programs.

Jenny Marvel, the head of school and community programs at the Ackland Art Museum, UNC-Chapel Hill, earned a B.A. in art history at the University of North Texas and an M.A. in historical

administration from Eastern Illinois University. Before her employment at the Ackland Art Museum, Jenny worked in a variety of education departments including The Children’s Museum of Indianapolis, The Museum of Flight (Seattle, WA) and the Dallas Museum of Art. Jenny’s experience includes developing, implementing and assessing school tours, online resource materials for students and teachers and cross-cultural and interdisciplinary teacher workshops.

Chadd McGlone is the founder and CEO of Teachers2Teachers Global, a nonprofit organization dedicated to supporting teachers in developing countries. Prior to launching T2T Global, Chadd spent fifteen years in the classroom teaching mathematics and science to middle school students. He earned his Ph.D. in 2009, specializing in math education and statistics, and subsequently became interested in making global connections in the mathematics classroom. To that end, he created the website Global Math Stories, which is a resource for classroom teachers to make global connections into their math lessons.

Kim Mellor is an instructional coach in the Chapel Hill-Carrboro City Schools. She encourage PLCs to include multiple viewpoints and social justice issues in unit plans. Kim has her M.Ed. from Elon University. She is currently enrolled in a doctorate program at UNC Greensboro in educational leadership and cultural foundations, where she will continue to research social justice education. She is a former Teacher of the Year in the Chapel Hill-Carrboro City Schools district.

Lucia Mock is a second-year Ph.D. student in the cultural studies and literacies program at the UNC-Chapel Hill School of Education. She is a licensed school counselor and worked at the American Community School at Beirut for three years, where she and her co-presenter Katie Jones met and begin volunteering at the Burj al-Barajneh refugee camp. Together with their students at the

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American Community School, they created Nour International, a student- and teacher-run coalition that aims to promote Syrian refugee education.

Brittany Morefield-Brown has been privileged to engage in extended studies of the Holocaust as she has traveled through Europe. The summer of 2017 marked her fourth trip, during which she was again able to delve into Holocaust education and Jewish life guided by scholars and teachers from around the world. Teaching eighth grade in Jamestown, North Carolina affords her the opportunity to create curriculum that explores this complex historical event in a meaningful and respectful way, and she also encourages her students to participate in international partnerships with European students. Her primary goal as an educator is to encourage her students to think critically and to become responsible global citizens.

Scott Morrison spent 11 years as a sixth grade English and social studies teacher in Blowing Rock, NC. He is an assistant professor of education at Elon University and was named a Center for the Advancement of Teaching and Learning (CATL) Scholar for 2018-2020. His research focuses on ecologically minded teaching, environmental education and social justice.

Kimm Murfitt is a #TeachSDGs ambassador and an energetic National Board–certified teacher from Cabarrus County. She has been an educator for nineteen years and currently is serving as an IB coordinator for a middle school. She is a Participate connected educator and also serves as a peer mentor for Participate Learning. She is an active supporter of the SDGs and much of her work with students has centered on education, poverty and sustainable cities and communities. As a teacher leader and mentor, she serves as a bridge between teachers and global goals. She believes that the SDG goals unite us all and together we can make them a reality!

John Nabors is one of two K-12 social studies specialists for Charlotte-Mecklenburg Schools. He holds an M.Ed. from Winthrop University and an M.A. from Elmira College. He has worked as both a middle and high school teacher and department chair and currently sits on the Board of Directors for the North Carolina Council on Economic Education.

Casey Rawson is a postdoctoral research associate at UNC-Chapel Hill’s School of Information and Library Science, where she earned her Ph.D. and MSLS. She is working on Project READY, an IMLS-funded project that aims to create and implement professional development for school librarians and their collaborators focused on culturally sustaining pedagogy and racial equity. She is also a former middle school science teacher. Her research focuses on diversity and equity in youth services librarianship, teacher-librarian collaboration and preservice librarian education.

Cynthia Fraga Rizo is an assistant professor at the UNC-Chapel Hill School of Social Work. She has experience providing services to survivors of intimate partner violence and their children and has worked on a number of projects in the area of gender-based violence, including intimate partner violence, human trafficking and sexual assault. Her primary research focus consists of developing and evaluating interventions for particularly vulnerable intimate partner violence survivors, including Latinas, immigrants and system-involved survivors. Cynthia is currently working on a project to develop school-based sex trafficking content for students as well as protocols that schools can use to connect at risk youth and victims to needed community services.

Megan Rodgers works as the environmental research assistant for the UNC Institute for the Environment’s Environmental Resource Program (ERP). In this position, she manages sustainability internships for the Sustainable Triangle Field Site and develops and disseminates outreach


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materials on environmental science and health topics for various audiences throughout the state. Rodgers also maintains the ERP website pages. She received her B.S. in environmental science and is currently a M.S. student in environmental assessment at NC State University.

Jennifer Roth is a certified French and ESL teacher and holds a M.A. in teaching a second language. She has been teaching French to elementary school students for 23 years. She currently works at Glenwood Elementary in Chapel Hill, North Carolina. She loves working with children and has always had a special connection with them. She also spends summers in Haiti offering French and English literacy support to students as well as professional development to local teachers.

Briana Steele is a senior program manager with the Alliance for Climate Education (ACE). In her role she educates high school students about climate change by delivering the ACE Assembly, an award winning, multi-media presentation at high schools in North Carolina about climate science and solutions. In her role, she also empowers students to take action through the yearlong ACE Action Fellowship program. She received a B.A. from the UNC-Chapel Hill in environmental studies with a concentration in energy and sustainability.

Niklaus Steiner is the director of the Center for Global Initiatives. He is a native of Thun, Switzerland, and he moved to Chapel Hill with his family when his father became a professor at Carolina. He’s had the good fortune of moving between cultures his whole life, so he is deeply committed to providing global opportunities to all Carolina students. Niklaus earned a bachelor’s degree in international studies at UNC-Chapel Hill and a Ph.D. in political science at Northwestern University. His research and teaching interests are centered on immigration, refugees, nationalism and citizenship. His textbook, International Migration and Citizenship Today, aims to facilitate

classroom discussions on admission and membership in democracies.

Laurel Stolte is an interventionist at Frank Porter Graham elementary school in Chapel Hill. Prior to her current position, she was an ESL teacher and coordinator of the Spanish-English two-way language immersion program at Southwest Elementary in Durham. She has taught ESL, Spanish and social studies to students in grades K-12. She holds a B.A. in Spanish from Middlebury College, a M.A. in bilingual and multicultural education from the University of Colorado and an Ed.D. in culture, communities and education from the Harvard Graduate School of Education. Laurel has traveled to and worked with families from five continents, and has lived in Ecuador and Spain.

Steven Swartzer is a lecturer and outreach coordinator in UNC-Chapel Hill’s philosophy department and the Parr Center for Ethics. He regularly leads philosophy and ethics discussions for people of all ages throughout the Triangle. Steven serves on the American Philosophical Association’s Committee on Pre-College Instruction in Philosophy, and the Executive Committee of the National High School Ethics Bowl program. He received his Ph.D. in 2011 from the University of Nebraska, where he also served as the assistant director of Kutak Center for the Teaching and Study of Applied Ethics.

Amanda Tracy has more than ten years of experience teaching social studies in Horry County, South Carolina. Continuing education and travel continue to shape her views on human rights across the globe.

Carol Tresolini is the vice provost for academic initiatives at UNC-Chapel Hill and provides administrative oversight for the centers and institutes reporting to the office of the provost. Her previous experience has been with the Office of Educational Development in the UNC School of Medicine, the Pew Health Professions

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Commission, mental health and correctional institutions, schools and social service agencies. A native of Pennsylvania, she has a B.A. from Duke University and a M.Ed. and Ph.D. from UNC-Chapel Hill.

Katherine L. Turner is founder and president of Global Citizen, LLC, an international health, human rights and intercultural relations capacity-building consulting firm, and adjunct faculty at the UNC-Chapel Hill Gillings School of Global Public Health. She has over 25 years of experience as an organizational thought leader, senior health and technical advisor, public speaker, educator, author and change agent in more than 50 countries. She has founded and served on the Board of Directors of nonprofit organizations, provides strategic direction on global health committees and has won numerous awards for excellence in leadership and advocacy for public health. Katherine has lived on both coasts of the United States and in London, the Netherlands, Paris and Togo and speaks English, French and Dutch.

Adam Versényi is the chair of dramatic art at UNC-Chapel Hill and senior dramaturg for PlayMakers Repertory Company. A theatre scholar, dramaturg, critic, translator and director, he is the author of multiple books and is the founder and editor of the online journal The Mercurian: A Theatrical Translation Review. Dramaturg for PlayMakers Repertory Company since 1988, he has also worked at Yale Repertory Theatre, Florida Studio Theatre, New York Shakespeare Festival and La Mama E.T.C., as well as other regional theaters and universities, both nationally and internationally. He received his B.A. in the combined major in literature in English and Spanish from Yale College, and his M.F.A. And D.F.A. in dramaturgy and dramatic criticism from the Yale School of Drama.

Carlos Vieira was born in Harare, Zimbabwe and raised in Canada, just outside of Toronto, Ontario. He studied journalism and political science at

Carleton Univeristy and it was during this time that he first encountered the Afro communities of Ecuador’s remote Onzole River in the province of Esmeraldas. After a stint working as a journalist covering the federal elections in his native Zimbabwe in 2013, Carlos made the decision in early 2014 to move to Ecuador, take up a position with The Onzole River Project and work with these often overlooked communities in their fight for justice and equality. For the past four years, Carlos has lived in the community, serving as the director of the Onzole River Project. One of his responsibilities in that role is to support education and teachers in partnership with Teachers2Teachers Global.

Jack Watson is an artist and educator living in Durham, NC. He received a B.A. in studio art and art history from James Madison University and an M.A. in art education from Ohio State University. Watson’s work explores the intersection of visual art, education and activism by involving the spectator in its creation. From the Locker Project to Media Remix Watson seeks to create unexpected collaborations that create sites of discourse and disrupt the routines that govern shared spaces. Watson frequently presents at state and national conferences, and he writes about contemporary art education in various publications. In 2011, Watson joined the Art21 Educators Program, an international cohort of interdisciplinary arts educators developing curriculum around contemporary art. In 2014, Watson was awarded the PTA Chair for Excellence in Teaching Cultural Arts, and in 2015 was named Chapel Hill High School Teacher of the Year. Watson teaches visual art and art history at Durham School of the Arts.

Shelly Weiner and her cousin Rachel Kizhnerman, both born in the 1930s in Rovno, Poland (now Rivne, Ukraine), describe Rachel’s early life in the little village of Miagin; Shelly recounts non-Jews poisoning her grandfather’s well; the German occupation and having to wear the yellow star;


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Rachel’s father being taken away and not seen again; Shelley’s memories of living in a ghetto in 1941; many of Shelly’s family being marched to trenches and shot; Shelly, Rachel and their mothers escaping and hiding in a farmer’s attic for 18 months; playing games and telling stories to pass the time; Rachel’s mother contracting pneumonia; Shelly’s house being bombed in 1944; being liberated by the Russian Army; Shelly learning that some of her family had been killed by Ukrainian nationalists; the pogroms in Poland; Shelly and her mother staying in a displaced persons camp before immigrating to the US in 1949; Rachel and her mother returning to Ukraine before coming to the US in 1980; how Americanization was different for them; Shelly becoming an active member in the NC State Council on the Holocaust; Rachel’s experience in the Soviet Union; and the lessons they learned.

Deborah Weissman is the Reef C. Ivey II Distinguished Professor of Law at UNC-Chapel Hill School of Law. She is a Phi Beta Kappa graduate of Syracuse University and graduated cum laude from Syracuse University Law School. Prior to teaching law, she has had extensive experience in all phases of legal advocacy, including labor law, family, education-related civil rights and immigration law. Deborah teaches the Human Rights Policy Lab; Forced Migration: Law and Practice; The Law of Sanctuary; Gender Violence and the Law; and the Lawyer as Public Citizen. She serves as an executive committee member for The Consortium in Latin American Studies at UNC-Chapel Hill and Duke University, and as a member of the Advisory Board with The Institute for the Study of the Americas at UNC-Chapel Hill. In 2013, she received the Frank Porter Graham Award from the North Carolina American Civil Liberties Union for outstanding civil rights work.

Rob Willison is a research assistant professor of philosophy and associate director of the Parr Center for Ethics at UNC-Chapel Hill. He is working on the ethics of meaning – a study of the

ways that meaning and interpretation, understood as practices, can help and hinder us in our efforts to live well together. He has research interests in social and political philosophy, philosophy of education, philosophy of social science, philosophy of art and the history of American pragmatism. He earned his Ph.D. from the University of Pennsylvania.

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World View Team

Charlé LaMonica

[email protected]

Neil Bolick

Associate [email protected]

Julie Kinnaird

Associate Director of [email protected]

Holly Loranger

Assistant [email protected]

Daniel McNeal

Program [email protected]

Sarah Brady

Program [email protected]

Nancy Bartolome

Administrative Services [email protected]

Connect with World View!Follow us on Facebook, Twitter and Pinterest for educational resources, information about upcoming programs, news from our partners at UNC-Chapel Hill and more.

UNC World View UNC World View@UNCWorld View


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Exhibitors

Ackland Art Museumackland.org

Carolina Center for the Study of the Middle East

and Muslim Civilizationsncmideast.org

Carolina Navigatorsnavigators.unc.edu

Conflict Kitchenconflictkitchen.org

Global Citizen, LLC Consultingglobalcitizenllc.com

Heifer Internationalheifer.org

Minds Abroadmindsabroad.com

North Carolina Department of Public Instruction

Global Educationwww.ncpublicschools.org/globaled

Parr Center for Ethics National High School Ethics Bowl

nhseb.unc.edu

Project No Restprojectnorest.org

Pulitzer Centerpulitzercenter.org

Teachers2Teachers Globalt2tglobal.org

UNC African Studies Centerafrica.unc.edu

UNC Center for European StudiesA Jean Monnet Center of Excellence

europe.unc.edu

UNC Librarieslibrary.unc.edu

UNC School of Educationsoe.unc.edu

UNC Southern Oral History Program

sohp.org

World Viewworldview.unc.edu

World View thanks exhibitors for supporting the symposium and providing resources to participants. Exhibit tables will be set up in the Friday Center atrium for the entirety of the symposium.

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Passport to Knowledge Activity #12Thursday, October 26, 2017, from 7:00 p.m. to 9:00 p.m.Join the Friday Center for a screening of Salam Neighbor, a 2016 award-winning documentary that shares stories of the heartbreak and hope of refugee life. Zach Ingrasci and Chris Temple were the first filmmakers allowed by the United Nations to live among 85,000 Syrians in Jordan’s refugee camp. The session will include a discussion led by Dilshad Jaff, MD, MPH, UNC Gillings School of Global Public Health. Dr. Jaff (himself a refugee now living here) will share his experience from the field working in refugee camps, and will provide updates, current challenges and issues related to the refugee crisis.

The Friday Center has generously sponsored a limited number of free spots for World View participants for this screening! If you are interested, please sign up at the World View registration table.

Salam Neighbor Film Screening

Human Rights & Social Justice Manifesting in Practice

Passport to Knowledge Activity #13UNC-Chapel Hill School of Education undergraduate students will be available on Thursday, October 26 from 7:30-8:30 a.m. to talk about their projects, and their projects will be displayed during the course of the symposium.

Helping Low-Performing Students Escape the Cycle of Poverty through Vocational EducationMarlisha Blakeney

Occupational Therapy Approaches to Learning DifferencesCarson DeSantis

Do You Agree: Funding Directed Toward Community Development Directly Enhances Student PerformanceMeredith Sumrell

Academics or Athletics: Are (Your) Student Athletes Thriving Academically?Macon Betts


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Who Are Your Human Rights Heroes?Think of someone who has fought for human rights or who is a human

rights leader. Consider their social, political and cultural relevance. Write your human rights hero on a sticky note, then post it on the board.

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What Are Human Rights?How would you define human rights? What are they? Write your

definition on a sticky note, then add it to the board.

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What or Who Is Missing?Check out the “Culture, Not a Costume” posters that illustrate culturally

insensitive Halloween costumes. Are there any other cultures you feel are misrepresented? Write it on a sticky note, then add it to the board.

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Which of the SDGs Is Most Important to You and Your Community?

Look over the UN’s Sustainable Development Goals. Which of the goals is most important to you and your community, or which do you think is most important to focus on? Write your answer on a sticky note, then post it on the board.

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Drawing the IssuesWhat human rights or social justice issue has made an impact on you?

How would you visualize what you’ve learned? Take a hint from graphic facilitator Wendi Pillars and try your hand at drawing the issues. You might choose to illustrate a statistic that’s stuck with you, or draw a key concept in a graphically interesting way. When you’re finished, post your drawing on the board.

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Virtual Reality HeadsetsGo on a 360-degree virtual tour of a refugee camp with your colleagues

using virtual reality headsets, then discuss the powerfully immersive experience of “visiting” a refugee camp and consider ways of implementing VR in your classroom, school or district. Don’t forget to take a flyer with educator resources.

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Passport to KnowledgeLearn by doing! Complete the experiential learning activities and collect stamps from stations. Station locations are available on the Friday Center Floor Plan, page 38.

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REFUGEE Art Exhibit and FilmThe Annenberg Foundation’s REFUGEE exhibit allows viewers to reflect

on the experiences of refugees. Watch the 23-minute film (available the mornings of October 26 and 27), which follows five acclaimed photographers documenting the lives of displaced people, and check out the photographs.

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World View SelfieTake a selfie of you and your colleagues with your passports in front of

the World View popup, post it to Twitter and tag #WorldView2017.

8 Mobile MakerLab by BeAMLearn by creating in the mobile MakerLab from BeAM (Be a Maker) at

UNC-Chapel Hill, a collaborative workspace for hands-on learning. Create a Barriers Locket to represent the barriers that separate us and explore human rights issues.

9 Conflict Kitchen LunchBy serving cuisine from countries with which the US government is in

conflict, Conflict Kitchen uses the social relations of food and economic exchange to engage in discussions about different countries, cultures and people. Step out of your comfort zone by trying a new food and meeting a new friend.

10 Next StepsFlip to page 43 in your program and fill out your three action items. Next,

hold yourself accountable by snapping a picture of your completed action steps and tweeting it. Make sure to tag #WorldView2017.

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Film Screening – Salam NeighborOn Thursday, October 26 at 7:00 p.m., the Friday Center is hosting a

screening of Salam Neighbor, a film that immerses the viewer in the life of a Syrian refugee. Sign up at the World View registration table to reserve your space (limited free spaces available for symposium participants). Learn more on page 35.

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Visit UNC-Chapel Hill School of Education student research projects to learn more about important topics your future education colleagues are researching in school today. Students will be available to talk about their projects Thursday, October 26 from 7:30-8:30 a.m. Learn more on page 35.

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extra credit!

extra credit!


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Friday Center Floor Plan and Passport Activity Locations

Drawing the Issues

What Are Human Rights?

Who Are Your Human Rights Heroes?

What or Who Is Missing?

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5 Which of the SDGs Is Most Important...

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Virtual Reality Headsets

REFUGEE Art Exhibit and Film

Mobile MakerLab by BeAM

Conflict Kitchen Lunch

World View Selfie

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Film Screening – Salam Neighbor


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TAKE NOTESNew information, resources to keep in mind and anything else you want to remember.


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TAKE NAMESMake connections! Use this space to write down contact information for people you

meet at the symposium.


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MAKE IT HAPPEN

3 ACTION STEPS RESOURCES NEEDED

HELPFUL PEOPLE

Coming up from World View

Building Stronger Bridges: Cultural Respect and Equity in the ClassroomA Seminar for K-12 and Community College EducatorsMarch 20-21, 2018

East Asia: Traditions, Trends and TransformationsA Seminar for K-12 and Community College EducatorsMarch 21-22, 2018

Creating a Global Media CenterA Workshop for School Library Media CoordinatorsApril 26-27, 2018

Global Education Leaders ProgramA Leadership Program for K-12 and Community College EducatorsJune 18-22, 2018

China: Traditions, Trends and TransformationsGlobal Study Visit ProgramTravel dates to China are June 15-26, 2018

Dominican Republic: Legacies of the Past in Today’s Dominican RepublicGlobal Study Visit ProgramTravel dates to the DR are July 21-28, 2018

Register at worldview.unc.edu

Let World View Come to You!Through World View to You! we offer more than 30 onsite and virtual professional development sessions. Contact World View to learn more.

Connect with World View

UNC World View @UNCWorldView UNC World View

World View, a public service program of the University of North Carolina at Chapel Hill, equips K-12 and community college educators with global knowledge, best practices and resources to prepare

students to engage in our interconnected and diverse world.

(919) 962-9264 | [email protected] | worldview.unc.edu

and social justice - world view · human rights and social justice, planned more than three years...

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