Second Symposium

CENTERING THE MARGINAL: TOWARD INCLUSIVITY IN THE DOCUMENTATION OF STUDENT STRUGGLE

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Assistant Professor of American Studies and Ethnic Studies @ Brown University

Adrienne Keene is an Assistant Professor of American Studies and Ethnic Studies. Her research areas include college access, transition, and persistence for American Indian, Alaska Native, and Native Hawaiian Students, including the role of pre-college access programs in student success. Additionally, she examines representations of Native peoples in popular culture, Native cultural appropriation in fashion and design, and the ways that Indigenous peoples are using the internet, social media, and new media to challenge misrepresentations and create new and innovative spaces for art and activism.
As a citizen of the Cherokee Nation, Dr. Keene has a deep personal commitment to exploring research methodologies that empower Native communities and privilege Native voices and perspectives, with the ultimate goal of increasing educational outcomes for Native students. She is also dedicated to pushing back against stereotypes and misrepresentations of Native peoples on her blog, Native Appropriations (nativeappropriations.com), which has received national and international attention as a voice on contemporary Indigenous issues. (More)

Speakers and Panelists

Chaitra Powell

African American Collections and Outreach Archivist, Southern Historical Collection, University of North Carolina

Libby Coyner

Archivist, Elon University

Cynthia Tobar

Head of Archives, Bronx Community College.

Host Institution: University of Rhode Island
City, State: South Kingstown, Rhode Island
Date: June 03, 2019
Time: 8:30 a.m to 5:00 p.m.
Online Registration: Open

STAND Twitter FEED


Last day to register for our second symposium "Centering the Marginal," is May 29! Hope to see you in Rhode Island @universityofri on June 3rd. Thanks to @kboughida and @distinctivist for hosting us! https://t.co/ye8Y1svo4w https://t.co/nhBejRQN1p PrjctSTAND photo

It's importnat that we investigate the challenges of documenting marginalized voices as it relates to geographical spaces. We look forward to hearing from students in the New England area who represent communities that are far too often invisible in the archives of academia.

Our keynote will be joined by @ChaitraPeezy @CollardStudies @RespectDesFun @latona12. They will respond to the experiences of our student organizers, discuss their work in areas of social justice in the academy and museums. https://t.co/mkPmYdkfk5 PrjctSTAND photo

Dr.Adrienne Keene @NativeApprops will set the stage as our keynote as we do a land acknowledgment and give space to the narratives and activism surrounding Indigenous Peoples. https://t.co/ye8Y1sMZt6 https://t.co/eaYUf5Hpjs PrjctSTAND photo

Online registration closes May 29 for next Project STAND symposium. Each forum is a platform where we can advocate, educate, organize, and take back practical approaches to building student activist archives that are critical to documenting the full history of the academy.
We would like to thank Sarah Tanner, AUC host and Holly Smith, Spelman who served as a panelist and also provided assistance along the way in prepping for our first symposium!
Sarah Tanner
Holly Smith

notes from student panelists @auc symposium

Ramon Johnson, NYU

Q:What limitations do you see in social media

Noticed how social media has been weaponized against black bodies; for those trying to organize around an issue, resources pulled from them; caused [me] to wonder how safe are we as organizers when we are mobilizing on social media; when think about how it’s an archives as well, social media like Tumblr a lot of the content can be taken down; how can we create our own spaces that we’re in control of so we’re not getting death threats because trying to mobilize online; what does it take to be credited;

Eva Dickerson, Spelman

First limitation is the surveillance state – serious state of the surveillance state; data is not encrypted; if doing action, phones are off and in another room; something more young people should be taught; being an organizer, the context informs what type you will become; organizing primarily through social media hasn’t taught students legacy of activism; if activists haven’t been taught when social media falls the organization falls; social media divides generations, organizing isn’t inter-generational

Klamath Louise Henry

Do you trust the institutions you are at to document your work? What should archivists be doing to strengthen that trust?

Don’t really trust anyone; finding a collective that you trust the individuals; [helpful if] institutions hiring people who look like you; Emory could hire a native American person to collect; as long as the context is there with the material I’m giving, fear that the institution has never done right by my people; can’t trust institution but you can trust individuals; paying for work/internships; students are interested in doing this [archiving] work, but you have to care enough to make the opportunities

IMLS Grant 2018

   
Project STAND receives a $92,096 National Leadership Grant for Libraries Program award from the Institute of Museum and Library Services On August 24, the Institute of Museum and Library Services (IMLS) awarded Project STAND (STudent Activism Now Documented) $92,096 under the National Leadership Grant for Libraries Program.  Established in fall 2016, Project STAND is a nationwide consortium of more than 40 colleges and universities that is creating an online hub to heighten access to digital and analog archival and historical collections documenting student activism.   —-more—-

Collections

“Not everything that is faced can be changed, but nothing can be changed until it is faced.”

James Baldwin

Student activism has and continues to serve as a critical component to the development of a truly democratic society. The collections featured here are from various colleges and universities and they highlight the struggles, victories, and challenges of student movements throughout history.

Connect with these participating institutions to learn more.

Featured Collection:

REPOSITORY: Northwestern University

Northwestern University: Bursar’s Office Takeover May 3, 1968

Collection Description: On April 22, 1968, members of Black student organizations, For Members Only (FMO) and Afro-American Student Union (AASU), presented a list of demands to the Northwestern University administration in response to discriminatory campus policies and practices and to heighten the awareness of Black student’s experiences of racial insensitivity on campus. When the demands were not met, on May 3, 1968, approximately 120 African American students occupied the Bursar’s Office, Northwestern University’s business office. After a 38-hour demonstration, Black students and the Northwestern University administration came to a resolution of developing advisory boards around the admissions process, recruitment of Black students to the University, review of financial aid packages, and open housing in Evanston, to offer equitable housing options and counseling, and to establish of the Department of African American Studies and a Black student union, today called the Black House. The bulk of the material dates specifically from the time of the strike in May 1968, but there are also later documents reflecting back or referring to it.

About

History

In the fall of 2016, Project STAND (Student Activism Now Documented) was established to initially bring together academic institutions across the state of Ohio and discuss ways to share information about the collections and materials related to student activism on their campuses, with a primary focus on marginalized student identities (African American, LGBTQ, Chicano/a, differently abled, Asian Americans, indigenous populations etc.) This exciting initiative was initially conceived by Lae’l Hughes-Watkins, University Archivist at Kent State University who reached out to Tamar Chute, University Archivist at The Ohio State University, on the possibility of creating a centralized hub for academic archives focusing on underrepresented communities’ engagement in social justice activities on and off campus.

Project STAND is an online clearinghouse where academic institutions can provide researchers a centralized access point to historical and archival documentation on the development and on-going occurrences of student dissent. Project STAND focuses on digital and analog primary sources that document the activities of student groups that represent the concerns of historically marginalized communities (e.g., African American, Chicano/a, LGBTQ, religious minorities, disabled, etc.). STAND will also highlight the work of others (e.g., faculty, staff, and administrators) who advocate for or support the interests of those communities.

More information about participating institutions can be found here.

Join Us

Interested in joining Project Stand? Please submit some information about your institution’s collection.