Sunday, December 14, 2014

Reviewing 'Art Behind Bars' Presentation by Taryn CCJDC Arts Project

Reviewing 'Art Behind Bars' Presentation by Taryn
Champaign Juvenile Detention Center Arts Project

An important article to review in understanding the connection between creative expression and juvenile detention.  So many quotes to pull out of this write up, stay tuned to our Voices Behind Walls Twitter.com/vbehindw.  See the citation and link below.


Sullivan, Brian. “Champaign Juvenile Detention Center Arts Project.” Smile Politely Online Magazine 18 Oct 2012. Champaign-Urbana’s Online Magazine. Web. http://www.smilepolitely.com/arts/champaign_juvenile_detention_center_arts_project/

Project P.O.O.C.H. #Positive #Opportunities #Obvious #Change with #Hounds



Project P.O.O.C.H.
#Positive #Opportunities #Obvious #Change with #Hounds

A video that I wanted to share with you all after viewing Victor's link to the PSA included below.  An important look at understanding creative expression through the experiences of not only humans.  

I thought about how the sort of knowledge youth pick up here can hopefully be applied or connected to professional opportunities out there.  Hopefully.  Check out more on the program at the link below and the video.

Project POOCH PSA: click here

Keywords + Tag = Criminal Justice & Youth Outreach | CJYO | Oregon | New Mexico State University | Project POOCH | Project Pooch | Animal Planet | MacLaren Youth Correctional Facility | Anthony Washington | Joan Dalton 

The Facility History of MacLaren Youth Correctional & Amos Reed | CJYO 2014


The Facility History
of MacLaren Youth Correctional
& Amos Reed

Victor of CJYO conducted his presentation on Project Pooch, learn more here www.pooch.org and the MacLaren Youth Correctional Facility.  In the Facility History of Victor's presentation he cited an article from the Oregon Herald published in 2013 titled 'MacLaren Youth Correctional Facility Employees Honored for Excellence'.  The discussion not only focused on the tone of how the writer acknowledges MacLaren's conflicted past, but also the commentary included in the article which you can read here that gives glimpses to what people experienced that were committed to the facility click here.  

Tapping into the Google Newspaper archives, I discovered an article published in August 12, 1963 titled 'Crowding Plauges MacLaren'. It includes details debating the facilities approach to incarceration and a look at the facility's superintendent, Amos Reed.

Here is a quote from the article.  You can read the full article by clicking on the link below.

"Another factor is the age and background of the boys, many of whom are at the stage where they refuse to form close associations with others, particularly with adults.

The personality of the superintendent may also be a cause.  His knowledge of correctional work is voluminous, he seems to be an excellent administrator, and he knows how to deal with Oregon's inscrutable Legislature.  

But Amos Reed is a serious reserved man who seldom smiles. The boys at MacLaren greet him formally on the grounds, and only rare does he know them by sight.

He does know their backgrounds, however, and their needs and he has built at MacLaren, a program designed to offer something for every boy who is sent there."

To read the complete article click here.

Wilson, Jack. "Crowding Plagues MacLaren." Eugene Register Guard 12 Aug 1963. Google Newspaper Archive. Online.


Keywords + Tag = Criminal Justice & Youth Outreach | CJYO | Oregon | Woodburn | Marion County | New Mexico State University | Google Newspaper Archive | Eugene Register Guard | Jack Wilson | Amos Reed | superintendent | MacLaren Youth Correctional Facility | Project Pooch 

Saturday, December 13, 2014

The Birth of Montgomery County Correctional Facility | CJYO2014


  
The Birth of Montgomery County Correctional Facility

To make the newspaper article bigger and more readable, simply click on each one.  This was found after reviewing the "Helping Youth" presentation by Vanessa on the Class Acts Arts Project Youth ArtReach program in Maryland at the Montgomery County Correctional Facility.  The article provides information on the facility's history dating back to September 4, 2001 when it was published in the Frederick Post.

Boin, Sonia. "Montgomery Jail will be a 'Self-Contained City'." The Frederick Post 4 Sept 2001. The Newspaper Archive. Vol. 91, No. 225. Cover & A-16. Online.


Keywords + Tag = Criminal Justice & Youth Outreach | CJYO | Montgomery County Correctional Facility | Maryland | Class Acts Arts | Project Youth ArtReach | New Mexico State University | The Newspaper Archive | The Frederick Post | Montgomery | Sonia Boin | Robert Green | warden


A Note on the CJYO Fall Semester 2014 & Grading Finals by Instructor Lecroy Rhyanes



This week and throughout the weekend I'm grading the final presentations of students enrolled in this semester's Criminal Justice & Youth Outreach (CJYO) course subtitled Creative Expression in Juvenile Detention.  The final project is the CJYO Digital Program Presentation and consisted of a semester long study of a creative expression program, juvenile facility, and the community (or communities) from which they coexist.  Students posted their presentation on the Canvas Learning Management System Discussion Board and have been reflecting on their research and the presentations of fellow students throughout the month of December.  The presentation sections include an Introduction, Responsive Essay, a Demographic Profile of the Program Location utilizing the U.S. Census, research of the Facility's History, a Creative Expression Program Profile, Bibliography & Notes, along with staff interviews (if they were able to get in contact with a program representative), and the sharing of digital multimedia such as Soundcloud audios & YouTube videos.

My grading process engages in conversation with the students about their findings and gives me the chance to share resources I discovered reviewing their presentations.  

This project provides students an opportunity to understand the purpose of creative expression programs, their history, and present day involvement in communities all around the nation (and in the UK and Australia).  In other semesters of CJYO studies also focused on examining creative justice programs from around the world.  

It's a great opportunity to take the time to study and acknowledge what is out there.  As an undergraduate, one of the most pivotal moments in my educational career was learning about programs and people that shared a common interest with what motivated me to get involved in the justice system.  It's a great way to understand how advocacy and creativity function in a system as stringent as corrections and as detached from the community as some juvenile justice systems are.  It's also about helping students develop what I call their research personality so that they can include a piece of themselves in what they're learning/presenting. Whether it has to do with their personal views and experiences of the justice system, or the next steps in their own justice journey.  

To me its a unique way to bring online learning to life and to hold each other accountable to the information we're taking in.  I feel there is a sense of responsibility in how we present ourselves to the justice system, whether we aspire to work for it, change it, or both.  

Therefore, in the next couple of days, you will see a variety of posts throughout the day, early morning, and on into the night about programs and facilities around the United States including links, videos, audios, newspaper attachments, and other.

A special thanks to the students of CJYO 2014.  This is tenth course I've facilitated as an adjunct instructor at NMSU with a group that makes up an enrollment body of 124 students solely for CJYO.  There are also enrollments for students of The Beat Within (TBW) courses and the Juvenile Justice Outreach & Community Education (JJOCE) courses during the summer.  In the Spring, we'll also be welcoming the beginning of a newly developed course titled Criminal Justice & Families (CJF), Understanding the Prison Family Journey.  This course will be co-facilitated with the authors of The Unvarnished Truth About the Prison Family Journey, Carolyn Esparza and Phillip Don Yow, Sr. with the goal of not only engaging in a close reading + discussion of the text... but also contributing to the development of a community resource guide, student guide, and teacher guide during the summer and Fall of 2015.  

I'd like to congratulate all students celebrating this evening after the commencement ceremony this afternoon and to those that will be returning next semester for CJF, we look forward to welcoming the new year with you.  

Stay tuned for the CJYO 2014 postings! 

We'll also be sharing updates on twitter.com/vbehindw.


Keywords + Tag = Criminal Justice & Youth Outreach | CJYO | New Mexico State University | NMSU | Las Cruces | creative expression | creative justice | criminal justice | CJ | juvenile justice | juvenile detention | incarceration | institutionalized | online learning | digital literacy | prison | jail | juvenile delinquency | learning | college | undergraduate | graduation | winter | Fall | semester | 2014 | Arts & Sciences | Criminal Justice Department | detention | poetry | art | performance | pet therapy | United Kingdom | Australia | study 

Carnegie Hall Lullaby Project | ((The Moment You Were Born))



For more information on the Carnegie Hall Lullaby Project, I encourage you all to listen and follow the program's Soundcloud page soundcloud.com/carnegiehalllullaby.  You can also learn more about the program through a link shared by CJYO 2014 student titled 'Rikers’ Prison Moms Pen Lullabies for their Newborns Behind Bars'... see the video towards the bottom of the page click here.  Thank you Veronica.


Keywords + Tag = Carnegie Hall | Musical Connections | Lullaby Project | Rose M. Singer | Rikers Island | New York | New Mexico State University | NMSU | Criminal Justice | Motherhood | mothers | babies | early childhood development | music | learning | juvenile justice | pregnancy | Teaching Behind Bars | Scott Wier | Queens County | birth | stress relief | creative arts | nursery | corrections

Saturday, October 11, 2014

Young People’s Experiences in the Criminal Justice System

In Their Own Words: Young People’s Experiences in the Criminal Justice System
and Their Perceptions of Its Legitimacy

More Information including Download Report: click here

"While there is a growing consensus that the country needs to re-examine the criminal justice system’s prosecution of serious young offenders, there is little documentation of how this population experiences and perceives the laws, policies, and practices that are intended to hold them accountable.

To address this shortcoming, the John Howard Association, Illinois’ only non-partisan prison watchdog, has completed a provocative new report, In Their Own Words, (PDF) that chronicles six young serious offenders’ journey through Illinois’ criminal justice system, from arrest to incarceration.

Based on this work, JHA's report offers four steps that policymakers should take to improve the fairness and effectiveness of the criminal justice system’s response to youth prosecuted for serious crimes:

1. Empower judges to determine whether serious young offenders should be tried in juvenile or criminal court, regardless of the crime they are accused of committing.

2. Provide young offenders with greater access to counsel during police encounters and pre-trial custody.

3. Ensure that attorneys and judges who deal with this population are trained in adolescent brain development and how to effectively communicate with young people.

4. Establish separate correctional facilities, treatment programs, and a sentencing scheme that takes into account young offenders’ mental immaturity and ongoing development.

Alongside these specific policy recommendations, In Their Own Words focuses on the root causes of violence that plague some of the country’s poorest minority communities, from parts of Chicago's South and West Sides to Ferguson, Missouri. Instead of over-relying on severe criminal penalties, JHA argues that the justice system must build the kind of civic trust that will promote safer communities by meeting people where they are and listening to them in their own words." 


John Howard Association of Illinois (JHA). "In Their Own Words: Young People's Experiences in the Criminal Justice System and Their Perceptions of Its Legitimacy." John Howard Association of Illinois. (2014). Web. 9 Oct 2014. http://thejha.org/words


Keywords + Tag = John Howard Association of Illinois | Criminal Justice | juvenile justice | words | experiences | out of sight out of mind | empathy | minority | unnatural environment | nothingness | degradation | devalued | second chance | children | prisons | understanding | civic trust | youth | listening | communication | brain development | adolescence | correctional facilities | treatment | expression | CJYO | NMSU | legitimacy | next generation | future | think | Voices Behind Walls

Tuesday, September 30, 2014

Notes on Mentoring Youth & Young Parents Guidebook


Mentoring Youth and Young Parents
A Guidebook for Programs Helping Youth
 & Young Parents Navigate a Pathway
to Self-Sufficiency

Download: click here
U.S. Department of Labor
Social Policy Research Associates

Since 2011, the CJYO coursework has involved students developing Youth Program Proposals that follow a set of specific steps and requirements highlighted in this report.  Along with being a good resource for learning about mentoring, including other available resources, this can also compliment projects that involve proposing a community based geared towards serving youth.  Will continue reading... So for noted its emphasis on high quality mentoring as promoting positive behaviors and attitudes as well as defining mentor roles that are built on consistency, endurance, and instead of the term "close", I'd prefer to utilize a term like "genuine".  Other notes in the report characters the mentor relationship as one characterized by mutuality, trust, and empathy "that spans a signficant period and is focused on the young person's interests and preferences.  

As we've stressed in semester's past the report states, "it is important to have an understanding of the current economic and social factors in your community that might affect your population."  These notes are from the first step in laying the groundwork for building a program.  I think readers that are interested in finding ways to improve their understanding of current economic and social factors would benefit from participating in local councils and regional service providers that provide technical assistance and training on how to use sites like Census.gov.  Also linking with existing programs is another point emphasized in this article especially to study the data, trends, and issues that they're learning from the community from their own data collection efforts, surveys, etc. 

I like that the first step in this report is titled groundwork... especially since the passion and drive that people start with can often be extinguished by the amount of research, though, writing, and planning that goes into carrying a project like this.


Keywords + Tag = mentor | mentoring | mentee | youth | young parents | Department of Labor | employment | training | criminal justice | youth outreach | consistency | census | self-sufficiency | guidebook | Federal Mentoring Council | Elements of Effective Practice for Mentoring | health | mentoring relationships | opportunity | youth unemployment | juvenile justice | social justice | social change | mass incarceration | juvenile detention

Sunday, September 21, 2014

The Story of Barney Lee and the CYA / August 1942

The Story of Barney Lee 
**click on the image to enlarge**

California Youth Authority's 1st Charge

Click on the image to enlarge.  The article was discovered utilizing the Newspaper Archive and was accessed from the Oakland Tribute, published Friday, August 14, 1942.  It is about the first youth committed to the California Youth Correction Authority after his stay at San Quentin's prison hospital.  The article mentions youth under the age of 16 were segregated from the adult population by state law.  This article was found out of interest to learn more about the CYA's inception and why it was built.  Inspired also by Will Roy's interview and Nell Bernstein's Burning Down the House, The End of Juvenile Prison text, specifically chapter 2, 'Birth of an Abomination: The Juvenile Prison in the Nineteenth Century'.

Below is a quote from the article:

"The action came in the wake of widespread protest against the child slayer's commitment to prison among hardened criminals - protest that came even from the convicts themselves."


Keywords + Tag = Barney Lee | California Youth Correction Authority | California | CYA | CA | California Youth Authority | Will Roy | Nell Bernstein | Burning Down the House | The End of Juvenile Prison | 19th Century | prison | incarceration | Mercedes | institutionalized | San Quentin | life sentence | second degree murder | Superior Judge H. C. Jorgensen | Father O'Meara | Preston School of Industry | Nell Bernstein | juvenile justice | CJYO | Criminal Justice & Youth Outreach | NMSU | New Mexico State University | Las Cruces 

Thursday, September 18, 2014

Music Lessons May Boost Poor Kids' Brainpower, Study Suggests

Music Lessons May Boost Poor Kids' Brainpower, Study Suggests
by Linda Carrol (Today Contributor)
Article: click here

Each semester, the energy of the course content ends up connecting with current events and local happenings.  Whether it was last semester's visit of Dr. Cornel West to the border community, literally during the same week we were scheduled to begin reading the introduction of Michelle Alexander's The New Jim Crow, Mass Incarceration in the Age of Colorblindness, or the racial explosion of recent police shootings as we studied the history and impact of the drug war and its relationship to policing and a lock-up process gone bad.

With this semester's focus on creative expression in juvenile detention, I'd like for everyone to read an article recently published by USA Today, titled "Music Lessons May Boost Kids' Brainpower, Study Suggests".  From the onset of course instruction we read and discussed the Carnegie Hall music report posted here, and are learning about the adolescent brain through Scott Wier's experience Teaching Behind Bars.  

I hope this article helps you understand the present day momentum and importance of creative expression in not only juvenile detention (justice settings), but the community as well.  


Here is a quote from the article:

"Researchers from Northwestern University found that after two years of music lessons, the brains of kids from poor, gang-infested neighborhoods interpreted speech sounds more quickly and precisely, an improvement that might lead to better language and reading skills, according to the study published in the Journal of Neuroscience.  

The new findings come as tightening budgets have led more and more schools in poorer districts to chop arts programs, including music instruction, as nonessential to kids’ educations.

Though earlier research had shown that music training seems to have a global impact on kids’ academic achievement, there was no proof that it actually affected kids’ brains."




Keywords + Tag = music | brainpower | Linda Carroll | lessons | academic gap | research | Northwestern University | speech | school | instruction | kids | global impact | creative justice | criminal justice | justice | social justice | music justice | music training | smart | intelligence | passion | drive | sound processing | poverty | wealth | process |
Harmony Project | Isaac's Story |  University of Oxford | England | Los Angeles | sounds | brainwaves | Mozart | training | panacea | Robert Bilder | Tennenbaum Professor of Psychiatry and Behavioral Sciences and Psychology | University of California | NBC | Today | The Concussion Crisis Anatomy of a Silent Epidemic

Carlos Watson & CNN Discuss Today's Leaders | Video


Carlos Watson & CNN Discuss Today's Leaders
CNN Video: click here

For students of CJYO and visitors, here's a video with Carlos Watson discussing today's leaders that may be of interest to your goals looking forward in your justice careers.  The question is what defines your justice work?  Is it Social justice?  Criminal justice?  Non-profit justice work?  Juvenile justice?  Creative justice?  All of the above?  Is there a specific field you'd like to pursue?  Most importantly, who is your mentor?

Keywords + Tag = Carlos Watson | Lupe Valdez | CNN | Cable News Network | Michaela Pereira | @michaelaCNN | civil rights | leaders | Ozy | Ozy.com | future | next steps | career | justice | social justice | Dr. King | attorney general | police brutality | California | Kamala Harris | Dallas | LBGTQI | @carloswatson | migrant worker | Dallas | DEA | Department of Homeland Security | sheriff | Latina | law enforcement | Roland Fryer | Geoffrey Canada | Harlem | Waiting for Superman | Bronx | education | Harlem Renaissance | high school | college | jobs | employment | safety | community | empowerment | President Obama | Barrack Obama | Harlem model | gangster | Harvard | economic professor | McArthur genius | school | poverty | tutoring | professor | Houston | Denver | implementation | change | top performers | Teacher's Union | battle | charter schools | reformers | bridging the gap | opportunity | research | care | care deeply | personal | experience | choice | mentors | support | angels 

Sunday, September 14, 2014

Researching the Carnegie Hall Report - A TED Talk (Janet) | CJYO 2014


TED Talks w/ Sarah-Jayne Blakemore: click here

The Sarah-Jayne Blakemore TED resource was shared by CJYO student Janet of Fall 2014 for the 8.25 reading of the Carnegie Hall report titled "May the Songs I Have Written Speak for Me, An Exploration of the Potential of Music in Juvenile Justice".  Connects to the brain science written in the Carnegie Hall report, and this semester's Wier text, Teaching Behind Bars.  Learn more by clicking on the link above.

A quote from the TED Talk:

"So brain research has shown that the adolescent brain undergoes really quite profound development, and this has implications for education, for rehabilitation, and intervention. The environment, including teaching, can and does shape the developing adolescent brain, and yet it's only relatively recently that we have been routinely educating teenagers in the West. All four of my grandparents, for example, left school in their early adolescence. They had no choice. And that's still the case for many, many teenagers around the world today. Forty percent of teenagers don't have access to secondary school education. And yet, this is a period of life where the brain is particularly adaptable and malleable. It's a fantastic opportunity for learning and creativity.
 
So what's sometimes seen as the problem with adolescents — heightened risk-taking, poor impulse control, self-consciousness — shouldn't be stigmatized. It actually reflects changes in the brain that provide an excellent opportunity for education and social development." 
 
Keywords + Tag = Sarah-Jayne Blakemore | Criminal Justice & Youth Outreach | CJYO | juvenile detention | NMSU | New Mexico State University | TED | talks | TED talks | Carnegie Hall | juvenile justice | creativity | creative expression | rehabilitation | intervention | education | songs | Scott Wier | Wier | adolescence | brain science | science | developmental changes | brain | cognition | impulse | decisions | scientific study | TED Global | environment | stigma | learning | emotional impact | decision making | consequence | intuition  

Thursday, September 11, 2014

Raising the Bars by Scott Wier | 9.2 Who Is Scott Wier? (Akeisha)

One of the initial activities in CJYO this semester involves digging for background info on this Fall's lead text, Teaching Behind Bars by Scott Wier.  Below is an article found by Akeisha titled "Raising the Bars: Professor Recounts Teaching Inside the Prison System".  See the link below for the full read.

"Years after, when I would lecture on the subject of conduct disorders as part of my Abnormal Psychology course, the response from the undergraduate population was inspirational.  Granted, they made it clear it had less to do with the academic subject matter and more about the stories I would share from my years spent with inmates and guards that dovetailed with the text." 


Wier, Scott. "Raising the Bars: Professor Recounts Teaching Inside the Prison System." Western News 4 April 2013. Web. 11 Sept 2014. http://communications.uwo.ca/western_news/stories/2013/April/raising_the_bars_professor_recounts_teaching_inside_the_prison_system.html

Wednesday, September 3, 2014

Technology, Imagination, and Organizing With Storytelling

This post is for CJYO students from the Fall semester of 2013 and activities related to the subtitle of the course last year, "Connecting Memoir to Social Change".


Technology, Imagination, and Organizing With Storytelling
Storytelling Summer: Answers to Common Questions About Motivating Your Audience
By Paul VanDeCarr

This week, the last entry in the Storytelling Summer series, I’ll answer two questions:

What trends do you see happening in storytelling for social change? In particular, how do you anticipate storytelling will evolve given the technology available? 

How can we frame the need for new and fair revenue to improve outcomes for youths, given opposition to taxes and the counternarrative against investment in public institutions such as schools?

I’ve been involved in storytelling projects for almost 20 years, and the most heartening trend I see  is that change-makers are thinking more in terms of stories.

Stories have always been with us, of course, but more populist storytelling has been given a boost in the last two decades by projects and programs like This American Life, The Moth, and StoryCorps. In the public-interest sector, there’s the excellent work of people like storytelling trainer and strategist Andy Goodman and community organizer and Harvard professor Marshall Ganz, with his leadership-development method of “Public Narrative.”

As a result of this and other work, we have a nonprofit world that is more attuned to the value of good stories to rally support for a cause, build leadership, strengthen communities, and change policy.

On Digital Technologies and Interactivity

I’m less interested in how storytelling may change with new technology than I am in the principles of good storytelling that transcend medium, such as I’ve written about in previous columns “Don’t Tell a Boring Story” and “Are You Really Telling Stories?” That said, we can’t ignore technological change, and digital tools have already enabled a particular kind of interactivity.

Users tend to have expectations about certain story mediums: web videos should be short, Vines should be shorter, and viewers should be able to comment, share, rework the original video or create their own video responses. The same is true of social media in written form.

What’s more important than the medium is the connection you make with your audience—or as the buzz-phrase of a few years ago had it, “the people formerly known as your audience” but now known as your co-creators and respondents. How you make that connection and what technologies you use to do it should be guided by a strategy, but some experimentation with new forms can help keep things fresh.

What a grant maker once told me about foundations applies to other nonprofits as well: “We’re in an era of constant technological change, and it requires continuous professional development. We don’t have to be ahead of our grantees”—or nonprofits don’t have to be ahead of their stakeholders—“but we can’t be behind them.”

Imagination Over Medium

Whatever the medium, stories work if they fire the imagination.

Just because some stories use interactive technologies doesn’t mean that they achieve their goals any better than a story told at a campfire. To cite a personal example, Franz Kafka’s novel The Trial is still perhaps the most powerful vision of an arbitrary justice system I’ve ever read. That book has shaped my political imagination in ways that no YouTube video or immersive “story environment” like a video game ever has.

That is because our view of social problems and social change are shaped by our experience and our imaginations.

Take any issue—such as funding for public education, the topic of our second question—and we each have stories, impressions, fantasies, and personal experiences that fill our minds. One person might think, “I benefited from my public schooling, and I want to pay it forward through my taxes.” Another might say, “Public schools are in ruins thanks to a dysfunctional government. We should starve the beast and privatize education.” Or still another may believe, “I’m sure whatever happens, kids will learn and everything will be fine."

Such feelings guide our actions in the world: what causes we donate to, which ones we like on Facebook or stand up for in our everyday lives.

Framing the Story

If imagination is the field on which social problems (and change) are played out, then that field is delineated by a frame.

A frame is an interpretive structure or a way of seeing things. Thinking about the education debate, the frame may be that we have a collective responsibility to make sure all kids get an excellent education.

A story is what fills the frame and supports it. That may be narratives of people who wouldn’t have succeeded but for public school or of people who paid taxes and saw their communities improve.

I don’t have a ready answer for how to better frame the question of revenue for public education or what stories to tell to support it. But I do have an idea about what process to follow to create frames and stories.

Storytelling as a Form of Organizing

Throughout the “Storytelling Summer” series I have written about storytelling mostly as a form of communication in the sense of transmitting a message to an audience. But just as important, storytelling is also a form of organizing.

Participants in a political campaign or movement come together around shared values as expressed in stories, like the tales from the 1969 Stonewall riots in the LGBT movement. And when people in a movement or campaign deliberately share their own stories, they learn about each other’s experiences and dreams.

If you solicited stories from your constituents that dramatized the value of public education, you could begin to create a frame. Depending on the kinds of stories you received, a “shared responsibility” frame might begin to take shape, or one of “strong economy through universal public education.”

This story-sharing could take the form of videos you post on your website, a live open-mic storytelling show, short written narratives, or even Instagram photos that suggest a narrative.

By facilitating story sharing, you are not only gathering material for a frame and the narratives that fill it, but, as I wrote previously in this series, you are also developing your membership. People become more invested in an organization if they have given a part of themselves, and if you meaningfully incorporate it. Your organization is no longer “those people” – it is me, you, and us.

This is the final installment in the “Storytelling Summer” series. However, Paul VanDeCarr will continue writing periodically for The Chronicle on the topic of storytelling and social change. Submit your topic ideas to paul@workingnarratives.org. Questions used in future columns will be edited and made anonymous.

Mr. VanDeCarr is the managing director of Working Narratives, an organization that works with advocates, artists, policy groups, media-makers, and others to “change the story” on the big social-justice issues of our time. He is also the author of that organization’s publication “Storytelling and Social Change: A Strategy Guide for Grantmakers”; he is working on a second edition of the guide, this time for nonprofits and activists, and to be released this winter.

Find his organization at workingnarratives.org, on Facebook, or on Twitter at @wnstory.


VanDeCarr, Paul. “Technology, Imagination, and Organizing With Storytelling.  Storytelling Summer: Answers to Common Questions about Motivating Your Audience." The Chronicle of Philanthropy 27 August 2014. Web. 3 Sept 2014. http://philanthropy.com/article/Technology-Imagination-and/148487/?cid=pt&utm_source=pt&utm_medium=en


Keywords + Tag = technology | audience | imagination | policy change | leadership | interactivity | public narrative | organization | digital tools | community | Paul VanDeCarr | storytelling | cause | Working Narratives | digital | technology | Facebook | strategy | story environment | social problems | social change | frame | narrative | universal public education | story-sharing | Chronicle of Philanthropy | NMSU | Connecting Memoir to Social Change | CJYO | Criminal Justice & iYouth Outreach

Wednesday, August 20, 2014

CJYO Creative Expression in Juvenile Detention Fall 2014


Class is in session!

NMSU Fall Semester 2014
August 21st-December 12th, 2014

Criminal Justice & Youth Outreach (CJYO)
Subtitle: Creative Expression in Juvenile Detention
CJ432 Course No. 46960 M72
Instructor: Lecroy Rhyanes, Jr.

Wednesday, July 23, 2014

Hearts & Hands Second Edition Book Release 2014


Hearts & Hands Second Edition
Creating Community in Violent Times
by Luis Rodriguez

On July 26, 2014, Tia Chucha's Centro Cultural & Bookstore will present Hearts & Hands, Second Edition Book Release with Luis Rodriguez at 5 PM.  Especially for the 124 NMSU undergraduates that were enrolled in Criminal Justice & Youth Outreach (CJYO), I encourage you all to check out this copy or forward this notice on to others.  Here is the for more information on the text and the book release: click here  In addition, here is a quote from Trini Rodriguez about the book that is featured on the event posting: "Hearts and Hands is a book that belongs in the hands of any person or organization wanting to understand and work with youth and community in a respectful, meaningful way."

Keywords + Tag = Hearts & Hands | Creating Community in Violent Times | Hearts & Hands Second Edition | Hearts & Hands Creating Community in Violent Times Second Edition | Luis Rodriguez | Ramiro | Looking for the Milky Way | Tia Chucha | Tia Chucha's Centro Cultural & Bookstore | New Mexico State University | NMSU | Criminal Justice & Youth Outreach | CJYO | Connecting Memoir to Social Change | memoir | social analysis | Trini Rodriguez | Trini | Rah Azul | poetry | positivity | life | youth | juvenile justice | social justice | creative justice

Monday, May 26, 2014

May the Songs I Have Written Speak for Me | Publication


May the Songs I Have Written Speak for Me
An Exploration of the Potential of Music in Juvenile Justice

One of our primary readings for the Fall semester of 2014, New Mexico State University, CJ432.  Course tentatively titled Criminal Justice & Youth Outreach, Creative Expression in Juvenile Corrections.

More information on the publication can be accessed from the Carnegie Hall website click here!

Tuesday, May 20, 2014

National Criminal Justice Association Webinar Series

Today, I'll be participating in the webinar below.  I'm labeling this under Grants Management in an effort to present more resources on funding as it relates to Criminal Justice and social justice.  As a volunteer, this might not apply as much, but if you're working in the justice system or for non-profit groups and are involved in planning & development of new funding opportunities, it may be a good learning opportunity.  I also understand that the National Criminal Justice Association has a membership costs of $95 annually.  The training cost $35 but is free for members (as well as many other online trainings and access).   I wish I would've known about these resources while I was enrolled as an undergrad.  I'm learning there are many associations that operate on a local, state, and federal level.  Through Twitter, I'm also stumbling across a lot of information related to grassroots, community based, and non-profit organizations as well.  If you're a justice major and spend a lot of time on the net (or do a lot of research on the net), I'd recommend following these resources and scanning them for info that is relevant to you or specific to a cause you're involved with.

Grants Management Webinar
Getting to Know the New Omni Circular 2 CFR Part 200
National Criminal Justice Association: click here
May 20, 2014
3:00-4:00 PM (Eastern)
 
About the webinar:
 
In December 2013, the Office of Management and Budget (OMB) published new guidelines that significantly reform and strengthen Federal grant-making to improve outcomes for the American people while reducing bureaucratic red-tape. The new guidance will affect all new grants awarded after December 26, 2014. The final guidance supersedes and streamlines requirements from OMB Circulars A-21, A-87, A-110, and A-122; Circulars A-89, A-102, and A-133; and the guidance in Circular A-50 on Single Audit Act follow-up. It is located in Title 2 of the Code of Federal Regulations, also referred to as the Omni Circular. This webinar will highlight the most significant changes in the Omni Circular for the Administrative Requirements, Cost Principles and Audits.
 
Presenters:
 
The presenter for this webinar is NCJA Senior Staff Associate Lisa Nine Accordini. Lisa is in her ninth year with NCJA and currently provides training and technical assistance to grantees, subgrantees and stakeholders of the U.S. Department of Homeland Security/Federal Emergency Management Agency (FEMA). She obtained her national credential as a certified Grants Management Specialist from the National Grants Management Association in 2012 and will share the latest updates and information on the new Omni Circular presented last month during the NGMA National Conference in Arlington, VA.
 
NCJA members and employees of NCJA member organizations may register to for free. Members should have received an email with information about the webinar and the discount code for registration.

Registration: click here

Wednesday, February 12, 2014

How Written and Oral Storytelling Saved MY Life

How Written and Oral Storytelling Saved MY Life

Listened in on a webinar by Eric Arauz, author of An American's Resurrection, My Pilgrimage from Child Abuse and Mental Illness to Salvation.  Discussed conscious stortelling, G.W.F. Hegal idea of freeing artists of themselves, centering on storytelling, understanding the language of recovery, looking at the body as autobiography.  Had an interesting quote "the mind is a time traveler, but the body stays in place and time..."  Referenced Gerald Edelman, the idea of narrative failure, referenced Alfred Alvarez and the book The Savage God, as well as Joyner's interpersonal theory, a book titled In an Unknown Voice, and overall the importance to Read, Write, and Speak.  Powerful life story and how he utilized writing to get through life's pain and building a sense of advocacy on issues that come from what we've experienced ourselves.  Drills the language of compassion and having a language, connection, and a belief in what a person is trying to overcome or help address. 

Saturday, January 18, 2014

Luis J. 2014 Rodriguez for Governor

CJYO Mini-Memoir Project: Gliding Through, Fall 2013



 "Gliding Through, Changing a Life One Jump at a Time"

Below is an excerpt from the exceptional memoir by Sandra Pelko, CJYO student from the Fall semester of 2013.  The chapter reflects on Mrs. Pelko's definition of social change and how it relates to the background of her story and work as a mentor through ice skating in the Sun City.


SOCIAL CHANGE
“We must become the change we wish to see in the world.” – Mahatma Ghandi

Social issues and social changes are something that is a normal thing about society. Author Luis Rodriguez, was a product of society and spent his life trying to adapt overcome social change. From when he was a young boy his family was a victim of social injustice. They were part of poverty and gang violence. I am fortunate enough to say that I was not a part of poverty of major social issues. However , I did have family members who had their run-ins with the law and became a part of the social problems that we now face, such as poverty, gangs, drugs, teenage pregnancy and child neglect and abuse to name a few. Luis Rodriguez talks about his struggles as a child through adulthood as well as the struggles of his family. In his books he always mentions mentors, people who helped him attain social change, in his case the name of his mentor was a man named Chente. I believe everyone has an opportunity to change their situation, but there needs to be a person who cares enough to guide them into the right light. Many times it not only takes a person but it also takes the resources to create a social change. I am a believer if you give some of these troubled people or kids the right tools or lead them to a proper environment you could make a difference. For example for kids in a bad neighborhood, if you provide a safe place for them to go and give them activities to keep them out of trouble you can keep one or two of them from falling in to what could be called social problem. If more people cared and became involved in their local community they could achieve social change. There are different ways to make others aware of social problems and there are several ways make a difference. Luis Rodriguez’s approach was to share his own story with others. By writing about his own life and his struggles he was also able to talk about his story and help others. He was able to make a difference when he went to jails to talk to others that had become society outcasts. Others that heard his stories not only heard the stories but they heard hope. They realize that there are people that care about them and there are others like them that found change. I may not have the street stories but I what I have is the ability to show the kids I work with that they are special. Some start with me with no self-esteem or confidence in themselves and I just give them the tools and the knowledge to change that in them. I have accomplished to change these kids from falling into the track. With each spin, footwork and each jump, I showed them how to land cleanly and if the fall I teach them they just need to get back up and keep going. This is how in my way I am helping these kids not become social statistics and in turn they can later help others be better people.

-Sandra Pelko