Every registered person is welcomed to attend any of the breakout sessions listed below. Mental health professionals can receive 1.5 continuing education (CE) credits sponsored by the UF Counseling & Wellness Center for attending one of the identified CE presentations each day.
Breakout Sessions 1: Friday, January 26, 2018 from 1-2:30pm
Social Justice Lawyering (1.5 CEs offered; Room 2335)
The Social Justice Lawyering course at the UF Levin College of Law explores how legal practitioners can promote the principles of life, liberty, and pursuit of happiness as inalienable rights; the legitimization of governmental power; and the equality of all citizens – especially among individuals and communities that are marginalized and underrepresented. The course emphasizes practicing law to improve individual and collective well-being, human dignity, and the balance of power and wealth in our society. Applied service learning projects are an important part of the course. These group projects are conducted on behalf of legal organizations and community groups, under the supervision of licensed attorneys, to address social injustices currently impacting Floridians and resulting in applicable research and legal tools. After a brief introduction of the course and projects, two law students and one practitioner will focus on three projects from the Fall 2017 semester. They will share perspectives on the projects’ outcomes and value as learning experiences. The three projects to be discussed are: Transgender Name Change Online Initiative; Addressing the Crisis in Access to Civil Justice; and Housing Rights for Returning Citizens.
Teaching in the Age of Trump(ism) (Room 2330)
As evidenced by white supremacist Richard Spencer’s unwelcome (and unsuccessful) visit to the University of Florida campus, this session is dedicated to a critical interrogation of activism, allyship, and politics in the classroom, and the university, more broadly. Bringing together doctoral students and faculty from the humanities, education, social sciences, and STEM fields, this panel will take to task the following questions: What is the role of the educator in a politically divisive time? How do the intersections of class, disability, ethnicity, gender, race, religion, and sexuality animate how educators approach teaching taboo or difficult subjects in the classroom? How do students, particularly those from marginalized communities, assess the classroom and/or institutions of higher education as encouraging (or unsupportive) spaces for their sociopolitical exigencies, concerns, and activism. Panelists will then explain their implementation of distinct pedagogical strategies, discuss their use of various pedagogical resources, and describe how these strategies and resources have either hindered and/or facilitated their efforts of integrating politics into the classroom.
Social Justice and Political Advocacy (Room 2325)
We often know more than politicians do about our areas of focus and it is important to advocate for ourselves and those we serve. This presentation will focus on engaging students in experiential learning opportunities focused on social justice and advocacy. Attendees will learn about ways to participate in legislative advocacy; discuss examples of involvement of counselors, educators, and students; and explore how involvement assists with developing Social Justice Advocacy Competencies. Finally, the presenters will outline the steps for facilitating a Day on the Hill experience.
Allyship Beneath the Surface: Deconstructing Political Views to Encourage Empathy (Room 2320)
The Deferred Action for Childhood Arrivals (DACA) was enacted by former President Barack Obama, in order to offer individuals, who entered the country undocumented as minors, the opportunity to receive a renewable two-year period of deferred action from deportation and to be eligible for a work permit. As early as March, it is alleged that 800,000 young adults brought to the United States illegally as children who qualify for the program, Deferred Action for Childhood Arrivals, will become eligible for deportation. The issue continues to divide the country, and interventions are needed to help facilitate the conversation. The need for these conversations is also relevant and timely due to the fact that the protection of DACA recipients is unclear under the current administration. This presentation will provide interventions that promote allyship by assessing values and beliefs. By deconstructing individuals’ political views, one can better assess their core values and used these to logically think through their perceptions about DACA.
Breakout Sessions 2: Saturday, January 27, 2018 from 3-4:30pm
Queer in the Capital: Allyship within the LGBTQ+ Community (1.5 CEs offered; Room 2365)
Our presentation will explain the politics of identity within the LGBTQ+ community, which has historically marginalized members within its own community. We will utilize our research from Pride weekend in Washington, D.C. as a springboard to critique the LGBTQ+ movement and propose how allyship can be enhanced within the community. This presentation will take a critical, intersectional approach to demonstrating how there is much room for improvement around LGBTQ+ organizing. Those attending will be able to critique the movement by analyzing interview excerpts and applying these insights to the discussion.
Identifying and addressing mental health disparities in the Gator Nation using electronic medical records (1.5 CEs offered; Room 2335)
We will discuss results from three research studies conducted by the UF Student Health Care Center Epidemiology Working Group to better understand the epidemiology of mental illness among the UF student body. A discussant will introduce the symposium and the motivation behind it, followed by a discussion on the demographic and clinical correlates of cocaine misuse and dependence among the UF student body. Next will be a presentation on the disparities in mental illness diagnoses between graduate and undergraduate students. The last research presented will be by Bethan Shipway on social disparities in care-seeking for sexual assault on campus. The symposium will conclude with a debrief and time for questions.
Advocating for Those who Identify as Transgender and Gender Non-Conforming (TGNC) (1.5 CEs offered; Room 2330)
Despite the large increase in transgender, non-binary, and gender non-conforming (TGNC) individual’s presence, research demonstrates that individuals identifying as a minority gender identity are at increased risk for experiencing discrimination and marginalization, which has been found to negatively impact mental and physical health. Social support plays a crucial role in the mental health and well-being of those who identify as TGNC. This presentation will familiarize attendees with vocabulary and concepts related to gender and sexual orientation. Presenters will also provide attendees with resources that will increase their ability to affirm, advocate, and educate on behalf of TGNC individuals. At the end of this presentation, attendees will have resources to advocate for this marginalized group and feel more prepared to have thoughtful discussions with others who may be less familiar with gender terminology.
Social Justice, Allies, Inclusion, Censorship and Intellectual Freedom (Room 2325)
Just over half of Americans believe it is okay to ban a book in certain circumstances , which represents a significant rise since the last Harris Poll about book banning and school libraries in 2011. Since 2015, challenges to materials featuring characters who are neither white, straight, nor gender normative continued to grow . At the core of intellectual freedom are the concepts of free access to information and free expression, but these freedoms also intersect with, and often are in direct conflict of, our ability to provide a welcoming, inclusive, and safe environment for underrepresented groups. What are the implications to society and the academy if the result of creating an inclusive, safe environment results in forms of censorship? This workshop aims to educate attendees about intellectual freedom issues on campuses of higher education while also challenging participants to assess the validity or invalidity of censorship for writings and speech acts that may be disturbing or offensive to underrepresented populations. As tensions on college and university campuses continue to rise over intellectual freedom, and whether people should be allowed to promote incendiary or intolerant ideas, the methods allies must use to both balance the interests of underrepresented groups and continue to foster an environment that encourages critical thinking are of increasing importance. In addition, it is vital for allies to understand the cultural influence of books and speech acts from American history so that they can develop strategies to combat offenses against minority groups without resorting to censorship. In particular, this workshop will address the following questions: – What does intellectual freedom mean for allies? – How does access to historical materials that are offensive affect underrepresented groups in contemporary society? – Are these materials educationally unsuitable or pervasively vulgar? – How can allies encourage critical readings of historical books and ephemera that are offensive? It is the hope of the presenters that attendees will learn how to reconcile unfettered expression with necessary and acute demands for greater equality, representation, and inclusion.
Expanding the Intra and Inter-Community Allyship Networks for Latinx Non-Conforming Individuals (Room 2320)
The Latino community in the United States, as of July 1 2014, consists of 55 million people, making it the largest minority group in the country (United States Census Bureau). In light of this expansion rate, it is important to begin exploring topics that have been not only excluded from academia, but also erased from a national narrative in hopes of obfuscating the presence of these sexual, racial, and ethnic minorities in the United States. The utilization of the term Latinx has grown in the last few years, mainly resulting from activists’ work and the community’s effort to be more conscious of its gender non-conforming individuals. The term itself allows queer people to live outside of the stringent male-female gender binary while still places these individuals solidly within the lager Latinx community. Moreover, the act of being able to occupy and own a Latinx experience as a gender-non conforming individual provides queer Latinx people with the flexibility and freedom to express and perform their queer identities in a genuine manner, while continuing to be rooted in a Latinx experience. It is important to create the type of allyship network that extends across cultural boundaries and fosters intra-community relations. Gender-non-conforming Latinx persons constantly face discrimination as a result of their gender expressions, minority status, and immigrant status. In turn, it is important to construct allyship networks that offer interventions that aid their communities of origin to be more inclusive of these members. The information will be shared with the summit attendees via powerpoint/prezi. Additionally, we plan to provide the summit attendees with worksheets and interventions.
Problematizing Monoglossic Language Ideologies and Forming Allies for Bilingual Learners (Room 2315)
Monoglossic language ideologies view monolingualism as the norm whereas heteroglossic language ideologies treat bilingualism as the norm. Stemming from its nationalist roots to preserve a unified national identity for a newly founded republic (Flores & Schissel, 2014; Kaestle, 2011; Ricento, 2005), monoglossic language ideologies find their way into education and address linguistic diversity from two approaches. The first approach is subtractive bilingualism, which openly advocates for monolingualism and argue that emergent bilingual students should either transition from or replace their home language to the language of the dominant society. The second approach is additive bilingualism in that it advocates for the development of balanced bilingualism- equal competencies in two languages. Although additive bilingualism advocates bilingualism, bilingualism is understood only in relation to monolingualism (Flores & Schissel, 2014, p. 457). Within such a framework, bilingualism is viewed as double monolingualism, which expects emergent bilinguals to achieve the standard proficiencies normed by native-speakers. In this symposium session, I will problematize the standard driven reforms, stating that even educational reform initiatives that advocate the development of bilingualism can do so through the use of monoglossic language ideologies that may marginalize the fluid language practices of bilingual communities that do not conform to the idealized language practices of double monolingualism (Flores and Schissel, 2014, p. 457). The learning goals of this session are, firstly, to help the audience make the connection between the monoglossic ideologies and the accountability movement, and reveal that the legacies of No Child Left Behind (NCLB) continued to reproduce the monoglossic ideologies by eliminating the word bilingualism from the legislation and names of government entities. Secondly, by drawing on data from a study in a high school English to Speaker of Other Languages (ESOL) class, this session aims to disrupt the pejorative narrative that frames emergent bilinguals and their underachievement as a problem (Gutierrez & Orellana, 2006; Ruíz, 1984) to show how a group of high school emergent bilingual students utilized translanguaging strategies during reading activities in natural and creative ways in a translanguaging space (Li Wei, 2014). Thirdly, this session will go over ways in which teachers, school administrators, and community resources can form allyship to advocate for emergent bilingual students in and out of schools.