Social Justice for the Classroom: Part 2 of a Two-Part Series

In my previous post, I suggested we must capitalize on the momentum of social justice movements aided and propelled by social media. How, I asked, can we educate our youth and emphasize to them the possibilities for “doing good” through the technology they use every day? For those taking up this question—activists, educators, artists, and others—this is an exciting time. Never before have we had access to so much information and ways to share ideas and our stories. As an educator and activist, I am empowered by these tools in conjunction with the new Common Core Education Standards emphasis on teaching nonfiction: It’s a perfect opportunity to re-emphasize current events and civics education. And so I created the American Justice Missing in Action Project (#ajmia), ( a new initiative dedicated to engaging students in conversations about race, class and gender—what I call the intersections of injustice.

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Partnering for a Cure

ALR Students

By Katherine Cho, Colin Powell Center Service-Learning Coordinator

The 2012 Fall Semester partnered service-learning professor Lynne Scott-Jackson and her Public Relations writing class with the Alliance for Lupus Research (ALR).  Alliance for Lupus Research, the world’s largest private funder for lupus research, focuses on preventing, treating, and curing lupus.  (For more information, please visit ALR’s website.)

ALR’s Adrienne Herrera, Courtney Love, and Elizabeth Vega introduced the organization’s mission and present information about lupus to Lynne’s class. After the initial meeting, students separated into the following groups: women, men, college students, children, physicians, and immigrants. The students, then used the semester to research their respective target audiences, create promotional materials such as radio sound bytes, and narrow recommendations to give at their end-of-semester presentation.

During the final presentation, students wowed the ALR staff with their recommendations. In particular, student presenter, Tonye Foshta-Lynch discussed reaching physicians and multi-cultural health blogs since lupus disproportionately African-Americans, Latin@s, Asians, and Native Americans. She continued with recommendations of creating children-friendly pamphlets and coloring books about lupus in order to jumpstart children’s education about the disease.  Similarly, Raras Nikentari also recommended targeting medical student blogs to ensure that these future physicians would have up-to-date information about lupus research, prevention, treatment, and diagnosis.

The closing remarks and subsequent Q&A turned into an impromptu focus group for ALR as students shared their own trends, tips, and experiences with social media, from Twitter to Tumblr, to Wordpress and Pinterest.  By being one of the targeted groups, students were able to provide relevant data to ALR, just through their own experiences of hash tags, Facebook likes, and comment posts.

For Lynne, who has had several community partners in the years she taught service-learning, she described this experience as especially meaningful due to the deeper connection she had with the organization.  ALR and Lynne’s relationship first started the summer prior when Lynne joined ALR’s  Multi-Cultural Task Force, and through those meetings, she was able to forge a relationship that delved deeper to address ALR’s focus. Her class described a similar sentiment; several of the students had personal connections with lupus, expressing this partnership as one that hit close to home and gave them new tools, rhetoric, and vision to help spread lupus awareness and fight for a cure.

The Demise of the Last Pharoah

Congratulations to the Egyptians for gaining their deserved freedom from the tyrant, Hosni Mubarak "the last Pharaoh" and finally liberating the state from the authoritarian regime. What a spectacular way for them to end this authoritarian regime. This demonstrates the great power that existed within the Egyptian society in taking things into their own hands. Who would have thought that tools like Facebook, Twitter, and the Internet in general could be such a catalyst in mobilizing the Egyptian people for bringing an end to tyranny in their land, from the heart of Liberation Square (Tahrir Square). There are numerous lessons that humanity can learn from these peaceful protests in Egypt, which brought an end to the three decades of authoritarian rule. Three points come to mind about this historic January 25 revolution in the land of pyramids. The first lesson is that there is nothing that ordinary people cannot do when they come together to bring about real change even if this means facing the tanks and the brutality of the state police.

The second lesson is that the actions of authoritarian regimes against their own people are unacceptable, the world over, and no matter how long these systems exist they will end. The Egyptian regime, in attempting to stay in power as long as it could, utilized all the state mechanisms to suppress its people, jailing all dissidents and increasing the police in the streets to keep things under control. Since these actions were not built on the will of the people (the governed), they failed miserably. The most important thing in the twenty first century is accountability to your own people as a state, and since the Egyptian government has never been in touch with the poor people and never answered their demands, the result was that the very people it tried to suppress brought it down. Therefore, it meant injustice might last for a while, but not forever. The events in Egypt have shown the world that nothing is impossible if people try hard enough to gain their freedom and civil rights. No matter how long they stay in power, their citizens would always find ways of expressing their opinions.

This leads me to my third point, which is the issue of legitimacy, accountability, and the social contract between the people and the state or in other words the relationship between a government and the governed. According to John Locke, the great social scientist, people in a social contract give up their rights to the state willingly on the condition that the state protects their lives, assets, and organizes their day-to-day affairs. What has become clear from watching the protests in Egypt over the past three weeks is that this contract between the government and the people has not been respected by the authoritarian regime, which over the course of thirty years of existence committed many human rights violations, and crimes against its own people. Once this trust between the government and the governed elapsed, it became impossible for the Egyptians to live under this regime and hence they took to the streets to demand their rights.

A clear message has been sent to authoritarian rulers the world over that they can no longer do business as usual with their citizens. Long live the power of the people. Hashim Hassan is a former Colin Powell Fellow ('10) and a graduate of the City College of New York.