Race, Class, & Immigration

One Week of Poems on Love and Terror

By adrienne maree brown

In this moment, when the future is so uncertain, Praxis Center turns to poetic offerings by adrienne maree brown. As she wrote on her blog, “i still believe it is the core work of our species – to reason, to feel, to reconcile power and brilliance and compassion, to expand into our miraculous potential. i am relinquishing whatever illusions make me think i know the future, and making more room to co-create something worth living into. i am learning to create futures/poems/stories about what i don’t know, what i can’t explain, where i am not sure.” 

As we continue to do the work of building a more humane and just world, our words can help move, shape, and inspire us. We are “learning as we go.”

Hip hop, grit, and academic success

https://youtu.be/tkZqPMzgvzg This impassioned talk explains how students who identify with Hip Hop culture have been ignored or deemed deficient in schools because of mainstream misconceptions associated with Hip Hop culture. Through Hip Hop, these students embody the characteristics of grit, social and emotional intelligence, and the act improvisation- all of which are proven to be predictors for academic success. So where is the break down between formalized education and the potential for success for these students? Dr. Love argues that ignoring students’ culture in the classroom is all but an oversight; it’s discrimination and injustice that plays out in our culture in very dangerous ways.

Other[ed.]: What is decolonizing education in the post-secondary setting?

https://www.youtube.com/watch?v=224O0tHb4NM The video “Other[ed.]: What is Decolonizing Education in the Post-Secondary Setting?” was created as a part of the 2014 University of Toronto’s International Day for the Elimination of Racial Discrimination (IDERD) Communications Campaign, observed annually on March 21st. The objective of the video is to explore the diverse perspectives on the meaning of decolonizing education; decolonizing practices (i.e. what it looks like inside and outside of the classroom, in teaching, and in institutional policies, practices and structures); and in its linkages to anti-racism change. Though decolonization references specific present day implication for both North American and transnational indigenous peoples (Tuck and Yang, 2012), we are conscious of the fact that the concept “decolonizing education” can also have a multiplicity of meanings from a number of different perspectives. It is some of these perspectives that we hope to highlight, in collaboration with students, faculty, staff and post-secondary institutions as a…

#decolonizingonebeadatatime: Resistance with Nicole Cardinal from the Dakelh Nation

By Shayna Plaut

Nicole Cardinal is a self-described “matriarch-in-training” from the Dakelh Nation and “a First Nations and Indigenous Studies Warrior.” Deeply committed to her schooling as a mature undergraduate student at the University of British Columbia (UBC), her number one priority is raising her two young girls with her husband “in the most traditional way possible in urban Vancouver.” In 2015, she made the short four-minute film Resistance as a part of her Indigenous film class at the University of British Columbia (UBC). The film has gained a life of its own that extends far beyond the classroom walls. Resistance details Nicole’s journey into disrupting the ongoing colonial educational system and how she reclaims space – and truths – inside and outside of the classroom through traditional and Western knowledges and practices.

Beyond Reform: Abolishing Prisons

https://youtu.be/JFTRn_sIGiQ Maya is Truthout’s editor-in-chief and the author of “Locked Down, Locked Out: Why Prison Doesn’t Work and How We Can Do Better.” Maya serves on the Board of Advisors at Waging Nonviolence The United States has the highest imprisonment rate in the world. But is the problem simply that too many people are incarcerated–or is incarceration a problem, in and of itself?The US prison system, which is grounded in racism and economic injustice, is inherently destructive and must be abolished.


This syllabus project contributes to the already substantial work of the Sacred Stones Camp, Red Warrior Camp, and the Oceti Sakowin Camp to resist the construction of the Dakota Access Pipeline, which threatens traditional and treaty-guaranteed Great Sioux Nation territory. The Pipeline violates the Fort Laramie Treaty of 1868 and 1851 signed by the United States, as well as recent United States environmental regulations. The potentially 1,200-mile pipeline presents the same environmental and human dangers as the Keystone XL pipeline, and would transport hydraulically fractured (fracked) crude oil from the Bakken Oil Fields in North Dakota to connect with existing pipelines in Illinois. While the pipeline was originally planned upriver from the predominantly white border town of Bismarck, North Dakota, the new route passes immediately above the Standing Rock Sioux Reservation, crossing Lake Oahe, tributaries of Lake Sakakawea, the Missouri River twice, and the Mississippi River once. Now is the time to…

Dreams for My Daughter

By Michelle Lugalia-Hollon

Several months ago, during my daughter’s night time bath she pointed out that she wasn’t white like the tub, she was black, “like mommy.” I was thrilled! “That’s right!” I affirmed.

“My biracial toddler identifies as black!” I thought to myself, and she was proud of it. My excitement and validation didn’t last long as I realized that someone had probably told my daughter that she was black and it wasn’t me. Who pointed this out to her? What was the context of the conversation? Did they talk about the fact that she had a white father? How did they settle on black vs. white vs. biracial? Who told my daughter she was black and in that process what part of her did they negate?