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2017 K-12 Global Education Symposium

October 26-27, 2017

The Friday Conference Center

1.5 CEU offered


UNC School of Education

Our global education symposium in Chapel Hill will feature short plenary talks and sessions on human rights issues to increase awareness of human rights and social justice issues and to provide pedagogical strategies and resources for integrating human rights and social justice issues into teaching.

World View’s symposia are planned three years in advance based on the needs and wants of educators to prepare students to be engaged in an interconnected and diverse world. This program is being designed to meet the global education needs of K-12 classroom teachers, administrators, media coordinators, specials and electives teachers, other school professionals, central office and all educators seeking the Global Educators Digital Badge.

Schedule  |  Speakers |  Special Features |  Learn by Doing  | Concurrent Sessions |  Sponsors  | Exhibitors |  Program Material  |  Lodging & Directions


View a PDF of the program here. Participants will receive a printed copy at the symposium.

 8:30 a.m. Welcome
Charlé LaMonica, Director, World View, UNC-Chapel Hill
Carol Tresolini, Vice Provost for Academic Initiatives, UNC-Chapel Hill
 8:45 a.m. Plenary Talk 1: Setting the Stage – What Are Human Rights? And Why Do We Need Social Justice?
Robin Kirk, Co-Director, Duke Human Rights Center and Lecturer, Department of Cultural Anthropology, Duke University
 9:05 a.m. Plenary Talk 2: Setting the Stage for Experiential Learning and Human Rights
Cheryl Mason Bolick, Associate Professor
Jocelyn Glazier, Associate Professor
Suzanne Gulledge, Clinical Professor and Faculty Chair
School of Education, UNC-Chapel Hill
With testimonials from educators: Danae Shipp, Amber Jones, Roxana Rojas-Sierra, Jen Painter, Erin Eddy, Sarah Waddell, J’Taime Lyons, Charlie Butchart, Anna Spangler
 9:30 a.m. Plenary Talk 3: Conflict Kitchen: Skies and Seas were Pasted Together
Dawn Weleski, Artist and Co-Founder, Conflict Kitchen
 10:15 a.m. Break, Exhibits and Passport to Knowledge 
 10:45 a.m. Deep Dive: Human Rights Issues Part I
(small group sessions offering a deep dive into a human rights issue: 10 sessions)
 11:35 a.m. Deep Dive: Human Rights Issues Part II
 12:20 p.m. Conflict Kitchen Lunch and Exhibits
 1:30 p.m. Strategy / Resource Sessions Part I
(interactive sessions highlighting a resource or teaching strategy: 10 sessions)
 2:15 p.m. Break, Exhibits and Passport to Knowledge
 2:45 p.m. Strategy / Resource Sessions Part II
 3:30 p.m. Interactive Labs
(10 sessions)
 5:00 p.m. Adjourn for the day. Exhibits available.
 8:30 a.m. Welcome
 8:40 a.m. Plenary Talk 4: Human Rights and Social Responsibility: A Global Perspective
John Cox, Associate Professor of International Studies and Director of the Center for Holocaust, Genocide & Human Rights Studies, UNC Charlotte
 9:05 a.m. Plenary Talk 5: Bridging Global Connections with NewsArts
Fareed Mostoufi, Senior Education Manager, The Pulitzer Center, and Skype with Daniella Zalcman, Journalist
 9:45 a.m. Break, Exhibits and Passport to Knowledge
 10:00 a.m. Reflection: Where Have We Been and Where Are We Going?
1. Action Plan and Curriculum Team Meetings: Developing a Plan for Your
School or District
2. How to Facilitate Courageous Conversations on Human Rights and Social
Justice Issues
3. World Café Reflection: Small Group Discussions
 10:45 a.m. Plenary Talk 6: Being a Bridge
Thomas RaShad Easley, Hip-Hop Forester
 11:15 a.m. Closing Talk: All That We Mean by Justice is Love When it Comes Into the Public
Omid Safi, Professor of Asian and Middle Eastern Studies and Director of the Duke Islamic Studies Center, Duke University
 12:00 p.m. Adjourn
*Thomas RaShad Easley will be available to sell and sign albums in the atrium after the adjournment.


Cheryl Mason Bolick, associate professor at UNC-Chapel Hill’s School of Education, teaches courses in the culture, curriculum and change area, the M.Ed. for Experienced Teachers program and in the Elementary Education program. Cheryl’s scholarly interests center on how technology is integrated into the social studies classroom, and her research is grounded in the integration of technology into social studies teaching and learning. She is currently working on a study of elementary preservice teachers’ understanding of children’s historical thinking and on teachers’ experiences in learning with digital history materials. She has an M.Ed. and Ph.D. from NC State University.
John Cox is a professor of global studies and history at UNC Charlotte, where he directs the Center for Holocaust, Genocide & Human Rights Studies. Before coming to UNCC six years ago, John founded and directed a genocide and human rights studies center at Florida Gulf Coast University. Cox earned his Ph.D. at UNC-Chapel Hill in 2006. He has written and lectured widely on genocide, human rights and resistance to Nazism and other oppressive systems. He recently published a book on modern genocide and racism, To Kill a People: Genocide in the 20th Century. His other publications include a book on anti-Nazi resistance, Circles of Resistance: Leftist, Jewish, and Youth Dissidence during the Third Reich. Some of his other writings can be found on his page. He is an activist as well as an educator and scholar, and is currently involved in local and national efforts in solidarity with immigrants and refugees.
Thomas RaShad Easley has spent most of his career as a diversity professional focused on the recruitment, retention and diverse talent in natural resource disciplines. He serves as the diversity director of the College of Natural Resources at NC State University, where he teaches courses, counsels students and consults with faculty and staff on programming ensuring they are inclusive to all populations. As a professor, he has designed numerous courses and now teaches a course on diversity and environmental justice, and he leverages his background in forestry, genetics and education to do community workshops, course lectures and provide diversity facilitation. He earned his undergraduate degree in forest science from Alabama A&M University, his master’s degree in forest genetics from Iowa State University and his doctorate in adult education from NC State University. Easley is also an Eagle Scout and a musician known by RaShad in the world of music. His art is called “Save Your Life Music” because he puts a message of love, embracing self and helping others in his music.
Jocelyn Glazier is an associate professor at UNC-Chapel Hill’s School of Education. Previously a teacher of high school English and English as a second language, Jocelyn entered graduate school to explore how to better support teachers in creating and enacting meaningful, equitable and transformative curricula and pedagogy. During her studies, she became particularly interested in the ways teacher education could be structured to help teachers address the needs of all students, especially those historically marginalized. She has her M.A.T. from Tufts University and her Ph.D. from Michigan State University.
Suzanne Allen Gulledge is a clinical professor of teacher education, curriculum and instruction, and international and experiential education. She was named a UNC-Chapel Hill University Engaged Scholar in 2009. International and global studies and community-based service learning are among her teaching and research interests. With Ulteschi, Entrepreneurship Initiative and Center for International Studies grants she developed and continues to teach community-based and study abroad courses. She is active on the Carolina campus in faculty governance and in interdisciplinary academic activities. She has a doctorate in curriculum and instruction from Duke University.
Robin Kirk is the faculty co-chair of the executive committee of the Duke Human Rights Center at the Franklin Humanities Institute. An author and human rights advocate, Kirk directs the Belfast program for DukeEngage, in partnership with Healing Through Remembering, an extensive cross-community project dealing with the legacy of past conflict and human rights. She is a lecturer in the department of cultural anthropology. Kirk has written three books, including More Terrible Than Death: Massacres, Drugs and America’s War in Colombia and The Monkey’s Paw: New Chronicles from Peru. In the fall of 2006, she was a Fulbright lecturer at the Human Rights Center at Istanbul Bilgi University in Turkey. Kirk authored, co-authored and edited over twelve reports for Human Rights Watch, all available online. Kirk has been published in The New York Times, Washington Post, Sojourners, The American Scholar, the Raleigh News and Observer, the Boston Globe and other newspapers.
Fareed Mostoufi is part of the education team at Pulitzer Center, where he focuses on designing classroom resources and connecting journalists to students. He has been a freelance curriculum writer for Pulitzer Center for several years, but he joins the team after working for nearly four years as a theater artist and educator in the community engagement department at Arena Stage in Washington D.C. While at Arena, Fareed devised and directed original, autobiographical plays with communities in Washington D.C., Peru, India and Croatia that explored violence, health and identity. Before that, Fareed taught ESL and Spanish in D.C. Public Schools. As a recipient of a 2009 Fulbright Scholarship to Argentina, he also taught culture, literature and playwriting at a teachers’ college in San Miguel de Tucuman. In collaboration with the Ministry of Education there, he created the workshop Drama Techniques for English Language Learners, which was presented to more than 400 teachers in the Tucumán province. Fareed received his BFA in dramatic writing from New York University in 2008 and his MA in teaching from American University in 2012. He is passionate about social justice and is a firm believer in the power of storytelling to cultivate empathy.
Omid Safi is a professor of Asian and Middle Eastern studies at Duke University, where he is the director of Duke Islamic Studies Center. Safi specializes in Islamic mysticism (Sufism), contemporary Islamic thought and medieval Islamic history. He is the past chair for the Study of Islam, and the current chair for Islamic Mysticism Group at the American Academy of Religion. Before joining Duke University, Safi was a professor at the University of North Carolina at Chapel Hill. He blogs at On Being.
Daniella Zalcman is a documentary photographer based between London and New York. She is a multiple grantee of the Pulitzer Center on Crisis Reporting, a fellow with the International Women’s Media Foundation and a member of Boreal Collective. Her work tends to focus on the legacies of western colonization and regularly appears in The Wall Street Journal, Mashable, National Geographic and CNN, among others. Her photos have been exhibited internationally, and she regularly lectures at high schools, universities, museums and conferences. She graduated from Columbia University with a degree in architecture.

Special Features

Wendi Pillars will be acting as a graphic facilitator during the symposium, “drawing” the presentations. Wendi, a National Board–certified teacher, has been teaching English language learners in grades K-12 for over 20 years, both stateside and overseas. She also works as a facilitator with the Teacher Leadership Institute, where she guides emerging teacher leaders in playing more consequential roles in shaping educational policies and practices. She is the author of Visual Notetaking for Educators: A Teacher’s Guide to Student Creativity, and a frequent contributor to EdWeek and other educational platforms. Wendi is an active member of the Center for Teaching Quality Collaboratory, a Global Classroom Fellow through the State Department and a Grosvenor Teacher Fellow. She is focused on providing brain-changing and perspective-changing learning opportunities with language learners and loves to explore new ideas with her students. Find her on Twitter @wendi322.

REFUGEE, the multimedia art exhibition, will be available for participants to view during the symposium. REFUGEE is organized by the Annenberg Space for Photography and hosted by the Friday Conference Center. Don’t miss an opportunity to see this amazing exhibit and learn more about refugees at the symposium.



Dawn Weleski is an artist and the co-director of Conflict Kitchen, a former restaurant that only serves cuisine from countries with which the U.S. government is in conflict. Conflict Kitchen uses the social relations of food and economic exchange to engage the general public in discussions about countries, cultures and people that they might know little about outside of the polarizing rhetoric of governmental politics and the narrow lens of media headlines.


Learn by Doing

There will be many experiential learning activities and exhibits at the symposium, including virtual reality glasses used with 360° tours of refugee camps and more. World View invites participants to “learn by doing” with these hands-on activities focused on human rights and social justice.

Concurrent Sessions

Deep Dives
(small group sessions offering a deep dive into a human rights issue)
Refugee Protection Today: Conflict and Potential [K-12]
Niklaus Steiner, Director, Center for Global Initiatives, UNC-Chapel Hill
The protection of refugees today stands at a precarious place. The number of refugees worldwide is at a high point, while the commitment to protect them continues to drop. Liberal democracies are especially torn between their stated commitment to helping refugees as part of a larger human rights agenda and their increasingly restrictive rhetoric and action. This tension raises many difficult political and ethical questions but also offers the opportunity to rethink what refugee protection can and should look like.
Global Refugee Crisis and Implications for Refugee Resettlement and Immigrant Populations in NC [K-12]
Ellen Andrews, North Carolina Area Director, Church World Service, Immigrant and Refugee Program
This session will provide background on the global refugee situation as well as detailed information about the resettlement process to North Carolina. Educators will learn background and cultural information on refugee populations arriving to NC, and the session will provide ample opportunity for participant-participant and participant-presenter interaction. The focus will be on facilitating an increased understanding of the general situation of refugee and immigrant students and their families, and sharing ideas on integrating this knowledge into classroom settings.
Two Hidden Children: A Holocaust Story [K-12]
Shelly Weiner, Holocaust survivor
Rachel Kizhnerman, Holocaust survivor
Shelly Weiner: I was born in Rovno/Rivne, Poland. I was four years old when the Nazis invaded my town. Laws forbidding Jews from work and school were passed, and our family realized that all Jews would be killed or deported to camps. A farmer in a nearby village hid us for 28 months on top of his barn and in an underground bunker. There were four of us: my mother, myself, Rachel (Raya) and her mother. In 1949, after the Second World War, my family came to the US. I grew up in Philadelphia and have been living in Greensboro since 1972. Raya and her mother decided to stay in Russia after the war. Raya went to school in Ukraine and then moved to St. Petersburg, where she went to college. In 1980 she and her mother came to the US and moved to Greensboro. We will be talking today on our memories and experiences as young children hidden during the Second World War. We will also screen “Return to Rovno/Rivne,” a film that shares our lives.
Rebelling as Indians: Indigenous Rights Movements in Today’s Latin America [K-12]
Rudolph Colloredo-Mansfeld, Senior Associate Dean for Social Sciences and Global Programs in the College of Arts and Sciences, UNC-Chapel Hill
After decades of integrating with national society, indigenous peoples surprised the citizens of Ecuador with a series of popular uprisings in the 1990s and 2000s. Native leaders fought to define different models of economic development for their own communities. Promoting their political autonomy, they challenged the nation to rewrite the constitution to recognize multiple cultures. In 2017, the consequences of the indigenous movement are still being made clear – both within and well beyond Ecuador’s borders. In this presentation, we will learn about contemporary Andean peoples and the important lessons of race, inclusion and economic progress that they offer the world.
Global Health Equity: Eliminating Disparities and Upholding Human Rights [K-12]
Katherine L. Turner, President, Global Citizen, LLC Consulting and Adjunct Faculty, UNC-Chapel Hill
Health disparities abound at global and national levels. There are significant disparities in health indicators among countries, with some countries’ health systems unable to provide basic care for all residents. At the national level, health disparities based on race and ethnicity, socioeconomic status, gender, age, geography and other factors persist. Numerous international human rights declarations signed and ratified by most nations recognize health as a human right. In this engaging and thought-provoking session, we will discuss a broad overview of global public health disparities, explore health as a human right and outline what is needed to achieve equity. Resources for educators to integrate these topics into their classrooms and programs will be provided.
Make Education a “Way To,” Not a “Way Out”: Lessons from Work in Communities Around the World [K-12]
Chadd McGlone, Executive Director, Teachers2Teachers Global
Carlos Vieira (via Skype)
Providing education in high needs communities can change the lives of its residents, if teachers know how to provide it and students see what they are learning as valuable. In this presentation, we will talk about what Teachers2Teachers Global is doing in communities around the world: working with teachers to educate first-generation students. Via Skype, participants will learn from Carlos Vieira, who lives in a remote community in the jungle of Ecuador, about how education has impacted that community. Finally, participants will discuss the role of global education and culturally-relevant lessons in their classrooms.
Understanding Accountability for Torture and Extraordinary Rendition: Applying International, Federal and State Human Rights Laws and Principles [K-12]
Deborah M. Weissman, Reef C. Ivey II Distinguished Professor of Law, UNC School of Law
Following the attacks of September 11, 2001, the US dramatically expanded the use of extraordinary rendition, an intelligence-gathering program through which individuals suspected of terrorism were abducted and transported beyond the reach of the law, held incommunicado and interrogated by torture. Detained for years, many victims were never formally charged with any crime, never given the opportunity to contact their families or an attorney and were eventually discarded once the CIA realized that these individuals had nothing to do with terrorist threats. These acts occurred despite international treaties and federal and state statues that prohibit such acts. This presentation will examine efforts to combat actions of facilitating expanded extraordinary rendition.
The Danger of a Single Story: Understanding and Teaching Genocide [K-12]
John Cox, Associate Professor of International Studies and Director, Center for Holocaust, Genocide & Human Rights Studies, UNC Charlotte
Over the last two or three decades, substantial progress has been made in the teaching of the Holocaust in our middle and high schools as well as universities. Hitler and the Holocaust, though, should not be treated in isolation from the histories and traditions that made them possible. In ideology as well as practice, the German Nazis invented little if anything: they borrowed from centuries of European antisemitism, racism, mass violence, colonial practices and genocide. This session will offer ideas on how, with care and sensitivity, to understand and teach Nazism and the Holocaust as part of a longer history – a history that has not ended.
From Food Production to Food Sovereignty: Asking the Right Questions in Our Drive to Feed The World [K-12]
Amy Cooke, Director, Undergraduate Studies and Lecturer, Curriculum for the Environmental and Ecology, UNC-Chapel Hill
Nearly 800 million people in the world suffer from chronic undernourishment. Improving this number is a major goal of national and international agencies, companies and non-profits, but how to do it is a contentious issue. In this session we will examine the questions we ask about hunger and the world’s poorest. In particular, how do different answers shape the choices available to the hungry and their communities?
Enhancing Awareness of Human Trafficking in Schools: Part 1 [6-12]
Nancy Hagan, Project Site Coordinator, Project NoREST, UNC-Chapel Hill
Educators interact daily with children who may be at risk of becoming, or who may already be, victims of human trafficking. During this session, participants will be offered an overview of human trafficking that presents the definition, nature and scope of sex and labor trafficking. This session will identify indicators of student vulnerabilities to trafficking, recruitment techniques used by traffickers and the impacts of exploitation on victims, and will include community resources, prevention techniques and action steps for educators. The presenter will use a variety of methods, both didactic and interactive, to engage participants. Questions and answers will be considered throughout.
Enhancing Awareness of Human Trafficking in Schools: Part 2 [6-12]
LB Klein, Doctoral Research Assistant, School of Social Work, UNC-Chapel Hill
Cynthia Fraga Rizo, Assistant Professor, School of Social Work, UNC-Chapel Hill
During this session, participants will be provided with an overview of recent mandates to teach about and respond to sex trafficking in schools. Session presenters will also discuss why schools are well-positioned to prevent and address sex trafficking. In addition, the session will introduce attendees to a project currently working to develop school-based content on sex trafficking, as well as protocols for identifying and connecting youth to needed community services. The majority of the session will be an interactive creative thinking session using the Charette Procedure.
Short Strategy / Resource Sessions
(interactive sessions highlighting a resource or teaching strategy)
From Global to Local: Bringing Global Reporting into the Classroom [K-12]
Fareed Mostoufi, Senior Education Manager, The Pulitzer Center
Migration. Global health. Conflict. Environmental sustainability. How do these global issues connect to local contexts? How do we bring these issues into the classroom? What role can journalism play in classrooms, and in the lives of our students? Participants will explore these questions in this interactive workshop led by education staff from the Pulitzer Center on Crisis Reporting. The session will include a combination of presentations and hands-on curriculum building activities. Participants will leave with tools to incorporate global reporting into their classes, as well as connections to journalists working on pressing world issues.
Using #OwnVoices Texts to Explore Human Rights and Social Justice in the Classroom [K-12]
Casey Rawson, Postdoctoral Research Associate, School of Information and Library Science, UNC-Chapel Hill
Kimberly Hirsh, Ph.D. Candidate, School of Information and Library Science, UNC-Chapel Hill
In response to the Charlottesville violence, author Jacqueline Woodson tweeted, “When you don’t know ‘how to talk about it,’ let some authors help you.” It can be difficult to introduce discussions about human rights and social justice in the classroom in a productive and respectful way, especially if you have never experienced the marginalization and oppression you’re discussing. This is where #OwnVoices texts – literature about diverse characters written by authors from that same diverse group – can help. In this session, we will share examples of #OwnVoices texts at all grade levels and how they are being used to facilitate teaching and learning about human rights, social justice and equity. Participants will be able to identify #OwnVoices literature and describe how these texts can help facilitate classroom conversations.
Teaching Human Rights with Carolina Navigators [K-12]
Elizabeth Bucrek, Carolina Navigators Program Manager and Instructor, The Center for Global Initiatives, UNC-Chapel Hill
In this interactive session, you will learn how Carolina Navigators makes it easy for you to teach about human rights, civil rights and other cultures in your classroom. An innovative service-learning program, Navigators works with UNC-Chapel Hill students with international expertise to create free global education resources for K-14 educators and students across the state. Participants will go on a virtual and hands-on tour of available global education resources, will take part in a model activity and will have the opportunity to explore the Universal Human Rights and United Nations, African American History and Culture and World Religions culture kits. Educators will also learn how to get their own free educational resources for teaching about human rights in their classrooms.
Voices from the Ground: Performance Art and Reciprocal Learning [K-12]
Dasan Ahanu, Public Speaker, Organizer, Workshop Facilitator, Poet, Spoken Word Performer, Educator, Songwriter, Writer, Emcee and Artist
This session will focus on the use of art in the classroom as a way of sparking crucial conversations about human rights and social justice. Looking at various examples of performance art from independent artists, the participants will discuss strategies for utilizing these examples with their students. The value of using independent artists is that it speaks to the value of grassroots voices. These artists are often creating from within the circumstances and obstacles they are addressing. What will students share and create based on what they see? This will be an interactive session centered on sharing, exploration and creativity.
Transform Your Teaching with the SDGs [K-12]
Kimm Murfitt, #TeachSDGs Ambassador and IB Coordinator, Winkler Middle School, Cabarrus County Schools
Heard about the Sustainable Development Goals, commonly known as the Global Goals, but feel uncertain as to where to start? This breakout session is designed for you! Intended as a launch pad for teaching the SDGs, teachers will leave with ideas for beginning this work with students and will gain resources for further support in their own growth. Come learn ways to support your understanding in order to engage and educate your students on the Sustainable Development Goals. Transform your teaching and transform your classroom!
Congos, Carnaval and Critical Consciousness: Using Digital Portobelo in the Classroom [K-12]
Laurel Stolte, Interventionist, Frank Porter Graham Elementary, Chapel Hill-Carrboro City Schools
Renée Alexander Craft, Associate Professor, Department of Communication Studies and Curriculum in Global Studies, UNC-Chapel Hill
Come with us to visit Portobelo, Panama! Digital Portobelo is a bilingual (Spanish/English) online collection of interview excerpts, photos, videos and other resources that allow for preservation of and engagement with this small town’s rich colonial history and Afro-Latin Congo culture. Through this exploration, teachers and students can gain deeper understanding of Afro-Latin identities and the ways people preserve their cultural backgrounds and resist injustice while forging connections between cultures. Learn how one group of teachers is using Digital Portobelo to promote critical thinking and cross-cultural exploration, and consider ways it can be used in your classroom. Recommended for elementary dual language and secondary Spanish, social studies and language arts teachers.
It’s About the Numbers! The Role of Social Justice and Human Rights in the STEM Classroom [K-12]
Chadd McGlone, Executive Director, Teachers2Teachers Global
Jennifer Roth, Volunteer, Teachers2Teachers Global
The problem 12 + 4 might seem simple enough, but it has so much more meaning when you know that twelve hours is the average amount of time a farmer in Guatemala works and that the farmer spends two hours traveling to the field and back. In this presentation, we will talk about how making real-world connections in the STEM classroom provides an avenue to explore social justice and human rights issues. Participants will learn how to utilize a free, online resource to make these connections using stories about cultures around the world.
Can You Hear Me Now? How Students Can Find Their Voice through Storytelling [K-12]
Gabriel Maisonnave, Education Program Manager, WFDD
We make sense of the world through stories. As kids, stories helped us distinguish between good and evil. As adults, stories help us understand the ever-evolving conflictive world we live in. The reason? Empathy. We connect with the characters, we feel their joy and pain, and because we care about them, we make an effort to understand them. In this session we will discuss how storytelling can help students explore complex topics as human rights and peace and conflict – and find their own voice in the process.
Global Educator Digital Badge: NCEES Connections [K-12]
Helga Fasciano, Special Assistant for Global Education, North Carolina Department of Public Instruction
Global education is already part of the NC educator’s annual evaluation rubric. Participants will explore the global awareness references contained in the North Carolina Educator Effectiveness System rubrics. Resources and activities for global education instructional practices in the classroom will be shared.
Teaching Social Justice through Theatre, Leaving Eden:  A Case Study [K-12]
Adam Versényi, Chair of Dramatic Art, UNC-Chapel Hill and Senior Dramaturg, PlayMakers Repertory Company
This session will use a scene performed from the final play of this year’s PlayMakers Repertory Company main stage season, Mike Wiley’s Leaving Eden, to explore how theatre could be used in discussing issues such as racism and discrimination, immigration policy, and language discrimination, among others.
Integrating Social Justice in the K-5 Classroom [K-5]
Kim Mellor, Instructional Coach, Ephesus Elementary, Chapel Hill-Carrboro City Schools
This interactive session will explore why social justice education is important in elementary school by looking at the importance of critical literacy. The presenter will share examples of best practice and standards-based successes she has had at her school by transforming ELA and social studies units. Together the group will analyze a fifth grade unit and see how the unit was presented before and after social justice elements were woven throughout. The group will also see how fourth grade ELA standards are taught by integrating a theme-based approach to teach social issues. Resources that helped make these critical changes will be shared and the presenter will walk participants through an interactive visual literacy tool with primary documents. All elementary educators are encouraged to attend!
“You Can’t Talk About That”: Facilitating Difficult Conversations Through Contemporary Art [6-12]
Jack Watson, Visual Art and Art History, Durham School of the Arts
The classroom is a space to participate in dialogues about today’s challenging issues, but many teachers find this difficult. By using contemporary art as a lens, students can engage with challenging issues through the diverse perspectives of artists whose work is socially relevant and deeply connected to identity. Conversations around contemporary art become rich sites for an open discourse, and participatory art experiences in their own right. This session will present strategies for facilitating conversations and artistic dialogues in the classroom around social justice issues by using contemporary art. We will view and discuss examples of artists’ works, explore various educational resources and talk about the ways in which these conversations can lead to direct action in school communities and beyond. While the focus is on art, the strategies have interdisciplinary possibilities.
“Nonviolence Is Impossible”: Role Playing in the Classroom [6-12]
Wesley Hogan, Director of the Center for Documentary Studies and Research Professor in the Franklin Humanities Institute and in the Department of History, Duke University
When people think of the civil rights movement, nonviolence is always mentioned but rarely understood. Some people think nonviolence blankets the whole civil rights movement as its single most distinctive feature, but scholars in the last two decades have shown how misleading that idea is. Nonviolence was more of a “one-off” tactic, used sporadically to great effect. This interactive session will demonstrate how middle school and high school teachers can run a 45-minute interactive role play on the 1960s freedom movement sit-ins that will teach students how nonviolence worked, why it was hard to do, why it worked in some places and not in others and how this tactic differed from other movement tools like boycotts, marches or self-defense.
Talking About Difficult Things: Developing a Discussion Based Classroom to Talk About Issues of Human Rights and Social Justice [6-12]
Brian Gibbs, Assistant Professor, School of Education, UNC-Chapel Hill
In this session participants will explore what makes strong questions, how they can be used to draw out human rights/social justice issues, how to organize content around them and how to use these questions as a way to develop an inquiry- and discussion-based classroom.
Using Twitter for Teaching and Learning about Human Rights [6-12]
Scott Morrison, Assistant Professor, Elon University
Participants in this interactive session will learn how Twitter can be used for teaching and learning about human rights issues. First, we will go over the basics of Twitter and how thousands of teachers use the social media platform for professional learning and networking. Then we will explore how the Twitter feeds of organizations like Human Rights Watch, Human Rights Campaign and The United Nations Human Rights Office, as well as hashtags like #humanrights, can be used by teachers to find curriculum and other resources for teaching about current issues related to human rights. By the end of the session, participants will be able to understand how Twitter can be used to facilitate teaching about human rights issues.
A Pedagogical Approach to Teaching the Holocaust [6-12]
Douglas Greene, English Teacher, Middle College at GTCC Jamestown
Brittany Morefield-Brown, 8th Grade Teacher, Jamestown Middle School, Guilford County Schools
“Human suffering anywhere concerns men and women everywhere.” – Elie Wiesel
In a world filled with rising tension, hostility and human rights violations, it is more important than ever for students to learn about the complex history of the Holocaust. When students participate in an in-depth study, they are given the chance to research and examine primary and secondary resources. Providing students with a space to discuss what they have learned about the Holocaust allows them to engage in meaningful reflection. This session will explore resources including personal testimonies and reliable sources. Through the study of artifacts, personal histories and exploring their own hurdles in Holocaust education, teachers will be able to leave this session with tools and lessons to take back to the classroom to begin their own journey into Holocaust education.
Strategies and Resources for Introducing the Topic of Climate Justice to Students [9-12]
Dana Haine, K-12 Science Education Manager, UNC Institute for the Environment
Briana Steele, Senior Program Manager, Alliance for Climate Education
Megan Rodgers, Environmental Research Assistant, UNC Institute for the Environment

Climate change is an amplifier of many social justice issues, with society’s most vulnerable populations primed to experience the greatest risks from climate impacts. In this interactive session we’ll conduct a hands-on activity that can be used to introduce students to the concept of climate justice; we’ll then explore relevant NC and US scenarios that can be incorporated into instruction. We’ll introduce the topic of community resilience, conduct another hands-on activity that can be used to convey the “ingredients” of community resilience and discuss the role of adaptation in addressing climate impacts in order to protect vulnerable populations. This is an interdisciplinary topic; we’ll discuss strategies for integrating this topic into the classroom.
The Choices Approach to Addressing Human Rights Issues [9-12]
Amanda Tracy, Educator, Carolina Forest High School, South Carolina
The mission of the Choices Program is to empower young people with the skills, knowledge and habits necessary to be engaged citizens who are capable of addressing international issues with thoughtful public discourse and informed decision making. By engaging with scholars at Brown University and beyond, Choices develops curricula on current and historical international and public policy issues. Learn more about how Choices is helping educators to address human rights issues in the classroom. Educators in the session can sign up to receive a free unit from Choices, which, if introduced in the classroom, allows students to discuss how values shape public policy, analyze multiple viewpoints pertaining to human rights and then validate and articulate their own opinions after hearing contested viewpoints.
Interactive Labs
Studying Human Rights Through Disciplinary Literacy [K-12]
Drew Hammill, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte Mecklenburg Schools
John Nabors, K-12 Social Studies Curriculum Specialist, Social Studies Charlotte Mecklenburg Schools
The ability to develop, articulate and debate meaningful questions lies at the core of social studies instruction. This session will provide evidence-based pedagogical approaches that combine human rights and social justice issues into inquiry-based instruction. K-12 teachers will participant in a model inquiry that allows to teachers simultaneously experience the inquiry design model process and create their own while collaborating with colleagues. Teachers will also walk away with giveaways and access to free resources.
Identity of the State and the State of Identity [K-12]
Dawn Weleski, Adjunct Professor of Art, Carnegie Mellon University, School of Art, and Co-Founder and Co-Director, Conflict Kitchen
The personal is political. Engendering a sense of curiosity and empathy about the world and its people begins with self-reflection regarding the role the state plays in forming our understanding and appreciation of, or lack thereof, our own identity. Teachers will investigate elements of their own identity and its relationship to the state; they will also be introduced to methods utilized by Conflict Kitchen within schools of presenting the culture and opinions of those in the classroom with which they do not directly identify, via food, design and performance. Here, separation between self and other, local and foreign, is collapsed, and geopolitical distance between the US and other nations is made personal. We will problematize curriculum presented by touching upon cultural appropriation versus cultural appreciation, tokenism and essentialism and trespassing versus transgressing. Readings and materials will be shared.
Nour International: A Collaborative Curriculum on the Syrian Refugee Crisis [K-12]
Kathryn Jones, History and Government Teacher, Faculty Advisor and Co-Founder, Nour International and The Madeira School
Lucia Mock, Ph.D. Candidate, Faculty Advisor and Co-Founder, Nour International and UNC School of Education
This session will center on the Syrian refugee crisis. Educators will discuss best practices to deliver content on the refugee crisis, to discuss this contested and complex issue with students and to help students develop action plans to spread awareness through the process of design thinking. We will learn the difference between viewing refugees as victims and viewing refugees as fellow global citizens, prompting student empathy and a more culturally-sensitive action plan. Materials on the refugee crisis will be provided, including primary source videos and documents from the Burj al-Barajneh refugee camp in Lebanon.
Weaving Connections: Documenting Through a Local and Global Lens [K-12]
Diana Greene, Executive Producer, Weaving Connections
Educators will learn ways to weave visual storytelling into the classroom, and discover how to use sound, music, image and interviews while exploring a subject. By incorporating multimedia tools, we will link verbal thinking with visual literacy and expand understanding; we will gain research and artistic skills to help tie local classrooms to the broader global landscape; and we will experiment with documentary film techniques using smartphones. In addition, educators will examine the film Weaving Connections, made by high school journalism students in Winston-Salem and funded by a grant from The Pulitzer Center. Students saw firsthand how “local” and “global” directly intertwine by looking through the lens of textile manufacturing.
I Have a Dream: Imagining a Better World through Education [K-12]
Lauren Casey, Emily Eldridge, Tatyana Green, Geoffrey McGee, Emily McKinney, Amy Reckard and Gabrielle Spinella, Students, School of Education, UNC-Chapel Hill
How do you envision an educational utopia? What issues are most important to you, and what things can we do today to gradually progress? Join UNC-Chapel Hill’s Education Minor Capstone students in a discussion of our dreams for the education world. Engage in a dialogue about racial equity and human rights through the lenses of policy, multiculturalism, mental health, special education and more!
Does the Earth Have Rights? Bringing Environmental Issues into the Classroom [6-12]
George Gilmer, 6th Grade ELA/SS Humanities Teacher, Smith Middle School, Chapel Hill-Carrboro City Schools
Mike Harris, 6th Grade Social Studies Teacher, Durham Academy
Erin Kellas, 7th and 8th Grade Social Studies Teacher, Smith Middle School, Chapel Hill-Carrboro City Schools
Scott Morrison, Assistant Professor, Elon University
In this interactive session, we will discuss interdisciplinary topics and demonstrate activities that teachers can integrate into their classrooms. The goal is for participants to walk away with practical strategies and be inspired to address current issues related to the environment with their students. By the end of the session, participants will be able to understand how environmental issues can be integrated into multiple disciplines, and implement activities that encourage deliberation and assignments that integrate literacy and critical thinking.
Exploring the Role of Image, Information and Interpretation in War Scenes [6-12]
Carolyn Allmendinger, Director of Academic Programs, Ackland Art Museum, UNC-Chapel Hill
Jenny Marvel, Head of School and Community Programs, Ackland Art Museum, UNC-Chapel Hill
During this interactive session, participants will reflect upon the roles that information, imagery, discussion and debate play in shaping our perceptions of politically charged situations. Participants will engage with works of art and each other. The focus will be prints from the Ackland’s fall exhibition, “Flash of Light, Fog of War: Japanese Military Prints, 1894-1905.” For most American audiences, the wars depicted in these prints are geographically and historically distant events. Their imagery, however, is visually engaging, and their content rich and controversial; this combination of factors makes them excellent subjects for problem-solving exercises. By attending to images and events from the past, participants will discuss applications of the session’s methods to current events, specifically ones that engage with social justice and human rights issues.
Conversations about Moral Disagreement in the Classroom: High School Ethics Bowl as a Pedagogical Tool [9-12]
Dominique Déry, Director, National High School Ethics Bowl, Parr Center for Ethics, Department of Philosophy, UNC-Chapel Hill
Steven Swartzer, Lecturer and Outreach Coordinator, Parr Center for Ethics and Department of Philosophy, UNC-Chapel Hill
The National High School Ethics Bowl (NHSEB) is a program that uses friendly competition to promote respectful and in-depth discussion of ethics among high school students. NHSEB fosters constructive dialogue and furthers the next generation’s ability to make sound ethical decisions. Our collaborative model rewards students for depth of thought, the ability to think carefully about complex issues and the respect shown to the diverse perspectives of peers. This program prepares students to navigate challenging moral issues in a rigorous, systematic and open-minded way. Participants will engage in a moderated conversation about select cases from the NHSEB, and will practice identifying the central moral dimensions of these cases and discussing them in a way that shows awareness and thoughtful consideration of multiple viewpoints. Participants will also practice judging a mock ethics bowl round and will learn about resources that NHSEB has available to high school teachers.


Team / Learning Community Meetings or Reflection
Action Plan and Curriculum Team Meetings
Developing a Plan for Your School or District
World View encourages educators to use the ideas presented at symposium to make global education a reality. The action plan and curriculum team meeting give educators time to meet and allows school or district-based teams to begin developing an action plan that adds a global dimension to their school or district. An action plan can also be used to start planning a curriculum unit with colleagues from your grade level team. A facilitator is available to work with teams to introduce the action plan tool, keep conversations on track, brainstorm ideas and share resources.
How to Facilitate Courageous Conversations on Human Rights and Social Justice Issues
This session will allow time for participants to reflect on their feelings and reactions to the contents from the sessions on first day of the symposium. In addition, participants will learn how to facilitate these discussions in schools with their students, families and school staff.
Facilitators: Dana Griffin, Associate Professor, School of Education, UNC-Chapel Hill; Rob Willison, Associate Director, Parr Center for Ethics, UNC-Chapel Hill
World Café Reflection: Small Group Discussions
Through three rounds of small table discussion, participants will reflect on the themes of the symposium and the overall learning experience.







Program Material

Required for CEU credit: To maximize your experience during the symposium and to earn 1.5 Continuing Education Units (CEU) you will need to read and complete the preparatory materials, attend the full symposium and submit a required assignment and completed study guide AFTER the program. The study guide has questions to be answered before attending the October program and afterwards. It is available here and asks that you: 

  1. Review the UN Declaration of Human Rights. You may choose to read the entire document, view the illustrated version or listen to Eleanor Roosevelt read from the Declaration.
  2. View and listen to: Maya Angelou presenting A Brave and Startling Truth, written to commemorate the UN’s 50th Anniversary. A video and full transcript of Angelou’s poem are available here.
  3. Answer the “pre-flection” study guide questions before attending the symposium on Oct. 26-27 and answer the “reflection” questions after attending.

Suggested readings: In the weeks leading up to the symposium, we will unpack its theme and being learning about key human rights issues impacting the world today.

  1. September 25, 2017: Peruse the United Nations Global Issues Overview website, which gives a broad overview of the most critical issues the UN is addressing, and select several issues that pique your interest to become more familiar.
  2. October 2, 2017: Read “The Antidote to Extremism” by Anthony Jackson, Asia Society’s vice president for education. Jackson gives recommendations for building global competence in students as a means to combat conflict.
  3. October 10, 2017: Read “The Very Quiet Foreign Girls Poetry Group” by Kate Clanchy.
  4. October 24, 2017: Read “Is Happiness a Universal Human Right?” by Tonia Lombrozo on NPR.

Lodging & Directions

Please download and print the parking pass for the Friday Conference Center (located here) and display it on your dashboard while parked and attending the symposium. 

Courtyard by Marriott
100 Marriott Way, Chapel Hill, NC 27517

Hampton Inn & Suites
6121 Farrington Rd, Chapel Hill, NC 27517

Hampton Inn & Suites
370 East Main St. Unit 100, Carrboro, NC 27510