Facing History and Ourselves - International Feed

Toronto Director Teaches Lessons from the Holocaust

EmilyBlackie — Fri, 04 May 2012 14:53:51 +0000

press_type:

In the News

May 2, 2012

Director of Facing History and Ourselves Toronto office Leora Schaefer spoke last week to over 1,000 students from public and Catholic schools around Hamilton, Ontario. The event, called Voices from the Holocaust: Inspiring Us to Act, also featured Holocaust survivors from Ontario who spoke with smaller groups of students after the Keynote address.

After hearing Schaefer’s presentation, Julia Brown, a student at St. Mary Catholic Secondary School, said it helped her put the Holocaust into perspective. "It’s not just six million people who died, it’s one plus one plus one plus one. It was very powerful.”

Read “Holocaust Survivors Pass on Torch of Memory to Students,” by Steph Crosier in the Hamilton Spec.

Learn more about our work in Ontario.

Toronto Director to Attend UNESCO Holocaust Conference in Paris

EmmaSamler — Thu, 26 Apr 2012 22:34:16 +0000

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Web Update

April 24, 2012

The director of Facing History and Ourselves in Toronto will represent the organization at the Globalization of Holocaust Education, an international conference taking place at UNESCO headquarters in Paris on April 27. Leora Schaefer will be one of 40 educators and scholars from around the world discussing the role of education in conversations about difficult issues of the past in various national contexts.

Attendees will include experts from various Holocaust, genocide, and human rights education organizations, including the United States Holocaust Memorial Museum, the South African Holocaust and Genocide Foundation, the Shanghai Jewish Refugee Museum, Iriba Center and IBUKA in Rwanda, Ravensbrück Memorial Museum and Beth Lohame Hagetaot.

UNESCO, or the United Nations Educational, Scientific and Cultural Organization, contributes to peace and security by promoting international collaboration through education, science, and culture. The April 27 conference is organized by UNESCO in partnership with the German foundation Topography of Terror.

Read more about the meeting on the UNESCO website.

Find out more about Facing History in Toronto and our more than 30 years of work in the field of Holocaust education.

Artists Bring History Lessons to Toronto Classrooms

Nicky Enriquez — Mon, 23 Apr 2012 20:24:11 +0000

April 23, 2012

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Six Facing History and Ourselves classrooms from four different schools in Toronto are taking part in a pilot project that connects professional artists with students. The topic: using art to understand and memorialize history. The project kicked off earlier this spring when each class explored the art of painter and Holocaust survivor Samuel Bak, whose work, featured in many Facing History resources, explores themes of memory and loss. After contemporary artists visited each classroom, students created their own piece of art that incorporated themes of identity, memory, and keeping the lessons of the past alive today. The students displayed their finished work – which include works of spoken word, sculpture, and photography – on the interactive website Voicethread. The platform allowed the students from different schools to view their peers’ projects, and to pose comments and questions.

“The students enjoyed connecting with new and different people,” said participating teacher Ben Gross, a 2012 Margot Stern Strom Teaching Award-winner who works at Woburn Collegiate Institute. Gross’s students worked with a spoken word poet and then created their own pieces. “The assignment really spawned deep thought in them,” he said.

Universal Genocide Victim, a video project from Toronto student Christian Arenga

One of Gross’s students, 16-year-old Christian Arenga, created a piece called “Universal Genocide Victim.” Arenga drew images, recorded a spoken word poem, and mixed everything together in a music video of sorts that explores the experiences of genocide victims. “I’d never done a spoken word piece before,” Arenga said by phone recently. “Exploring these issues this way was more fun – and when I have more fun, I learn more.” Arenga also appreciated the opportunity to interact with students he’d never met on Voicethread. “It was interesting to see how they interpreted my piece of work because everyone has their own opinions,” he said

The student comments on the website echo Arenga’s experience. “Your picture really inspired me to associate with other people who I had not seen eye to eye with before,” Wenda Lu wrote on “Observing the World,” a photograph by Jeremiah Gill. “I look forward to meeting you…and learning more about what inspired you to use these items.”

Participating educator Erin Ledlow said the project fit right in with her existing curriculum. “How do we make sense of a world in which people do these things to each other? We always come back to that question in class,” said Ledlow, who teaches a Grade 11 class called Genocides and Crimes Against Humanity at Cameron Heights Collegiate Institute. “How should we go on? What is the best way that we should respect this history? [Samuel] Bak asks those questions in his paintings and they fit well with the themes we were already talking about in class.”

On April 23, the project wrapped up with a public event in which all of the students and teachers involved came together with Facing History staff to view each other’s work and discuss the assignment.

The project was timed to coincide with the exhibit “Icons of Loss: The Art of Samuel Bak,” on view in Toronto until April 30 at the Joseph D. Carrier Art Gallery. Facing History has long used Bak’s artwork in lesson plans and accompanying resources for educators looking to address themes of memory, genocide, and loss in the classroom. Together, the paintings and lessons can help students understand the emotional journey of Holocaust survivors.

“The Samuel Bak ‘Icons of Loss’ exhibit has provided an incredible learning opportunity for our Facing History teachers and students,” said Leora Schaefer, director of Facing History’s Toronto office. “The students who have been involved in this project have made connections between Bak's powerful images, their own lives, and the histories that they have been studying in their classrooms. It has been inspirational to see students express their learning through the different artistic media.”

“This material, the study of the Holocaust and various genocides, is heavy for them. It’s heavy for me. It’s difficult to make sense of, sometimes, even as an adult. It’s difficult material,” Ledlow said. “I like that the students had this opportunity to express themselves and express their learning. We’re going to hang the [artwork] around the school with facts about different genocides. The students feel strongly that other people learn about this history, which was my ultimate goal.”

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A juried exhibition of the students’ work will be on view from May 16-30 at the Al Green Gallery in Toronto.

Learn more about Facing History’s work in Toronto.

Facing History's Julia Rappaport wrote this article. For questions or tips on what Facing History is doing in your community, email her at Julia_Rappaport@facing.org.

Making History: Students in Mexico Open Mobile Holocaust Museum

Nicky Enriquez — Mon, 13 Feb 2012 22:08:38 +0000

February 13, 2012

Prepa Ibero students pose with school principal Raquel Druker outside of their newly opened mobile Holocaust museum.

MEXICO CITY - It took one year to research and build, but earlier this month students and teachers at the Prepa Ibero School put the finishing touches on a mobile Holocaust museum they intend to bring to schools and classrooms across the country. The museum, called “Moments and Decisions,” uses the Facing History and Ourselves lens to explore European and Mexican histories during World War II and invites viewers to consider issues of identity, choices, and prejudice. It makes its official debut as part of “The Good Citizen Project,” a three-day awareness initiative on the Universidad Iberoamericana campus that kicks off February 14.

“It’s a project we are dreaming, and it is a constant dream that we are building,” Prepa Ibero history teacher and academic coordinator Yves Solis said about the museum. Solis spearheaded the project when he applied for – and won – a 2011 Margot Stern Strom Teaching Award. The award provided him with the funds to start the project. The annual Margot Stern Strom Teaching Awards recognize dedicated Facing History teachers across the world who are looking for creative ways to deepen their work in the classroom and their relationship with Facing History. “After going through the museum, you will come out and be thinking, ‘What can I do for my world today?’” Solis said.

The idea for “Moments and Decisions” came about after a group of students from a Jewish day school in Mexico visited Prepa Ibero, a Jesuit high school whose mission encourages social awareness and citizenship. The visiting students brought with them a traveling Holocaust exhibit. The Prepa Ibero students were so moved, they wanted to embark on a similar project. So Solis applied for the teaching award. After winning, he and his colleagues got to work, meeting twice a week after school. About 20 interested students signed on to the project, which was an extracurricular endeavor with a lot of work and no course credit. Before they started their research, the students met with their teachers to discuss the Holocaust and Mexican history using the Facing History approach to teaching. They visited Mexico’s tolerance and Holocaust museums and had frequent talks about their own identities as Mexican citizens. For the students and teachers at Prepa Ibero, using Facing History in this project was a natural fit. Since the school opened in 2010, administrators have worked with Facing History staff to infuse the organization’s methods and resources throughout the school culture and curricula. In 2011, Prepa Ibero became the first international school to join Facing History’s Innovative School Network.

Over the course of last year, the students took on different parts of the museum project. Some dug into primary sources while others researched photographs. One student is in charge of all the wires and technology involved and another painted a mural depicting a German city scene. “They became more and more engaged as we did the work,” said teacher Yael Siman, who was involved in the project from the start.

Siman described what it would be like to walk through the museum. The journey takes about a half-hour and begins when student guides meet visitors at the entrance and ask about their personal identities. From there, visitors sit down to watch The Lunch Date, a short film and Facing History resource that deals with issues of stereotyping and assumptions about “the other.” Visitors then proceed into an area that examines Germany and Mexico during the Weimar Republic, the time shortly before the Holocaust began. Timelines tracing historical moments in Europe and in Mexico wind throughout the exhibit. On the walls are press clippings and historical photos. “We wanted to show the Second World War and how that affected or interacted with our domestic politics,” Siman said. At the end of the tour, visitors are presented with ethical dilemmas and consider questions that hopefully bring the discussion outside the confines of the museum’s walls. “More than a museum, it is a place to think, to find yourself, to understand others and take a stand, to say no to injustice, racism, and prejudice,” Siman said.

“Our goal is to make a difference with other people – to make a united world with other citizens,” said 16-year-old Juan Pablo Alberto Palafox Gavito. “I got involved with the project because I love history and because I am convinced that our (societal) problems are a consequence of bad decisions made in the past.”

“I think it’s a very important thing. It’s important not to forget what happened,” said student Hans Schall, 17. “Doing this gives personal satisfaction. It was one year, but it was worth it. It made us more conscious of what happened.”

Student Rodrigo Pérez tours "Moments and Decisions"

The opening of the museum is timely. In just a few months, Mexico will hold presidential, local, and legislative elections. “The Mexican reality today presents a lot of situations where we, the citizens, must make decisions, must say a word and must change things we don’t like,” said the school’s founding principal Raquel Druker, who first encountered Facing History as a master’s student.

“I believe the museum project is more intense than having discussions in the classroom during the semester,” Siman said. “It creates social awareness, promotes a desire to choose to participate, and promotes critical thinking. The lessons of history, of prevention, now become tied to this other project that the kids are really excited about.”

And when it comes to the museum, it’s not only the students who are excited.

“It’s a change from how we used to work – now students and teachers are working and learning at the same time,” said Solis. Siman agreed. “I’ve also become more and more engaged as I see how engaged [the students] have become,” she said. “It created friendship between us [the teachers]. It brought us together into a community.”

Now that it’s open, the teachers and students hope the museum will continue to strengthen community ties among those who go inside. “The possibility to make a museum is like an alternative – it is creating possibility and allowing other students to consider change,” Solis said. “By using Facing History, we are showing that there is another way.”

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Read about what other past Margot Stern Strom Teaching Award winners are doing.

Facing History’s Julia Rappaport wrote this article. For questions or tips on what Facing History is doing in your community, email her at Julia_Rappaport@facing.org.

In Their Words: Educator Reflects on Facing History in the UK

Nicky Enriquez — Fri, 03 Feb 2012 14:39:54 +0000

Martin Spafford is a history teacher at the George Mitchell School, a secondary school in the Waltham Forest area of London. Here are his thoughts on the difference Facing History and Ourselves can make in the classroom.

LONDON - Ours is a small secondary school in a multicultural, working-class area of East London where incomes tend to be low and unemployment is rising fast. The student body is varied, with students tracing their family origins to countries like Pakistan, Turkey, Somalia, Mauritius, West Africa, and Ireland. We have students from the Caribbean and Eastern Europe, and recent refugees from the Middle East and the Congo. Recently, a 14-year-old Afghan student told his classmates about his journey to London – how he lost his entire family and arrived here as an unaccompanied minor. For our students, the issues addressed by Facing History and Ourselves are their recently lived experiences.

Nathalie Chambers, who teaches Citizenship and RE¹, and I first encountered Facing History at a Schools History Project conference in 2009. The work of Facing History resonated well with much of what Nathalie and I were already doing in the classroom at George Mitchell, but it also offered key opportunities for us to further develop our teaching to enable our students to connect history with their own moral choices, in particular the choice to participate in preventing violent abuses of human rights. We then attended the 2010 international seminar, an annual Facing History workshop that brings educators from around the world together in London. The materials and ideas were rich, the passion and commitment of the facilitators was inspiring, and the opportunity to be in conversation with educators working in areas of conflict around the globe was important as Nathalie and I prepared to teach this material to our students. Later, we partnered with Michael McIntyre, programme coordinator in the Facing History UK office, to explore how the organisation’s materials and methods could fit into our curricula. Michael ran a series of workshops with our department, sharing resources and generating wide-ranging discussions among teachers. With Michael’s help, we piloted a unit with one Year Nine class that drew from the resource book Facing History and Ourselves: Holocaust and Human Behavior.

We wanted our students to get a very different feeling from this unit. From the start, we encouraged them to reflect on their own responses and choices and to engage personally and we focused the content on the themes of perpetrator, bystander, and upstander behaviour today and in history. We abandoned exercise books and gave each student a small journal in which they were encouraged to write their own thoughts, ideas, and feelings as the unit moved forward.

Facing History resources such as the poem The Hangman, readings from Elie Wiesel, and the case study on the French headscarf controversy generated meaningful classroom discussions in which the students were able to connect history to their own life experiences. How should you respond to gun or knife crime in your community? Should you intervene if you see someone being bullied on the bus? Why do young people join gangs? After two months, the students created final projects that demonstrated what the course had meant to them. Some students made a film and others taught a lesson to younger students. Some created a play. One female student sang as her friend told classmates about the time one of his friends was murdered in a knife attack. The atmosphere in the room was charged and powerful.

We are so enthusiastic about how the pilot went that we will be using it with all of our Year Nine classes in 2012. Currently, over 20 of our Year Nine students are participating in a project funded by City Bridge in which they are discussing the 2011 summer riots in London through the Facing History lens.

How significant is Facing History for these young people? I think these students feel as though they have been on a journey together, sharing thoughts they hadn’t voiced, opening themselves to the wider world and to what history can teach us about the way we live our lives with others. Some recognised this at the time. Others found they could identify with the lessons of the past in ways they had not realised before and have moved on to be far more confident, self-examining, and inquisitive. Still others have become teachers themselves, leading other groups in discussions about these issues. Nearly all of them have chosen History or Citizenship as their GCSEs² option. How far has it changed the way they will act in their own lives? Who knows? I suspect that in some cases, the effect may be deep.

Facing History enables us to collaborate, take risks, connect our subjects with our children’s lives, discover powerful stories to share with young people, consider new activities and – hopefully – influence the choices they may make in later life. It works.

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Learn more about our work in the United Kingdom.

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¹Religious Studies

²General Certificate of Secondary Education exam

Art as a Tool for Social Justice

EmilyBlackie — Fri, 27 Jan 2012 21:37:55 +0000

press_type:

In the News

January 20, 2012

How can art be used as a tool to promote social justice? That is a question that Toronto Association for Learning and Preserving the History of World War II in Asia will explore in the workshop "Youth Dialogue-Social Justice through Art." The January 28 workshop is the fifth in a series that brings together Asian-Canadian youth to discuss issues of social justice. Jasmine Wong, program associate for Facing History in Toronto, will be one of two presenters discussing the role art can play in starting conversations about difficult histories. The workshop will be followed by the performance of a new Canadian play inspired by survivors of the 1937 Nanjing Massacre, The project hopes to empower youth to build a peaceful community by reconciling the forgotten history of WWII in Asia.

Read the full event listing on the City of Toronto website.

Learn more about our work in Toronto.

Tides Canada Names Facing History in Canada as Top 10 of 2011

Nicky Enriquez — Tue, 06 Dec 2011 22:11:14 +0000

press_type:

In the News

December 7, 2011

Canada’s largest public foundation dedicated to the environment and social justice has named Facing History and Ourselves in Toronto as one of its “Top 10 of 2011.”

In a ceremony at the Urbanspace Gallery in Toronto on Tuesday, December 6, 2011, Tides Canada announced its annual Top 10 list, which recognizes organizations that inspire people to take action and think in new ways.

“Facing History reminds us all about the importance of understanding the sources of hatred and taking responsibility for change,” Tides Canada president and CEO Ross McMillan said via e-mail earlier this week. “Their programs enable teachers and students to work together to address some of the most difficult and challenging issues of our time, creating a sense of empowerment through education. Their programming is an invaluable contribution to the academic curriculum, the lives of the youth that participate in the training and to Canadian society as a whole.”

This year’s Top 10 list includes organizations working across the country to address issues of energy, food security, water, community well-being, youth, and discrimination. Recent Tides Canada honorees include Framework Foundation, Small Change Fund, and Tusaqtuut Core Indigenous Knowledge Project.

“It’s an honor to be listed among the 10 ideas that Tides has noted as worthy in 2011,” said Leora Schaefer, director of Facing History’s Toronto office. “It speaks to the impact that we are having - the tremendous inroads made in schools, classrooms, and with teachers.”

Facing History in Canada reaches approximately 60,000 students across the country each year. The organization’s work in Canada dates back to 1981 and its office in Toronto, opened in 2008, currently provides support, resources, and professional development for roughly 600 teachers a year.

“As Canadians, we value diversity. At Tides Canada, we believe that work to support this diversity can strengthen our communities and our ability to create a more just society,” McMillan said. “Facing History integrates important lessons about human behaviour by tackling difficult issues such as genocide and crimes against humanity. These are vital lessons that support civic learning and a healthy democracy, providing youth with the tools they need to practise compassion and to engage with important issues of social justice.”

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Learn more about the Tides Top 10, and view the complete list of all Tides Canada Top 10 2011 recepients.

Read a recent interview featuring Leora Schaefer, director of the Facing History Toronto office.

Facing History in Canada: An Interview with Toronto Director Leora Schaefer

Nicky Enriquez — Tue, 06 Dec 2011 21:27:10 +0000

December 7, 2011

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On Tuesday, December 6, 2011, Tides Canada announced that Facing History and Ourselves in Canada was one of the organization’s Top 10 of 2011. Tides Canada is the nation’s largest public foundation dedicated to the environment and social justice. “Facing History reminds us all about the importance of understanding the sources of hatred and taking responsibility for change,” Tides Canada president and CEO Ross McMillan said. “Their programs enable teachers and students to work together to address some of the most difficult and challenging issues of our time, creating a sense of empowerment through education. Their programming is an invaluable contribution to the academic curriculum, the lives of the youth that participate in the training and to Canadian society as a whole.” Recent Tides Canada honorees include Framework Foundation, Small Change Fund, and Tusaqtuut Core Indigenous Knowledge Project.

We checked in with Leora Schaefer, director of Facing History’s Toronto office since its inception in 2008, for a conversation about the work happening there.

Facing History: Leora, what does Facing History look like for students in Toronto, and in other places in Canada where the Facing History curriculum is taught?

Leora: In partnership with the Toronto District School Board, Facing History developed a Grade 11 elective history course in 2008 called Genocide and Crimes Against Humanity. The course was approved by the Ontario Ministry of Education and is now being offered in school boards across the province. Teachers also incorporate various Facing History resources into the 10th grade Canadian History course. Additionally teachers from other disciplines - law, geography, politics, English, civics – come to us and we work with them to find ways to integrate our work into what they are teaching. We reach approximately 60,000 middle and high school students across Canada each year.

How did Facing History, which is headquartered in Massachusetts but has offices across the United States and in London, come to Canada?

The organization has had a history on the ground here that goes back to 1981. Initially, [Facing History co-founder and executive director] Margot Stern Strom came here with [co-founder] Bill Parsons that year to do a workshop for teachers. Our now-current board chair [Myra Novogrodsky] attended that first workshop as a classroom teacher. She felt she really needed the professional development that Facing History was providing. She was teaching a Holocaust course and was really engaged and energized by Facing History. She brought in other teachers from her school.

In the years that followed, Facing History staff traveled to Canada regularly to hold professional development workshops for teachers and follow up assistance. In 2005, Leora, who had been working at Facing History’s international headquarters in Brookline, moved back to Canada, where she grew up. That same year, the Toronto District School Board decided to revisit and update the way the Holocaust was taught in its schools. The board invited Leora to represent Facing History and Ourselves and be among the educational leaders on the committee that would develop this new course.

The school board understood the value and necessity of teaching that history and they understood that for students, there’s a motivation to action when that history is taught properly. The board wanted that content updated. They wanted students to look at Rwanda and other atrocities unfolding in the world. They wanted students to make a purposeful examination of the consequences of those histories.

How did you come to Facing History?

I grew up in Winnipeg and I knew from pretty early on that I wanted to be a teacher. After college, I moved to Toronto to teach. After two years, I went to Brandeis [University in Massachusetts] to get my masters degree. As part of my program, we had to do two internships. The second one that I did was at Facing History. When the internship ended and I graduated, I came to work at Facing History as a program associate. Coming to Facing History made me see the potential of what could be learned through a study of the Holocaust.

What are some of the things that you are most excited about that are going on right now at Facing History in Canada?

Right now we are in the second year of The Journey Project, an endeavor underway thanks to a three-year grant from the Multiculturalism Program of the Government of Canada. The project focuses on helping students become active, democratic citizens in a multicultural society. Through the project, students will develop leadership skills and learn about the origins of hatred and violence in order to combat racism. The project involves significant teacher training - we anticipate training 225 teachers. We hope to grow our presence in the Greater Toronto Area, Kitchener-Waterloo, and Winnipeg as a result. And we aim to bring part of this work into the community. We will be doing extensive evaluation of the project as well.

I’m also really proud of our new office! Last March we moved into the Centre for Social Innovation, a collective of for-profit and not-for-profits that are all working toward social good. Teachers love coming to this office. We host workshops and have so many resources in our library.

Facing History in Canada was just named as a Tides Canada Top 10 of 2011. Why do you think Facing History is important in Canada?

Canada has its own unique historical moments, multiculturalism, and celebrations. I think Facing History helps teachers and students confront our Canadian histories. And it helps teachers have those complicated, often messy conversations in the classroom. We are part of the educational fabric here.

What would you like your colleagues across Facing History to know about the Toronto office?

As Facing History develops a global presence, we learn as an organization from the histories of the places where we live. As Canadian teachers work with this universal Facing History content, they are working with it in a historical, Canadian context and that is rich. It feeds into our global experience as an organization how the work that we do is taken and integrated in different ways in all of the places in which we work.

What are your goals for the future of Facing History in Canada?

We’re lucky in the Toronto office. We have been embraced by senior level administrators down to classroom teachers, and that has enabled us to grow. I want to carefully and strategically continue to develop our presence here and utilize technology to further our work across the country.

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To find out more about Facing History's work in Canada, visit the Toronto Regional Office page.

Read more about Facing History's recent recognition as one of Tides Canada's Top 10 of 2011.

View the complete list of all Tides Canada Top 10 2011 recepients.

This article was written by Facing History’s Julia Rappaport. For questions or tips on what Facing History is doing in your community, email her at Julia_Rappaport@facing.org.

Facing History Highlighted in Canada’s National Post

EmilyBlackie — Mon, 05 Dec 2011 19:27:35 +0000

press_type:

In the News

December 1, 2011

A Facing History and Ourselves Ontario advisory board member highlighted the work the organization does with high school students in an op-ed published in Canada’s National Post this week. Lesley Shore, wrote about Facing History’s education initiatives in response to “Why We’re Forgetting The Holocaust,” an article published in November by Jerry Amernic in which he argued that Holocaust education is lacking in Canadian schools.

“It is not lack of opportunity that prevents teachers in Ontario from teaching about the Holocaust - it is lack of support and training,” Lesley wrote. “Luckily for teachers in Canada, Facing History and Ourselves trains and supports teachers to teach about the Holocaust and other genocides.” Among the various ways Facing History works with Canadian educators, Lesley highlights "Genocide and Crimes Against Humanity," a new grade 11 history elective course developed in partnership with The Toronto District School Board and offered in over 20 Toronto schools.

Read Lesley’s response in the National Post (located about halfway down the page).

Learn more about our work in Canada.

Join Us As We Discuss Civic Dilemmas: What Type of Society are We Building?

Nicky Enriquez — Wed, 05 Oct 2011 16:28:04 +0000

Join Facing History and Ourselves on the 18th of October at Civic Dilemmas: What Type of Society are We Building?

The event promises to be a stimulating and timely conversation about identity, membership and belonging in the United Kingdom. Panelists will include Fiyaz Mughal of Faith Matters, an NGO that works to reduce extremism in the UK and the Middle East; Binna Kandola, an occupational psychologist specialising in issues of diversity; and Una Sookun, head of history at Woolwich Polytechnic School.

The discussion, which begins at 6:45 p.m. at the University of Chicago Booth School of Business in London, will tackle the following questions:

How do we live and work together, peacefully and productively, in light of the differences between us, particularly in times of economic uncertainty?
What are the opportunities and challenges inherent in a diverse society? Do we have an unconscious bias against difference?
How have the events of 7/7 and 9/11, and the recent violence in England changed how we think about our society?
How can education help students simultaneously embrace difference and inspire a shared sense of belonging?

This event is free and open to the public.

For more information, or to RSVP, visit: What Type of Society are We Building?