A Full Day of Action

The campus was a buzz with social justice activities on Wednesday as the Primary School’s annual Peace and Kindness March coincided with Social Justice Day activities in the Middle School.

Primary School students created a stir yesterday. When neighbors heard chanting, they called the school to find out what was going on and came out on their doorsteps to cheer on our students. On 16^th Street, cars and trucks honked in support.

The annual Peace and Kindness March began four years growing out of the Great Kindness Challenge and students’ studies of Dr. Martin Luther King, Jr. and the Children’s March. To prepare for the march this year, Primary School students reflected on what identities they represent, what causes they support and why, and what actions they can do to model peace and kindness for others. They created signs with messages urging people to “Build Bridges, Not Walls,” “Stop the Violence,” and show “Amor no Odio, Love not Hate.”

 

As students gathered along the school’s driveway, Music Teacher Audrey Engdahl began a community sing of “Siyahamba” with the students. Then, teacher Dave Foreman guided children in call and response chants as they marched around the school to 16th Street and back down Kalmia Road. Student voices filled the air as Dave called out “What do we want? Peace! When do we want it? Now!” and “Show me what peace looks like… This is what peace looks like!” Fifth graders were leaders of the event supporting younger grades in making signs and guiding them throughout the march.

 

Now in its second year, the Middle School’s Social Justice Day offers opportunities for “students to explore complex issues,” says Director of Diversity, Equity, and Inclusion Michelle Belton. Field trips and workshops facilitated by Lowell faculty and staff engaged students in thoughtful analyses of diversity, equity, and representation in various contexts. Students were also asked to reflect on their impact in their communities and use their voices to raise awareness.

 

New this year, representatives from the International Rescue Committee came to present their work in assisting refugees through conflict and crisis, and singer/songwriter Elena Lacayo joined Music Teacher Mike Woods in facilitating a workshop on how to write a protest song.

 

At the end of the day, 5th graders joined middle school students for a gathering that culminated the day. Elena Lacaya performed uplifting songs and answered questions about her work as an artist and activist in support of the immigrant community. “Being American is partly defined by being an immigrant,” she explained. Students reflected on their experiences of the day. One student said she deepened her understanding of social justice and current-day issues around the world. Other students shared:

“I learned more about immigrants and the different challenges they go through.”

“I learned that there is more to homeless than just living on the street.”

“I learned that some injustices happen in the classroom.”

“I learned that you should try not to be just a bystander.”

 

 

Approximately 34% of homeless people under the age of 24, and of those, 40% identify as LGBTQ. Students discussed videos and news stories and learned about national and local ways they can support the cause.

 

Through role play and debate, students analyzed the varied perspectives of people who had a stake in whether or not the Dakota Access Pipeline should have been built. In particular, students focused on the ways that climate activism and indigenous rights can help protect our environment.

 

Students explored examples of dancers disrupting traditional thinking of what dance should look like and translated creative movement experiences on scooters. Reflective time ended the session.

 

Students confronted the politics of book publishing by examining who gets portrayed in children’s literature and whose stories get told. They also looked at the problem of book deserts in the United States. As part of the exploration, students conducted a mini-diversity audit of Lowell’s book collection.

 

Ever had a conversation about a topic you are passionate about and have it turn into an argument? Students practiced having productive conversations about difficult topics and took away practical skills for future discussions such as using clarifying questions to learn more about an opposing view.

 

What are animal welfare and animal rights? How are animals treated in our world and what can we do to make the lives of animals better? Students learn how their choices affect the animals of our world.

 

In a workshop led by Elena Lacayo—front woman for the bilingual folk rock band Elena & Los Fulanos—students learned the basics of writing songs of resistance.

 

Jacqueline Woodson’s powerful children’s book, Show Way, served as a stepping off point for this interactive art experience. Students created collages to explore the visible and invisible parallel lines of white privilege and racism that continue to harm and disenfranchise people of color while creating centuries of wealth and benefit to white people.

 

After watching a TED Talk by Bryan Stevenson, “We need to talk about an injustice,” students discussed the inequalities that exist within our country (especially in the prison systems) and examined the reforms that Stevenson is pursuing.

 

Director of Middle School Kavan Yee shared his experience of feeling “invisible” in America. Students found out how Asians have been “whitewashed” from history and learned about the myth of the “Model Minority.”

 

Students explored the ways “harmless” memes shared online can often be part of a larger system of radicalization and recruitment for extremist viewpoints. Students learned about the concepts of dogwhistles and love-bombing. They examined examples of memes to identify how they can convey both overt and subtle messages of white supremacy, homophobia, transphobia, and ableism. Students also discussed “redrawn” or “resolved” memes and learned how to respond when they encounter hurtful memes.

 

What tools are important for me to consider as a youth activist? In this workshop students were introduced to youth activists of the last 40 years and explored the answers to questions such as How does my singular voice matter in the age of social media? Where can I find support from peers in and out of my school? How do I call in adults about issues I care about?

 

Representatives of the International Rescue Committee spoke to students about their work around the world helping people whose lives have been affected by conflict and disaster.

 

Students toured the “Americans and the Holocaust” exhibit to further explore the factors that shaped the American response to the Holocaust.

Students explored social movements highlighted in the collection stopping periodically to reflect with one another and teacher chaperones.