Identity and Intersectionality

Schools and classrooms are places where people of a range of different identities intersect. Our work is to strengthen our consciousness of our own identities and their impacts, as well as our awareness of students, colleagues and families’ identities, and how these varying identities intersect. While no workshop can cover the multitude of identities represented in our schools, these sessions aim to offer a deeper understanding of identity and intersectionality.

Tuesday, August 6th, 12:20-1:50 PM

“Anti-Bias Anti-Racism (ABAR) Goes Beyond #StopAAPIHate”

Presenter(s): Jennifer (JHD) Heikkila Díaz

During this session, we will examine lies about Asian Americans and Pacific Islanders (AAPI) that uphold systemic racism, from anti-AAPI hate to anti-Blackness. We will also reflect on how we as educators perpetuate these beliefs and systems, so that we can break these cycles and make commitments to co-create stronger anti-biased anti-racist (ABAR) classrooms and school communities with ALL of our students and families.

UConn Asian & Asian American Studies & CT Council for the Social Studies

  • Jennifer (JHD) Heikkila Díaz (they/she) was born and raised in Los Ángeles. Witnessing their family’s immigration experiences and the LA Civil Uprising of 1992 seeded JHD’s desire to coalition build within their own Korean American and Asian American & Pacific Islander (AAPI) communities and across communities of color. For almost twenty-five years, JHD has worked as a K-12 public school teacher, school administrator, and educator coach across the country. They are the CT Council for the Social Studies Professional Learning Coordinator, a Fund for Teachers Program Officer, an Anti-Racist Teaching & Learning Collective Steering Committee Member, and a UConn Asian and Asian American Studies Institute Activist in Residence. They are the Co-Chair of the Asian Pacific American Coalition of CT, a co-founder of aapiNHV, and a parent of two elementary-aged children. Their lifelong commitment is to backing youth, who envision an even more joyful and just world than they do.

“Cultivating Classroom Care: Understanding How Identity and Worldview Shape Our Communication with BIPOC Youth”

How we communicate our care matters. Together we will navigate the intricate layers of identity, worldview, and culture, uncovering how these layers influence our interactions with BIPOC youth. Additionally, we will learn practical methods that can be used to challenge social systems of oppression and cultivate community care within our educational environments. During our time together, expect to be a part of an empowering community that explores collective care.

Yale Center for the Study of Race, Indigeneity, and Transnational Migration

Presenter(s): Jacqueline Dohna

  • Jacqueline Dohna (She/They) has a huge passion for people. This stems from her desire to help others understand their intrinsic value. This led her to receiving a Bachelors of Psychology, and later, a Masters of Divinity. As an extension of her love for education, Jacqueline has worked in educational settings for the past 8 years. Much of her work experience has been rooted in community-building and liberation-focused education. She has spearheaded anti-racist programming that touched over 200 high school students across all New Haven Public High Schools. She is currently the Program Administrator for the Center for the Study of Race, Indigeneity, and Transnational Migration (RITM) at Yale.

“Disability Justice in the Classroom”

Have you seen the phrases “Disability Rights” and “Disability Justice” and wondered what they mean? Even though these phrases are often used interchangeably, the framework of Disability Justice actually emerged as a critique of Disability Rights. Queer and trans disabled activists of color coined Disability Justice to denote an approach to disability activism that is explicitly intersectional and focused on the experiences of multiply marginalized disabled people who are less likely to be included in a legal or rights-based framework. This workshop will provide participants with an overview of Disability Justice, while presenting frameworks for integrating DJ into teaching practices. Drawing on disability culture, crip pedagogy, and Universal Design for Learning, the session includes concrete tools for crafting radical accessibility and opportunities to work together, brainstorm, and troubleshoot the integration of these tools into teaching practices.

Fracture Access Consulting

Presenter(s): Julia Havard

  • Julia Havard (they/them, ze/zir) is a nonbinary white queer disabled independent scholar, access worker, and artist based in Philadelphia, PA. Ze received zir PhD from UC Berkeley in Performance Studies, focusing on queer disability arts and culture. Ze completed Postdoctoral Fellowships at Dartmouth College and the Smithsonian National Museum of American History. Their freelance practice, Fracture Access Consulting, supports teachers, artists, and organizations in cultivating belonging across difference. More about zir work and publications can be found at www.juliahavard.net and www.fractureaccessconsulting.com.

“Embodying Transformation: Integrating Healing-Centered Practices and Spirituality”

Presenter(s): Mychal Mills

Join KYDS (Konscious Youth Development & Service) for an enriching session on "Embodying Transformation: Integrating Healing-Centered Practices and Spirituality." This workshop explores the powerful impact of trauma and Adverse Childhood Experiences (ACEs) on both students and educators. We will delve into healing-centered strategies and embodiment practices that promote well-being, empathy, and resilience. Participants will learn how to foster holistic development through whole child approaches, grounded in spirituality. Engage in interactive activities, practical applications, and group discussions to develop actionable plans for creating nurturing and transformative classroom environments. This session empowers educators to support the holistic growth of their students and themselves.

Konscious Youth Development & Service

  • KYDS is a non-profit organization, co-founded by Rodney Salomon and Mychal Mills, that transforms lives and communities through innovative, holistic programming. These programs are designed to cultivate resilience, foster social-emotional learning, and promote heart coherence using trauma-informed tools and mindfulness practices. With a strong commitment to making a positive difference, KYDS has already impacted over 35,000 + youth, 9,000 educators, 200+ institutions and countless community members throughout NJ. Their collaborative efforts have paved the way for individuals of all ages to unlock their full potential and thrive. As highly-trained professionals, Rodney and Mychal have received degrees from Monmouth University, in addition to earning numerous certifications in leadership and embodiment practices. Together, they're driving meaningful change to build a better world, one breath at a time.

“Identity & Intersectionality: The Whole is Greater than the Sum of Its Parts”

Presenter(s): Dr. Marianela Medrano

The philosopher Aristotle's phrase, 'the whole is greater than the sum of its parts,' is a profound insight when we consider the interplay of identity and intersectionality. To truly grasp identity, we must shift our perspective: it is not a solitary entity, but rather, it exists within the context of a collective identity. This understanding of identity as a part of a greater whole is pivotal to comprehending intersectionality. It is this interconnectedness that forms the foundation of our discussion on intersectionality in education, inviting the audience to a deeper, more engaged understanding of this complex concept. Education is not a singular entity, but a complex system where various elements intersect. The teacher, education, student, culture, and politics are all integral parts of this system; one cannot exist without the other. Education is not universal but pluriversal. Intersectionality, in this context, is not just a concept, but a powerful tool that has the potential to be a liberating framework when viewed as part of being an equity-minded teacher committed to social justice.

Palabra Counseling & Training Center

  • Dr. Marianela Medrano was born and raised in the Dominican Republic and has lived in Connecticut since 1990. A poet and a writer of nonfiction and fiction, she holds a PhD in psychology. Her literary work as appeared in numerous anthologies and magazines in Latin America, Europe, and the United States. She is the founder of Palabra Counseling & Training Center, LLC. Her TEDTALK at Ursuline College speaks about her work and research on the Taino people: youtube.com. Dr. Medrano has trained in mindfulness and spirituality in a variety of settings. She is a mindful eating instructor/facilitator. Additionally, she is a certified mindfulness meditation teacher with Tara Brach and Jack Kornfield through The Sounds True Foundation, a program for teaching awareness and compassion-based practices. She serves as a mentor/supervisor for the International Federation for Biblio/poetry therapy, IFBPT. Dr. Medrano has lectured in many countries, including Spain, India, Colombia, El Salvador, Panama, the Dominican Republic, and Puerto Rico. She has worked with various populations and on various mental health issues, including drug and alcohol addiction, eating disorders, depression, anxiety, and family/marriage counseling. In 2023, Dr. Medrano received a grant from the Bess Family Foundation, which she is using to investigate mindfulness as a vehicle to advance ecological initiatives focused on interspecies care in the Dominican Republic.

“Indelible Indigenous of the Northeast”

Connecticut's recent legislation requiring the inclusion of Native Americans of the Northeast Woodlands in public school curricula has many districts eager to check the box of this new state mandate. The Mohegan Department of Curriculum and Instruction is working to make the process of implementing Indigenous Studies in Connecticut classrooms purposeful and substantive. Participants in this session will engage in topics such as Native identity, the impact of historic misconceptions, and the importance of Indigenous authorship of the narrative incorporated. Aspects of Mohegan culture are shared to illustrate the natural connections between educators' existing cross-curricular content and the past, present, and future of the Northeast Woodland Tribes. Access to collected resources and classroom-ready materials is provided, in addition to an array of experiential learning opportunities to elevate classroom activities. Indigenous Studies is not a mere box to be checked. It is an inextricable foundation for all studies.

Mohegan Department of
Curriculum and Instruction

Presenter(s): Kimberly Glover

  • Kimberly was raised in Uncasville, Connecticut, by three generations of Mohegan women. Their stories are a contemporary reminder of the attempted erasure of a culture and the intergenerational resilience of the Mohegan people. Having attened Montville schools herself, Kimberly returned as a Social Studies teacher and UConn Early College Experience instructor for United States History and American Studies at Montville High School. Today, she combines twenty years of teaching and curriculum writing experience by providing professional development outreach for Connecticut educators. Representing her Tribe, she shares Mohegan culture through ways to weave Indigenous Studies into Connecticut's classrooms.

“Rhythms of Resistance: Exploring the Intersection of Hip Hop, Healing, Ethnic Studies, and AI”

Presenter(s): Justis Lopez

Join us for a dynamic and engaging session that delves into the power of Hip Hop as a tool for healing and identity formation within the Ethnic Studies movement. We’ll explore how TextFX can amplify voices and narratives, fostering a deeper understanding of intersectionality. Participants will engage in interactive activities, discussions, and creative exercises to answer the essential question: How can Hip Hop and digital tools like TextFX shape our understanding of identity and resistance in an intersectional context? Come ready to groove, reflect, and create!

Harvard Graduate School of Education

  • Justis Lopez is a son, brother, husband, mama’s boy, social entrepreneur, educator & chocolate chip cookie lover. As a community organizer he focuses on ways to create spaces of radical justice and joy through Hip-Hop and the arts. He is currently pursuing his doctoral degree at Harvard in Educational Leadership, focusing on fostering ecosystems of healing in various educational settings. Justis began his teaching career as a public middle school and high school social studies teacher and will always be a teacher at heart. When Justis isn’t teaching he can be found DJing or dancing down the street. He enjoys long hikes, funfetti cupcakes, and long walks on the beach.

“Supporting Queer Students:
Youth Speak Out”

Presenter(s): Kim Adamski, CHW

Join Q Plus staff and teens for a short presentation on the best ways to support queer students in middle and high school in Connecticut. Hear a little bit of research, context, and more about relevant current events from professionals who support schools across the state, as well as anecdotes and pointers from the REAL pros -- queer youth themselves!

Q Plus

  • Kim Adamski (she/her/any) is an educator and LGBTQ+ advocate with over 10 years of experience. In her work at Q Plus, she is proud to support and empower queer youth. She is being joined by a panel of youth and young adults who are or have recently been part of Q Plus' youth team and/or youth advisory board.

“Teaching Identities of Struggle: Intersectionality and Solidarity”

Presenter(s): Paul Ortiz

The presenter will draw from personal experiences, historical examples, and classroom case studies in establishing intersectional identities to defend communities under siege. What roles do organizing, solidarity, and social movements play in expanding democracy, individual freedom and freedom of expression?

Cornell University

  • Paul Ortiz is a professor of labor history at Cornell University. He is a third-generation military veteran and a first-generation college student.

    He is a consultant and featured narrator for John Leguizamo’s American Historia docuseries on Latino history that will air on PBS in 2024. Paul was a consultant and narrator for Henry Louis Gates Jr.’s The Black Church: This is Our Story. This Is Our Song.

    He is the author of several books including, Emancipation Betrayed: The Hidden History of Black Organizing and White Violence in Florida Ortiz’s An African American and Latinx History of the United States, was identified by Bustle as one of “Ten Books About Race to Read Instead of Asking a Person of Color to Explain Things to You.” Ortiz is Brooklyn College’s 2023-2024 Robert L. Hess Humanities Scholar-in-Residence.

    He is past president of the United Faculty of Florida-UF (FEA-AFL-CIO).