The 2013-2014 Fellowship in Jewish Social Entrepreneurship has come to a close. We wish this year’s fellows – Abby, Eric, Marisa, Danielle, Jeremiah, Sarah, David, Charlene, Maddie, Morgan, and Rebecca – the best of luck on the next leg of their social change journeys! Please return here in the fall to celebrate the work and learning of next year’s fellows. In the meantime, below is a video that Eric produced for Global Green USA, highlighting their innovative approach to resource recovery.
Sex trafficking is the exploitation of human beings through either forced or coerced sex work. Anyone involved in sex work who is under the age of 18 is considered to be trafficked. Contrary to what the name might imply, a person does not need to be smuggled or transported from one location to another in order to be trafficked; trafficking can and does occur to individuals within their own communities. Though every victim’s story looks different, there are several trends in trafficking narratives. In the United States, victims are often teenage girls of color coming from broken homes, and many are tricked, coerced, or threatened into sex work by older boyfriends. Victims often suffer from physical and emotional abuse, and find it difficult to leave the sex work either because of threats from a pimp or because of a lack of other viable options. There is a significant population of LGBT trafficking victims, which stems from the issue of homeless LGBT youth. While it is less common for boys to become victims of trafficking, it certainly happens and usually goes unreported.
This year my internship placement for the Fellowship in Jewish Social Entrepreneurship is with The Advocacy Lab (AdLab), an organization whose mission is to empower youth to take action around human rights. Twice a week, I co-facilitate a human rights course in a Brooklyn public high school to help 10th graders learn advocacy tools to fight for their own rights as well as for wider humanity. After spending the first 3 months of the year discussing human rights issues ranging from racism to child soldiers to gender discrimination to environmental injustices, a majority of my students voted to spend the rest of the school year advocating on behalf of sex trafficking victims. The campaign is multifaceted: They will be spreading awareness of sex trafficking in their school with informational posters, a video that depicts the typical sex trafficking narratives using their own skits, poetry, and music, and a school assembly to present their project. They will also be selling wrist-bands that say “Put an end to sex trafficking!” in order to both spread awareness and fundraise for an organization that provides support for victims. We hope to also incorporate a political advocacy component by having them write to or call politicians demanding better support systems for trafficking victims.
Last semester, the format of the class helped me to develop my teaching skills, and this semester, coordinating the campaign has pushed me in new ways. It’s always a challenge to find a balance between giving the students enough freedom for them to take ownership of their advocacy campaign, and providing enough structure for them to work efficiently and stay on task. Additionally, I’m constantly thinking about ways to continue to engage and inspire the students, because we are now focusing on just one main topic for several months. These are questions I’m still grappling with, and like many things, I’m finding that they require a good deal of trial-and-error.
The human rights lessons last semester opened our students up to a range of various human rights issues occurring at home and abroad. This semester, one of my goals is to help them develop useful skills through running an advocacy campaign. We taught a lesson on effective internet research and finding reliable sources, and then devoted a few class sessions to active research in the school’s computer lab. Students found informational material to put on their awareness posters and in their video, as well as organizations that address the issue of trafficking. A few students were assigned the task of e-mailing the organizations and asking what they might be able to do to get involved in the issue. The Advocacy Lab provides some funding for the students’ campaign, but in order to obtain access to the money, the students must submit a grant proposal outlining the goals of the campaign and the funds they’ll need for each part. This required students to articulate their goals and make the case for why their campaign is important. For most students, research, outreach, and certainly writing grant proposals, was new. It was exciting for me to see my students improve and gain efficiency each day we went to the computer lab, knowing how important these skills will be – especially for the students that go to college in a couple years.
Teaching/facilitating has been a new adventure every single day. I am so grateful to have the opportunity to learn from my students, and share with them my own passion for human rights.
Trafficking has been in the news lately as the world cries out after nearly 300 Nigerian girls were kidnapped from a boarding school and sold into “marriage.” To learn how you can help, this article is informative: http://abcnews.go.com/US/people-world-kidnapped-nigerian-girls/story?id=23623297. To learn more about Judaism’s response to sex-trafficking, check out this AJWS D’var Tzedek written by Rabbi Lisa Gelber, Associate Dean of the JTS Rabbinical School.
“Can you see why this place is my salvation?” I overheard this from a visitor while putting up signs for the New York Botanical Garden’s Kiku poetry walk, and it affected my beliefs about the role of environmental social justice.
Growing up, I knew that the earth – a precious resource that had become a dumping ground by society – needed to be saved in order to ensure our survival and that of the rest of the ecosphere. Like many environmentalists, I focused on global warming and recycling, crucial work that highlights the urgency to take action around our current environmental crisis. But being taught to love the environment is something that’s often lacking in the environmental movement. This is something that strikes me over and over again when I witness awestruck visitors at the NYBG. How we engage with nature is so connected to our dedication to the earth, and to our own personal well-being.
I never really thought of environmentalism as an example of social justice. I’ve always associated the term “social justice” with addressing social issues such as homelessness, poverty, and hunger. But social justice is more than just helping people – it’s also about solving problems caused by society. How those problems are addressed is up to interpretation.
Environmentalism in the Bible is also up to interpretation. From my understanding, in Genesis God commands Adam to be a steward of the land, and not have dominion over it like some critics point out. However, Adam didn’t have to deal with pollution, so when he took care of the land, he just took care of his own land. If Adam lived when people were polluting the land and rivers to their own detriment, how would he have acted? Does stewardship also mean protecting the land from people? I think so. And that, among other reasons, is why environmental action is a Jewish social justice.
I feel that my placement at the NYBG is interesting in the context of the Fellowship in Jewish Social Entrepreneurship. My position as an exhibitions intern is not about addressing environmental injustices - instead I am teaching about the environment and nature through various special exhibits. Some of the events I have worked on are the Giant Pumpkin Weekend and the Holiday Train Show (an exhibit that opens this week and is going to be great – you should check it out!).
Earlier in my life, education did not seem like a real way to execute social justice, but as I have matured, I realize that if people don’t know about something, they aren’t going to care or act on it. But just providing facts isn’t the way to inspire change, which is why the NYBG and botanical gardens everywhere are such an asset to society. People come to the garden for all sorts of reasons: as a field trip, for bird watching, even to run the trails. I never realized how much of a place of salvation the garden can act for some people. The New York Botanical Garden is a place of environmental wonder, teaching its visitors to love nature. As Abraham Joshua Heschel wrote: “Our goal should be to live life in radical amazement…get up in the morning and look at the world in a way that takes nothing for granted. Everything is phenomenal; everything is incredible; never treat life casually. To be spiritual is to be amazed.”
One of my Columbia professors says that if everyone loved nature, the environment, and the planet, environmental legislation would pass more quickly. Not only would it be a completely obvious focus of voters, but it would be a primary focus of politicians too because of their own love for the environment. Participating in the Fellowship in Jewish Social Entrepreneurship has helped me connect this sense of amazement to my environmental work, as well as to the Jewish commitment to tikkun olam. It has been inspiring learning from socially and environmentally progressive organizations such as Greyston Bakery and Rocking the Boat about their organizational models and how they foster social good in their individual communities. One day I hope to start an organization of my own, and having learned the importance of radical amazement in achieving social change from the NYBG, I will be sure to incorporate this into my work every day.
“A few Januarys ago, I took out a book about Martin Luther King Jr. to read to the students. One girl – the only Black student in the class – puts her head down on her desk and complains, ‘Why do we always have to read this book?’ I was a little taken aback and explained to her that the topic is very important. She starts to cry and says, ‘I just don’t want to do it.’”
This story is an example of a teachable race moment. Similar situations happen in classrooms every day, but they often do not get addressed. Talking about race can be uncomfortable, awkward, and scary, even for adults. As difficult as these situations may be, they are also incredible opportunities for dialogue and learning.
This year I am interning with Border Crossers, an organization that trains educators to be leaders of racial justice in their schools. Border Crosser’s “Talking About Race with K-5” workshop provides teachers with skills and resources they can use to talk to their students about race. Part of the workshop focuses on ways to respond to scenarios that happen in the classroom, like affirming a student’s comment or asking clarifying questions. Additionally, the workshop empowers teachers to initiate conversations about race and diversity throughout the school year.
This workshop has a significant impact on its participants. Through reading post-workshop evaluations and creating reports on the effectiveness of the workshops, I have seen the concrete strategies teachers gained through Border Crossers. And through attending the workshop myself, I have been even more amazed by the passion and determination teachers wanted to bring back to their classrooms.
Racial inequality can seem like too large of an issue to tackle. We see examples of it in everything from healthcare to housing. I believe that ensuring children feel comfortable speaking up against injustice is the first step to tackling these issues.
Investing in children is a personal value for me, but it is also a Jewish value. Isaiah 54:13 says, “And all your children will be taught of the Lord, and great will be the peace of your children.” A popular midrash on this verse explains that the word meaning children (banayikh) should be changed to builders (bonayikh). This midrash teaches that our children quickly become our builders; they are the ones who can shape and make changes to society. As a participant in List College’s Fellowship in Jewish Social Entrepreneurship, I feel lucky to connect these Jewish values with practical efforts on the ground to effect racial justice.
As Border Crossers trains more and more teachers each year, their message of racial justice spreads to more and more students. These children, who learn to have tough conversations about race at a young age, will hopefully continue these conversations as adults. The children Border Crossers reaches will be the builders of an equal and just society in which conversations about people of other races are not limited to talking about Martin Luther King Jr. in January.
In 2012, The New York Times ran a sobering series on the scope of racial disparities in the NYC school system – this article featured some of Border Crossers’ work.
To learn tools on how to talk to children about race, read this great blog post by Border Crossers Executive Director, Jaime-Jin Lewis. Additionally, here is a powerful video on the creator of the Courageous Conversations About Race curriculum, which is used all over the world to engage students in these kinds of discussions.
Last Friday the Fellowship went on an environmental justice field trip to visit Greyston Bakery and Rocking the Boat. We spent the gorgeous day outdoors and learning from these innovative organizations about how they affect change and address environmental injustices in their local communities.
Environmental justice is the movement that focuses on building healthy communities in the areas most affected by environmental health threats – consistently poor communities of color. Environmental justice activists are committed to increasing accessibility to clean air, green spaces, good food, and green jobs. In doing so, they attempt to redress generations of environmental racism and poverty. To learn more about environmental justice work in the South Bronx, read Fellows’ blog post from last year.
Founded in 1982, Greyston Bakery was one of the first social enterprises in the country. As the supplier of all the Ben & Jerry’s brownie chunks, their commitment to social good is reflected in their tagline: “We don’t hire people to bake brownies. We bake brownies to hire people.” They serve their local Yonkers community through a number of innovative programming, such as an open hiring policy, workforce development training, and affordable housing. Greyston has a strong commitment to the environment as well – solar panels power the plant, they source fair-trade ingredients, and have implemented green operations such as single-stream recycling and a rooftop garden. Their foundation also maintains 19 community gardens to provide fresh produce to their employees and the surrounding area.
Rocking the Boat is a youth development organization based in the Hunts Point section of the South Bronx – historically, one of the poorest and most polluted areas of the country. They use traditional wooden boatbuilding and on-water education to empower teens and restore the Bronx River. We got to tour their facility and learn about the history of the organization before hitting the water ourselves! Once on our boats, we learned about the efforts that Rocking the Boat together with other local green organizations, such as the Bronx River Alliance, are making to clean up the Bronx River, revive the indigenous ecosystem, and increase community access to the river. (We also developed some mean upper body strength by rowing against the river’s current).
It was inspiring to meet with each organization and learn about the social good they create in their local communities. We look forward to our next field trip – in the meantime, please enjoy our slideshow!
The 2012-2013 Fellowship in Jewish Social Entrepreneurship has come to a close. We wish this year’s fellows – Sara, Ari, Deborah, Sam A, Mirit, Dafna, Ariela, David, Sam S, and Allison – the best of luck on the next leg of their social change journeys! Please return here in the fall to celebrate the work and learning of next year’s fellows. In the meantime, below are some photos from our environmental justice tour of the South Bronx for your enjoyment. We spent a wonderful day hearing from local activists from The Point about their experience greening their community – and helped out on their urban farm.
To learn more about environmental justice issues in the South Bronx, visit The Point - a grassroots organization dedicated to youth development and the cultural and economic revitalization of Hunts Point. Sustainable South Bronx and Rocking the Boat are two other local powerhouses working to advance environmental justice while empowering young people to take a lead in their own community.
Ever wish YOU could decide how your tax dollars were spent? Increasingly, communities across the country are getting the chance to do just that through new “participatory budgeting” initiatives.
Improving communities on a hyper-local level, participatory budgeting efforts are usually spearheaded by a city-legislator to increase civic engagement and help self-direct community development. New York City residents in eight different council districts are able to vote on how their tax dollars should be put to use. This year, 13,000 New Yorkers have already used the opportunity to reinvigorate democracy through this hands-on budgetary process - so far, 45 winning projects have been awarded $9.4 million.
For more information, watch this new video from the Participatory Budgeting Project: