2019 — Community Partners — Activism Beyond the Classroom

1967 Student Walkout Historical Marker Collective

We are five Juniors at Masterman High School. Our names are Nia Weeks, Tatiana Bennett, Taryn Flaherty, Alison Fortenberry, and Aden Gonzalez. We are working as a team this fall to submit an application for a Pennsylvania historical landmark commemorating the 1967 Black Student Walkout. In the 2018-2019 school year we each competed individually in the National History Day Competition, winning in regionals, states, and for some even nationals. This push for the plaque stems from a learned appreciation for local history and our hope that the state will recognize the role of young people during this time. We feel that those who risked their lives and partook in the walkout deserve recognition for their contribution to the nation’s history.

2019Krystal StrongOctober 15, 20192019, Student Organizing

Ismael Jimenez & the Caucus of Working Educators

A member of the 2016 ABC course, Ismael has been a working educator in the city of Philadelphia for thirteen years. In returning to the course as a community partner, Ismael brings his relationship with both the Caucus of Working educators and the Melanated Educators Collective. Currently, Ismael is co-chair of the Caucus of Working Educators, co-founder of the Philadelphia Black History Collaborative and the Melanated Educators Collective, while being an active participant in several other organizations that seek racial justice in education and across the city of Philadelphia.

2019Krystal StrongOctober 15, 20192019, Caucus of Working Educators, WE, teacher organizing

Re/member Black Philadelphia

Re/Member Black Philadelphia is a multimodal digital scholarship and community archiving collaboration between the GSE, Penn Libraries, the School District of Philadelphia, and multiple community partner organizations led by Dr. Strong. The project seeks to: (1) document processes of community change and displacement through multimodal storytelling, (2) support community institutions and members in digitally preserving significant historical materials, and (3) engage youth and other community members in place-based, collaborative inquiry.