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American Chameleon Reading Groups: The 1619 Project
September 23 @ 7:00 pm - 8:30 pmFree
In conjunction with American Chameleon: The Living Installments, FringeArts and Portland Institute for Contemporary Art are offering reading groups to facilitate a deeper engagement with the academic and analytical texts that have influenced Kosoko’s work. Following a Syllabus for Peace that Kosoko has designed, participants will read a text reflecting on the influences of white supremacy and institutional racism on Black and Brown bodies, and the work ahead to imagine restorative and justice-filled futures. Audiences will gather with three scholars and thinkers to listen to a short presentation on the text, split into discussion groups organized by respective cities, and return to a larger group to have a broader conversation. Sessions last 90 minutes and will take place on Zoom.
Audiences are invited to sign up for one of the three workshops. Below you will find additional information about the three facilitators and the different sessions. Please note that these reading groups are a space of learning, listening, and deep reflection, and that FringeArts and PICA are emphasizing the centering of voices of color in this conversation.
The Reading Group for The New York Times’ The 1619 Project will be facilitated by Amalia Dache. Amalia Dache is an Afro-Cuban American scholar and assistant professor at University of Pennsylvania, Amalia Dache teaches in the Higher Education Division. Her experiences as a Cuban refugee and student traversing U.S. educational systems—among them urban K–12 schools, community college, state college, and a private research-intensive university—inform her research and professional activities. Dr. Dache’s major research areas are postcolonial geographic contexts of higher education, Afro-Latina/o/x studies, community and student resistance, and the college-access experiences of African diasporic students and communities. She is lead editor of Rise Up! Activism as Education, published in 2019 by Michigan State University Press. Her most recent article, “Ferguson’s Black radical imagination and the scyborgs of community–student resistance,” appeared in The Review of Higher Education in 2019. Dr. Dache was named a 2020 NAEd/Spencer Foundation Post-doctoral Fellow for her project, “Mapping Public Housing and Urban Higher Education Accessibility and Enrollment in Philadelphia.” In 2019, she completed Rockefeller Institute’s Richard P. Nathan Public Policy Fellowship where she conducted research on racial, transit, and economic factors inhibiting access to local postsecondary education in the Finger Lakes region of Upstate, New York. She received the Association for the Study of Higher Education’s (ASHE) Bobby Wright Dissertation of the Year award in 2014.