{"id":103,"date":"2014-12-18T18:55:28","date_gmt":"2014-12-18T23:55:28","guid":{"rendered":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/?page_id=103"},"modified":"2014-12-19T16:50:34","modified_gmt":"2014-12-19T21:50:34","slug":"grassroots-organizing","status":"publish","type":"page","link":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/grassroots-organizing\/","title":{"rendered":"GRASSROOTS ORGANIZING"},"content":{"rendered":"<div id=\"attachment_104\" style=\"width: 610px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-104\" class=\"size-full wp-image-104\" src=\"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-content\/uploads\/sites\/74\/2014\/12\/marchagainstyouthincarceration.jpg\" alt=\"Chicagoans Protest Against Youth Incarceration 10\" width=\"600\" height=\"400\" srcset=\"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-content\/uploads\/sites\/74\/2014\/12\/marchagainstyouthincarceration.jpg 600w, https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-content\/uploads\/sites\/74\/2014\/12\/marchagainstyouthincarceration-150x100.jpg 150w, https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-content\/uploads\/sites\/74\/2014\/12\/marchagainstyouthincarceration-300x200.jpg 300w\" sizes=\"auto, (max-width: 600px) 100vw, 600px\" \/><p id=\"caption-attachment-104\" class=\"wp-caption-text\">Chicagoans Protest Against Youth Incarceration <sup>10<\/sup><\/p><\/div>\n<p><strong>Grassroots Organizing<\/strong> around this issue is spearheaded by many different stakeholders &#8211; youth, teachers, parents, and community members. Their missions tend to revolve around solidarity in organizing a coherent unit to combat zero tolerance punishments. Many organizations approach their activism through a social justice or racial justice lens, emphasizing the fact that the <a href=\"http:\/\/www.youtube.com\/watch?v=o3jTlVUkEJ8\">School-to-Prison Pipeline<\/a>\u00a0\u00a0<sup>36<\/sup> (watch video)\u00a0is unjust, especially in it predominantly affecting minorities. Initiatives to end the Pipeline have been both proactive and reactive &#8211; youth-led organizations compile suspension stories and publicize them in an effort to raise awareness of student experiences while teacher and community-led organizations work to implement alternative disciplinary measures. Those measures include a Restorative Justice approach where emphasis is placed on repairing the harm that was caused as opposed to criminalizing the stakeholders. Restorative Justice theories are applied to workshops called &#8220;Peace Rooms&#8221; that have already been successfully launched in schools all over Chicago, including Lincoln Park High School:<\/p>\n<p><a href=\"http:\/\/soundcloud.com\/dnainfo-radio\/peace-room-successful-for-lphs-discipline#t=0:00\">http:\/\/soundcloud.com\/dnainfo-radio\/peace-room-successful-for-lphs-discipline#t=0:00<\/a><\/p>\n<p><sup>11<\/sup><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Grassroots Organizing around this issue is spearheaded by many different stakeholders &#8211; youth, teachers, parents, and community members. Their missions tend to revolve around solidarity in organizing a coherent unit to combat zero tolerance punishments. Many organizations approach their activism through a social justice or racial justice lens, emphasizing the fact that the School-to-Prison Pipeline\u00a0\u00a036 [&hellip;]<\/p>\n","protected":false},"author":183,"featured_media":0,"parent":0,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-103","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/pages\/103","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/users\/183"}],"replies":[{"embeddable":true,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/comments?post=103"}],"version-history":[{"count":0,"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/pages\/103\/revisions"}],"wp:attachment":[{"href":"https:\/\/courses.bowdoin.edu\/education-2272-fall-2014-mkruk\/wp-json\/wp\/v2\/media?parent=103"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}