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When Two Worlds Collide: The Joy and Sorrows of Community Engagement. Minh Dang | 21 May 2014 |Scottsdale, AZ | Community College National Center for Community Engagement. OUR JOURNEY TOGETHER. Experiences of Joyful Sorrows and Sorrowful Joys Human Trafficking 101

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When Two Worlds Collide: The Joy and Sorrows of Community Engagement

Minh Dang | 21 May 2014 |Scottsdale, AZ | Community College National Center for Community Engagement

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OUR JOURNEY TOGETHER

  • Experiences of Joyful Sorrows and Sorrowful Joys
  • Human Trafficking 101
  • Applications to Community Engagement and Higher Education
  • Philosophy of Community Engagement
slide3

TEARS

OF

JOY

slide4

Why do we cry?

Love – we care about people, ideas

Loss – letting go of the past/longing, endings

Importance – we assign meaning

Development – we recognize growth

Helplessness – we see our lack of control

Expectations – experience the unimaginable

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How do we love when we have been hurt?

How do citizens continue to love one another when they have hurt and been hurt by others?

“Justice is what love looks like in public.”

- Cornel West

How does a nation love its citizens?

What does a nation do when it has inflicted hurt and harm on its citizens and the world?

slide7

When we hurt, we often respond by...

Hiding our pain

Healing our pain

Harming others (cycle of violence)

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HUMAN TRAFFICKING 101-ish....

Current and dominant narrative....

“Modern slavery”, “forced labor”, “sex trafficking”, “labor trafficking”, “commercial sexual exploitation”

Economic and sexual exploitation

Affects approximately 29.8 million people worldwide

$32 billion industry

Mostly affects women and girls

Caused by poverty, corruption, and sexual deviation

→ Men, boys, and transgender people affected

→ Unsure the “size” of the problem

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Legal Definition of “Severe Human Trafficking”

“the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services,

through the use of force, fraud, or coercion

for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery”

- Trafficking Victims Protection Act, 2000

ACTION

MEANS

PURPOSE

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Slavery | Human Trafficking

SLAVERY *

HUMAN TRAFFICKING

  • Evidence of control tantamount to possession
  • Appropriation of labor power
  • Use of force and threat of violence
  • Loss of free will
  • ?? The condition of a slave; an institution, an economic process?
  • the recruitment, harboring, transportation, provision, or obtaining of a person for labor or services,
  • through the use of force, fraud, or coercion
  • for the purpose of subjection to involuntary servitude, peonage, debt bondage, or slavery

*SOURCES:

Bales, K. (2005). Understanding global slavery. Berkeley, CA: University of California Press.

Bellagio-Harvard Guidelines on the Legal Parameters of Slavery. (2011). Proceedings from The Legal Parameters of Slavery: Historical to the Contemporary. Boston, MA: Harvard.

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Continuum of Oppression & Liberation

child abuse, racism, low min. wage,

sexism, homophobia, voter suppression

and all other forms of oppression

freedom

Slavery Debt Bondage

Complete Domination &

Dehumanization

Autonomy, Love

& Respect

MD definition: slavery is a social phenomenon existing on the far end of a continuum of oppression, where human beings completely dominate other human beings, and results in physical, psychological, interpersonal, and environmental trauma; financial and social instability and inequities; and dilution of the fundamental principles of democracy

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APPLICATIONS TO CE & HIGHER ED

1. Higher education and community engagement can contribute to the liberation of individuals and communities and/or can and does contribute to the enslavement of people.

- Institutions that promote intellectual rigor and individualism

- Institutions that provide social services to young adults.

- Colleges and universities as consumers too.

- Colleges as institutions that equalize opportunity or increase inequity.

2. Community engagement addresses all of the issues on this continuum of oppression.

- You are sending students to witness injustice and horror.

- You provide opportunities to connect with other students at deeper levels, to witness community empowerment, and to contribute to social justice victories.

- You are providing opportunities for empathy development.

- Students are exploring what it means to be autonomous and yet a part of a community, locally or globally.

- Students confront their own experiences of injustice.

- Students have energy, passion, idealism that can be harnessed.

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PHILOSOPHY (System of Principles) FOR COMMUNITY ENGAGEMENT

1. SHARE

* Stories: humanizes, comforts, provides models - Stories of freedom

- Multiple narratives; complexity

- Feelings: fears, insecurities, hopes

- Processes: individual + community healing

* Resources: people, money, skills, relationships,

office space, etc.

* Power:

- Survivor/community led or informed

- Decision making, Policies, Input, etc.

- Difference in skills/resources does not mean

difference in fundamental human value.

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PHILOSOPHY (System of Principles) FOR COMMUNITY ENGAGEMENT

2. PLAY. SING. DANCE. LAUGH...TOGETHER.

3. LISTEN AND RECEIVE

4. WORK TOGETHER.

Work: educate, activate, organize Together: define “the enemy” Is it really “out there”?

In a specific person? Or is it a human potential?

5. GRIEVE TOGETHER.

Emotional poverty and profits. Accept what you

cannot change so you can change what you can.

Avoid repeating the past.

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PHILOSOPHY (System of Principles) FOR COMMUNITY ENGAGEMENT

6. BE. CREATE SPACES FOR JUST BEING.

"The only way to deal with an unfree world is to become so absolutely free that your very existence

is an act of rebellion."

- Albert Camus

Minh Dang | | @minhspeakstruth