DeepThink Tanks are participatory, action-oriented working sessions focused on critical social and environmental issues. Attendees actively engage with how to address these issues in our teaching, research, community activism, and organizing.
Education as Liberation: Developing Political Literacy Across Educational Spaces
Building Capacity for Advocacy: Research to Action in Science
Our Struggle, Our Joy: Immigrant Activism, Storysharing, and Community Building
Terese Guinsatao Monberg is Associate Professor of Rhetoric and Writing and a founding faculty member of the Residential College in the Arts and Humanities at Michigan State University where she currently serves as Director of the Asian Pacific American Studies Program. Her research and teaching focus on Filipinx/American rhetoric, transcultural memory, and community building, which has been published in Representations: Doing Asian American Rhetoric;
Iris D. Ruiz is a Continuing Lecturer for Merritt Writing Program, and a Lecturer in Ethnic Studies at CSU, Stanislaus. Her current publications are her monograph, Reclaiming Composition for Chicano/as and other Ethnic Minorities: A Critical History and Pedagogy, winner of the honorable mention CCCC outstanding book award, and she co-edited D ecolonizing Rhetoric and Composition Studies: New Latinx Keywords for Theory and Pedagogy, in which she also contributed a chapter on the keyword “Race.” Her work on race and WPA works was published as an article in the CWPA Journal. Finally, her current research focuses upon Chicanx History, decolonial theory, methods, intersectional and cross-generational trauma, and the politics of critical imperial scholarship and citation practices. Her work is also featured in the NCTE/CCCC Latinx Caucus history book with Parlor Press, Viva Nuestra Caucus and in the Series for Writing and Rhetoric co-edited collection, Rhetorics Elsewhere and Otherwise. She aims to continue to work toward transformative and anti-racist leadership, scholarship and pedagogical practice.
Jamilah Thompkins-Bigelow is a program director at Mighty Writers, which provides free writing programs to youth in the Philadelphia area. She is also a children’s book author and her debut children’s book about a Black American Muslim girl, Mommy’s Khimar (2018), was designated a notable book by the American Library Association, Childrens Book Council, and International Literacy Association. Her book is also named on a number of Best Books of 2018 lists including those of NPR, School Library Journal, and Kirkus Reviews. Her forthcoming book, Your Name is a Song (2020), is an empowering tale about a girl who learns to appreciate her unique name that others often mispronounce.
Jamilah is passionate about educating youth and she has worked for over a decade as an English teacher and curriculum writer in the fields of literacy and anti-racism for educators and youth of all ages. She served as a curriculum developer and fellow with Muslim Anti-Racism Collaborative, an organization that uses education to combat intra-Muslim racism and Islamophobia. She cares profoundly about using literacy to attain social justice, empowerment, and representation. Additionally, as a Black American and second-generation African immigrant, she strives to bring the griot tradition she has inherited to the work she produces.
Andres Celin is the Lead Organizer and Kensington Multiplex Organizer at Youth United for Change (YUC). He graduated from Haverford College with a degree in Cultural and Social Anthropology, and a minor in Economics. Andres spent five years working in education and social services in Eastern North Philadelphia prior to joining YUC, running tutoring, extracurricular and mentoring programs, serving as a family case manager, and managing a bi-lingual parenting education program. He is also a Trauma-competency Trainer with Lakeside Global Institute, and works with professionals in various service sectors throughout Pennsylvania.
Andres is passionate about creating political education and community organizing models that center the leadership development of working-class youth of color. At YUC, he focuses on supporting young people in the Kensington area of Philadelphia develop critical systems analysis, grassroots campaign strategy, and tactical organizing skills.
Sarah Zeller-Berkman is the Academic Director of the Youth Studies Program at the CUNY School of Professional Studies and Director of Youth Studies Initiatives at the John F. Kennedy, Jr. Institute for Worker Education. At CUNY SPS, she oversees the MA and Advanced Certificate in Youth Studies programs and directs the Intergenerational Change Initiative (ICI), a youth participatory action research project involving mobile tech and participatory policy making. Dr. Zeller-Berkman has spent the last two decades as a practitioner, researcher, evaluator, and capacity-builder in the field of youth and community development. Trained in Social-Personality Psychology, she has worked in partnership with young people on participatory action research projects about issues that impact their lives such as sexual harassment in schools, incarceration, parental incarceration, and high-stakes testing. Her publications include articles and chapters in the Journal of Community, Youth and Environments, The Handbook of Qualitative Research, AfterSchool Matters, New Directions for Evaluation, Globalizing Cultural Studies, and Children of Incarcerated Parents. She is committed to using participatory design principals, youth-adult partnerships, a critical participatory action research approach, and the latest technical tools to be part of a larger movement to alter the status quo for/with young people.
Christin Lauren, a West Philadelphia native, began her writing journey at Mill Creek Community Center in West Philadelphia, where she learned to read and write before the age of four. Once she learned the power of words, she never stopped writing, reading, or talking. She went on to complete a B.A. in Organizational and Strategic Communications at Temple University. Dreams of a career as a speech writer in tow, she launched a freelance publicity company in 2008.
The challenges of an industry fraught with racial inequity, gender discrimination, and socioeconomic stigmas found her nearly voiceless and desperate. After completing an M.A. in Writing Studies at Saint Joseph’s University in 2015, enter Mighty Writers…Christin began as a volunteer at the West Philadelphia site of Mighty Writers, developing a unique curriculum, laser- focused on empowering young girls through leadership and in-depth written expression to proactively combat the social constructs that threaten their freedom and creativity. By teaching young girls to learn their strengths as individuals as well as their collective power, Who Runs the World? Girls! supports the sustainability of one of our greatest resources to date…women. Christin currently is Program Director at Mighty Writers West and founder of Kismet’s Wordluv L.L.C
Kathryn Christopher is manager of science communication and outreach at the Academy of Natural Sciences of Drexel University, Philadelphia. She facilitates and supports meaningful communications, outreach and public engagement initiatives relating to science and human impacts, enhancing the messaging of the Academy’s positions on climate change, water, evolution, and biodiversity and extinction.
Kathryn also provides overall organizational support in the Academy’s role as lead scientific organization of the Delaware River Watershed Initiative. She coordinates outreach with project partner organizations and communicates water quality data to various audiences via reports and visual data representations.
After first starting at the Academy in 2012 as a volunteer in the Botany Department, Kathryn was hired as a field technician in 2013 to support the Delaware River Watershed Initiative. She has a master’s degree in environmental science from Drexel University and a bachelor’s degree in biology from Penn State University.
Dawn Opel is Assistant Professor of Digital Media and User Experience in the Department of Writing, Rhetoric, and American Cultures in the College of Arts & Letters at Michigan State University. She also serves as Policy Fellow at the Center for Health and Research Transformation at the University of Michigan. A lawyer and community-engaged action researcher, Dawn partners with legal, healthcare, and nonprofit organizations to improve the coordination of care across sectors. She particularly focuses on working with healthcare organizations to integrate community-based services into clinical practice, particularly those services related to the social determinants of health, such as food security. Her community partners include Michigan State University Extension, Elder Law of Michigan, Inc., Sparrow Health System, and The Food Bank Council of Michigan. Her research is funded by the Michigan Health Endowment Fund, the U.S. Department of Health and Human Services’ Administration for Community Living, and the Humanities Without Walls initiative funded by the Andrew W. Mellon Foundation. Recent published work appears in Literacy in Composition Studies, Computers and Composition: An International Journal, and Technical Communication.
Donnie Johnson Sackey is an assistant professor of Rhetoric & Writing at the University of Texas at Austin. He is a senior researcher with Detroit Integrated Vision for Environmental Research through Science and Engagement (D•VERSE). He formerly served as an executive board member of the Michigan Environmental Justice Coalition. His research centers on the dynamics of environmental public policy deliberation, environmental justice, and environmental cultural history.
Sara P Alvarez is Assistant Professor of English at Queens College, City University of New York (CUNY), and 2018-2020 Cultivating New Voices Fellow at the National Council of Teachers of English (NCTE). Sara’s qualitative research focuses on the multilingual and academic writing practices of self-outed U.S. undocumented young adults. Her past research ethnographically examined the multilingual social media literacy practices among second-generation Latin@ youth and their transnational families in Kentucky. Her publications have appeared in the journals Equity and Excellence in Education and The Journal of Adolescent & Adult Literacy, among others.
Steven Alvarez is Assistant Professor of English at St. John’s University. He specializes in literacy studies and bilingual education with a focus on Mexican immigrant communities. Dr. Alvarez teaches courses ranging from autobiographical writing, ethnographic methods, visual rhetoric, and “taco literacy,” a course exploring the foodways of Mexican immigrants in the United States. Dr. Alvarez is the author of Brokering Tareas: Mexican Immigrant Families Translanguaging Homework Literacies (State University of New York Press) and Community Literacies en Confianza: Learning from Bilingual After-School Programs (National Council of Teachers of English). Dr. Alvarez is also the author of three books of poetry. His book The Codex Mojaodicus was the winner of the 2016 Fence Modern Poets Prize.
Angie Kim is an Asian American immigrant activist based in New York City. Since her 2012 Deferred Action for Childhood Arrivals (DACA) enrollment, Angie has advocated and worked for immigrant rights and comprehensive immigration reform. Angie has arranged and conducted meetings with legislators, community organizers, and policy-makers across the U.S. context, and in 2013, along with fellow activists and undocumented young adults, Angie urged the 44th President of the United States, President Barack Obama, and Vice President Joe Biden, to pass immigration reform. Despite the outcome of these efforts, Angie continues to be invested in her immigrant communities. Angie Kim works with grassroots and community-based organizations building empowerment and community engagement. She focuses on cultivating awareness about race and ethnicity in the immigrant experience, and the importance of facts over myths in discussing immigration.
Mark Lyons is director of the Philadelphia Storytelling Project, where he uses digital storytelling in his work with teens, the immigrant community, and homeless veterans. He edited and translated the memoir Dreams and Nightmares / Sueños y Pesadillas, by teenager Liliana Velásquez, who fled Guatemala alone to seek asylum in the United States. He also edited and translated Espejos y Ventanas / Mirrors and Windows, Oral Histories of Mexican Farmworkers and Their Families. Both books are in Spanish and English. He does workshops with high school and university teachers on using oral histories to create conversations among and between communities, improve literacy, and give marginalized peoples a voice. His collection of short stories, Brief Eulogies at Roadside Shrines, was chosen as a Kirkus Reviews book of the year.
Liliana Velásquez: When she was seventeen, Liliana Velásquez wrote a remarkable memoir, Dreams and Nightmares / Sueños y Pesadillas, which tells of escaping unrelenting violence and poverty in her village in Guatemala at fourteen and heading out alone to seek safety in the United States. On her trip through Mexico she was robbed by narcos and rode the boxcars of La Bestia. Finally, she made it to the US border, and headed out across the Sonoran Desert, where she encountered death and was caught by US Immigration. She spent months in detention and ultimately gained asylum status in the U.S. She currently is in college and supports her family back home. Liliana shares her story in schools, universities and communities and gives workshops for teachers on using oral histories in the classroom to talk about the place of immigrants in our communities. She has received several honors for her work.
Ayana Allen-Handy, is an Assistant Professor of Urban Education in the School of Education at Drexel University. She received a Ph.D. in Curriculum and Instruction from Texas A&M University, and completed a Post-Doctoral Fellowship at The Urban Education Collaborative at UNC Charlotte. Her research interests include qualitative, ethnographic, and participatory action research methods to strengthen youth, teacher, and community member capacity, advocacy, and empowerment to address critical issues of educational equity and social justice in urban schools and communities.