Today I learned something actually useful in my life for once.
GRANT FOCUS: Community, Community Development, Safety, Environment, Environmental Education
Amount: Up to $125,000
Deadline: Sept. 6, 2019
“The CEC is calling for initiatives that focus on enhancing the capacity of communities to prepare, respond and adapt to extreme events,such as drought, floods, wildfires and extreme temperatures, and advance community-level actions that have the opportunity to contribute to, or benefit from, the CEC’s work on preparedness and resilience to extreme events.
The NAPECA grant process will support projects that:
Funder: The Commission for Environmental Cooperation (CEC)
Eligibility: “Eligible applicants are any entity which is incorporated as a non-profit organization in Canada, Mexico or the United States. Examples of eligible applicants include nonprofit and nongovernmental organizations (NGOs), environmental groups, community based associations, academic institutions, tribal nations, and indigenous peoples and communities. Applicants must be located in Canada, Mexico, or the United States.”
A group of out-of-school time professionals at the 2019 National AfterSchool Association convention in June facilitated a two-hour Leadership Institute, an opportunity to delve deeply into a key issue in the field.
They focused on facets of equity and access. The presenters and facilitators were, for the most part, chapter authors in the third volume of the Current Issues in Out-of-School Time series published by Information Age Press. (We are the editors of this volume.)
Most of the feedback afterwards was positive. We observed a participant articulating her struggles as a Latinx nonprofit manager, and others who owned and accepted the responsibilities of privilege and who truly wanted to learn how to address inequitable dynamics at their agencies. The conversations were, at minimum, intense, and certainly meaningful.
One outlier, however, was a funder who reported that she was offended by the presentation on how to reconsider the funding process.
The presentation, “How to Rethink the RFP Process,” was by a longtime youth practitioner who runs a small organization and has served on the board of a small foundation that funds arts-based organizations. It clearly and succinctly laid out the premise that in the past funders have — and many continue to — view grantees from a deficit and poverty framework.
It analyzed the request for proposal (RFP) process in minute detail, pointing out how the application process both disincentivizes and disempowers community-based organizations, many run by people of color in black and brown communities. The presentation ended upbeat and hopeful, pointing to organizations such as The Whitman Institute that advocate for “trust-based philanthropy” and promote changing the language of the RFP to articulate an asset- and strength-based approach to grantees.
The funder’s initial response to the presentation stands in stark contrast to the thoughtful examination of systems and practices that we heard from most participants. This contrast is illustrative of the range of responses that discussions about power, privilege and oppression can, and likely will, evoke in people.
In the U.S., equity and access are sensitive topics and, as a field, we are just now coming to grips with the effects of a legacy of institutional racism. We are also just beginning to wrap our heads around our privilege, whether that be class-based or race/ethnicity-based. It is not easy, and often painful, to reflect on our biases and acknowledge that we have at times been implicit in perpetuating inequity.
There will be those who are unprepared to examine how privilege, biases and power show up in their institutions, let alone in their own lives. But to make progress we must continue to have these thought-provoking discussions. We must remember that dismantling the crippling effects of institutional racism and oppression is a long-term goal.
We will need all the tools in our toolbox — training, books, brave spaces — when we encounter reluctance to chink away at the entrenched thinking that has reigned for hundreds of years. We must not be deterred. Instead, we must ask ourselves, how else might we invite honest reflection, critical dialogue and conscious action?
Femi Vance, Ph.D., is a researcher at American Institutes for Research, where she researches and evaluates out-of-school time programs and provides technical assistance to youth development professionals. She strives to translate her research into practice via board service, training and practical and relevant blog posts and guides.
Sara Hill, Ed.D., has 25-plus years of experience in youth development, curriculum and instruction, nonprofit management, evaluation and research. She has designed and delivered professional development for hundreds of educators at all levels, including youth and staff at community-based organizations, public school teachers and administrators.
The post Resistance to Change: Equity Is Crucial Issue for Out-of-school Time appeared first on Youth Today.
The Obama Foundation recently announced Adewale “Wally” Adeyemo as its first president.
Currently senior advisor at BlackRock and the Center for Strategic and International Studies, Adeyemo was appointed by President Obama in 2015 as his senior international economics advisor. In this capacity he was the deputy national security adviser for international economics and deputy director of the National Economic Council, representing the president and the country at the G7 and G20 summits.
Adeyemo also served as the first chief of staff at the Consumer Financial Protection Bureau as well as deputy chief of staff at the U.S. Dept. of the Treasury, where he was the chief negotiator on major international trade deals.
His time prior to government service was spent as an editor at the Hamilton Project at the Brookings Institution, a program which focused on crafting policy proposals for long-term and inclusive economic growth.
He now joins the Obama Foundation as it continues to build the Obama Presidential Center in Chicago while drastically increasing its leadership development and civic engagement initiatives, including the Community Leadership Corps, My Brother’s Keeper Alliance and the Girls Opportunity Alliance.
Adeyemo is a prominent member of the Aspen Strategy Group, which seeks to promote sustainable economic opportunity across the nation. Additionally, he serves on the board of social, political and economic equity-focused think tank, Demos.
With a nearly unmatched expertise in national and global economic policy, Adeyemo will be instrumental in ensuring the effectiveness of the foundation’s global civic engagement initiative expansion due to take place throughout the rest of 2019 and into 2020.
“Wally is the ideal person to help lead the Foundation team as we continue to grow the impact of our global civic engagement programs and advance the Obama Presidential Center,” said Board Chairman Martin Nesbitt in a press release. “Given his executive experience in both the public and private sectors and previous service with President Obama, Wally is well positioned to help us continue to translate our sky-high ambitions into operational reality through daily leadership of our talented staff.”
Adeyemo is the son of Nigerian immigrants who came to the U.S. seeking to give him and his siblings a chance at a better life. He would attend the University of California at Berkeley, obtaining a bachelor of arts degree before being accepted to Yale Law School where he would earn his Juris Doctor. This education and his instilled work ethic would lead him to his impressive career culminating in his service in multiple powerful positions directly under the president of the United States.
In his new position as president of the Obama Foundation, Adewale Adeyemo will continue working to ensure a more just and equitable economy by focusing on initiatives bringing a new generation of leaders to the forefront of the world’s political and socioeconomic landscape.
The post Adewale Adeyemo to Lead the Obama Foundation as its First President appeared first on Youth Today.
GRANT FOCUS: Community Development, Social Change, Youth Development, LGBTQ
Amount: $1,000 – $5,000
Deadline: Sept. 6, 2019
“[The funder] is a public foundation that supports and unites organizations and donors working to create just and sustainable communities that are free of oppression and that embrace and celebrate all people. Through grant-making and related activities the Fund for Southern Communities fosters social change initiated by community-based groups in Georgia, North Carolina and South Carolina.
The Fund for Southern Communities provides the financial resource to help move groups from thought to action. FSC supports small community groups working for environmental justice, anti-racism, women’s rights, youth development, LGBTQ rights, worker’s rights, civil rights and disability rights and other varied issues that address social change through community organizing. Grantees not only benefit from financial support, but they are also given technical assistance.
FSC is unusual in that it awards grants to community organizations that are working to address the systems and structures that cause community problems. Often traditional charities and private foundations overlook these organizations because their projects are considered too new, the organization too small, or their objectives are too controversial. The Fund is willing to make grants to these groups and organizations because we believe that communities working on their own behalf are powerful forces for change.”
Funder: The Fund for Southern Communities
Eligibility: “FSC can only award grants to organizations that are registered as a non–profit organization within their respective state (Georgia, North Carolina and South Carolina). Organizations must also have 501(c)(3) tax status, or a Fiscal Agent; a limited number of 501(c)(4) organizations with a Fiscal Agent may be accepted.”
Amount: $1,000 – $5,000
The post Southern Community Development and Social Change Grassroots Program Support Grants appeared first on Youth Today.
What if you were a member of the National Security Council and learned that a foreign country could be building nuclear weapons in violation of a treaty? How would you decide what to do?
How would you even assess the validity of the information?
A group of high school students from big-city public schools took on that responsibility at the Council on Foreign Relations (CFR), a nonpartisan think tank in New York, in July.
“It took us a while to make a decision,” said Josiah Dunn, a rising senior at John Adams High School in Queens, New York. There were multiple factors to weigh.
“We decided we would have a two-pronged approach,” he said.
The youthful council proposed sending troops to allied neighboring countries while also holding talks with Iran, the country that had potentially broken the treaty.
The hypothetical situation and role-play was part of a three-week summer program at the CFR developed by Global Kids, a 30-year-old nonprofit that engages young people in critical issues affecting the world.
Global Kids runs after-school programs in more than two dozen schools in underserved neighborhoods in Washington, D.C., and New York City. About 26 students took part in the “U.S. in the World” Summer Institute at the CFR.
Students visited the United Nations, heard TV host and commentator George Stephanopoulos speak about the role of the media and were briefed by CFR senior fellows.
“Our goal is to help young people understand the importance of being engaged in international affairs … and how foreign policy can impact their own lives and communities,” said Evie Hantzopoulos, Global Kids executive director.
To Tanzila Rahman, a rising senior at John Adams High School, the biggest impact came from a presentation about violence against the Rohingya in Myanmar.
“So many people are being killed and villages are being burned down,” she said. She plans to go back to her school, talk to students and do a presentation about the situation.
The National Security Council role-play also opened her eyes, she said.
Journey Coates, a rising junior at the Beacon School in Manhattan was struck by the violence that journalists face in some countries, as well as the amount of misinformation they must contend with.
For some of the students, the experience is a turning point.
“To be honest I took part because I had nothing to do this summer,” said Abdullah Mazumer, a rising senior at William Cullen Bryant High School in Queens. But the visit to the United Nations really sparked his interest. During the summer institute he learned about China’s social credit scoring system, an effort to bring together many government and private records on an individual (such as credit rating, court records and financial information) and assign each person a score, which could be used to impose travel bans and blacklists.
It could be a major breach of an individual’s privacy, Abdullah said.
“CCTV cameras are [already] everywhere in China,” he said. “[Social credit scoring] is going to spread. People will have to make a decision.”
Students in the program develop a peer education project for their schools or communities. Jkaela Maniago, a rising senior at William Cullen Bryant High School, plans a presentation on what it means to be a global citizen.
Journey will be creating a video about the journalists imprisoned in different parts of the world.
One of Abdullah’s concerns is that young people don’t have enough voice in decision-making. He would like to see a youth representative in Congress.
The summer institute not only benefits young people, but brings their voices and experiences to the senior fellows at the CFR, Hantzopoulos said.
“Young people, especially those from marginalized communities, bring fresh and important perspectives to conversations about foreign policy,” she said.
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GRANT FOCUS: Job Training, Career Training, Youth Development, Workforce Development, Apprenticeships
Amount: $500,000 – $6,000,000
Deadline: Sept. 24, 2019
“The purpose of this program is to promote apprenticeships as a significant workforce solution in filling current middle- and high-skilled job vacancies and closing the skills gap between employer workforce needs and the skills of the current workforce. The overarching goals of this grant program are threefold:
Funder: Employment and Training Administration
Eligibility: “For the purposes of this FOA, the lead applicant in the apprenticeship partnership are an institution of higher education (IHE), or an IHE representing a consortium of IHEs, as defined in Section 102 of the Higher Education Act of 1965 (20 U.S.C. 1002); or a state system of higher education, such as a community college system office or a single state higher educational board; or a nonprofit trade, industry or employer association; labor unions; labor-management organizations.”