On November 12, 2014, Universidad Popular embarked on a new adventure called the Learning TO Succeed Family Program, which now takes place Tuesdays through Thursdays at 9AM. Universidad Popular has always been a place for youth, adults and the elderly. Now it has become the second home to ten children between the ages of two and five.
The first day was used for the kids, alongside their parents, to explore the classroom and everything that it had to offer. Through donations, hard work and a dedicated staff, what was once an art room is now a place for children to develop and reinforce the values first taught at home while building social skills.
This program allows parents to come to the morning English classes while their kids enjoy interacting with children their own age. Through various activities including arts, crafts, and trips to the library, parents will have the opportunity to bond with their children. Universidad Popular has big plans for the future of this program and the participants involved. We currently have limited space for children but we are planning to expand the program as soon as more funding becomes available.
Last September 4th, DePaul University student from the Immigrant Youth in Chicago–Discover class visited our center in Little Village and were able to interact with many of our youth in a symposium-style session lead by our youth discussing the issue of the immigration process and growing up in Little Village. Today we received a few thank you notes from the DePaul students and we’re so happy to receive them that we thought we’d share them with you!
Universidad Popular was, hands down, one of my favorite organizations that we have visited during our class I loved being able to speak one-on-one with the kids. They are so adorable and creative, not to mention intelligent, it’s wonderful seeing them in an environment that benefits their learning. I love what this organizaation does for their community. It’s truly a wonderful thing. Thank you for spending that day with us and we hope to see you soon!
To Universidad Popular staff and members,
I would like to thank you so much for the wonderful time you offered myself and my DePaul colleagues! It was truly amazing to see how the community members all work together to help the community. Not to mention the activities the youth are given, like the “jumpin the border” imitation, that teach the youth to be compassionate and grateful. I would especially like to thank Santos and Adrian for helping out with the tour and being as interested in DePaul as we were in them! MUCHAS GRACIAS!
Universidad Popular,
Thank you so very much for allowing our class to experienjce the wonderful things you do for the youth in your community. It was so amazing to tour your organization and see how your dedication has changed the lives of so many people. I felt so incredibly welcomed by everyone, and it was such a fun and enjoyable day! Thank you again! You truly are changing lives.
I’d like to thank you for allowing our Discover class to come in and see Universidad Popular and what you guys do. I was really moved to see how an entire community pitches in to put something like Universidad Popular together for their kids. You don’t see that willingness to help children that much.
Thank you again,
Universidad Popular,
Thank you for allowing my Immigrant Youth in Chicago class to visit your organization. I met and talked with some very intelligents boys and I appreciate what your organization provides for them.I would like to thank you for allowing us to visit your organization. Discussing immigrant based topics from the youth’s perspective was very different from the other stories adults told us. I will definitely be interested in volunteering in your community!
Thank you,
I loved the time we spent at your organization and the opportunity to ask the youth questions about their community. Thank you for having us 🙂
Universidad Popular staff and volunteers,
Thank you for showing us and teaching us about your organization. I enjoyed learning about what it is you do and how you help the community. I loved being able to talk to the youth and answer all the questions they had. Hope to see you soon and best wishes!
Dear Universidad Popular,
Thank you for taking the time to meet with us! I really enjoyed the conversations that we had in our small groups! Feel free to stop by DePaul anytime!
LETOS participants preparing their altars for the Day of the Dead Celebration
The following writings are short essay/reflections from Universidad Popular’s Learning to Succeed English Tutor group. These individuals have been with Universidad Popular for several years, advancing their knowledge of the English language through all the levels of our Adults English Literacy program. This year, we’ve presented them with the challenge of helping their fellow community learners in their process of learning English. Every Wednesday and Thursday they receive training for tutoring and teaching-learning while at the same time refreshing English skills in an intensive 3-hour advance English learning group.
These essays are their contribution to Universidad Popular’s 2014 Day of the Dead Celebration, which took place last October 29th in our community hall. The multiplicity of perspective and the depth of analysis and research presented here is but a small example of the wonderful minds that walk through our halls everyday and that fill our amazing community.
Enjoy!
-Miguel Alvelo
Our tradition started a long time ago.
An essay by María
In Mexico we celebrate the Day of the Dead on November 2nd. This day is very important for a lot of Mexican Families.
Our tradition started a long time ago. In many of the cultures that composed ancient Mexico such as the Mayas, Olmecas, Mexicas, etc. the dead had a very important place in society. When the Spaniards came to Mexico the tradition of the Day of the Dead already existed, but the Spaniards incorporated the catholic religion into it along with other ideas. Then started the mixing of traditions and now this celebration is different from the old days.
All the things we use for this celebration have different meanings.
The idea of making altars come from people thinking that the dead can come back on this day. Families build the altars in different ways. Some altars are made with 7 levels, or steps. Each step has different items.
Before we start the altar, however, we first need to sweep the area with aromatic herbs. We need to clean in 4 directions: North, south, east, and west.
To make the altars we can use cardboard, or wood to make our 7 levels or steps.
First, we make the last level. It’s bigger than the others. One by one we complete the 7 levels, each smaller that the other. Then, we cover them with a black or white cloth.
On the first step we put the picture of a religious image or our favorite picture of the dead.
The second step is only for the souls in purgatory.
On the third step we put salt for the children in purgatory.
On the fourth goes the “pan de muerto.” This bread is decorated with red sugar to symbolize blood. Sometimes, the bread is made for the relatives of the dead as a means of consagration.
The fifth step is for the dead’s favorite food, fruit, and beverages.
The sixth step is for a picture of the dead.
And on the seventh we put a cross.
Other offerings are also put on the altars. Often times, 4 candles are used to make a cross.
The elements of the altar are purple and yellow chains made with Chinese paper. This symbolizes the union between life and death. “Papel picado” also means happiness for life. Flowers are used to welcome the soul. white flowers symbolize the earth and purple flowers mean sorrow. The fired up wick of the candle symbolizes the spirit’s ascension and also serves as a guiding light.
The family of the deceased stay awake all night waiting for the spirit to come back and enjoy the food they’ve prepared for them.
Today, this celebration is changing and does not carry with it the same faith than in the old days. Some people don’t understand much about it. Sometimes this celebration seems to be more about competition and making money than about remembering those who are gone. Other traditions are mixed with these days, such as Halloween, and every time more Mexican are preferring to celebrate them instead of the Day of the Dead. But I hope this tradition doesn’t die. I hope that it passes from generation to generation around the world–wherever Mexicans live.
The tradition has changed.
An essay by Mario Flores
In Mexico people celebrate the Day of the Dead in November.
When I was in Mexico, my grandmother celebrated this day in November. She did it to remember her sons. She cooked bread and some food, light candles, and stayed awake until midnight. At midnight, according to tradition, is when dead people return as flies.
People also go to the graves of the dead, light candles and pray on their tombs.
Nowadays that tradition has changed because people like me have immigrated to other countries. For example, when I got married we used to light candles during the first few years and we also went to church. But after a few years, we stopped. in this country not many people celebrate the Day of the Dead. The tradition has changed.
…when I started the English classes at Universidad Popular I saw for the first time the beautiful decorations and traditions
An essay by Tomasa
I do not celebrate the Day of the Dead because in my country no one does.
Now, when I started the English classes at Universidad Popular I saw for the first time the beautiful decorations and traditions they did. The only thing I worried about was that the smoke from the candles in the altars was making me dizzy. My teacher at the time, Annabel, took us to the National Museum of Mexican Art in Pilsen where we saw a lot of altars with nice decorations.
I think it’s important to celebrate this tradition because it is a special day to remember our family who have passed away. There is a catholic tradition behind it that begins with the first day of November, celebrating “all saints day,” and the second day of november, celebrating “the day of the dead.”
I feel this tradition has changed because young people have lost interest in our original customs. They are influenced by the traditions of this country–where they were born, or where they grew up.
The Day of the Dead is a holiday to remember and give tribute to people who were a part of this world.
An essay by Minerva Vazquez
We celebrate the Day of the Dead because it’s a Mexican holiday and, of course, we’re Mexican. This tradition comes from our ancestors.
My family used to celebrate this special day to honor our deceased loved ones. We decorated an altar with bright colors, candles, pictures, and a lot of food. We used orange, red, purple, and yellow ornaments. We used candles to illuminate our dead’s way. We put some pictures of persons who had passed away–these could be our relatives or friends. My grandmother cooked different kinds of food. She cooked every meal that was the favorite for each person who had died, but she also prepared sweet potatoes, pumpkin pie, and mole.
I have been celebrating the Day of the Dead since I came to Chicago, but not exactly like we did in my hometown. I light some candles and pray a rosary. I think by doing this we’re contributing to keeping alive this wonderful Mexican tradition.
This celebration is important because we have the opportunity to remember our loved ones who have died. It is much like “Memorial Day” in the U.S. because both holidays honor people who have passed away. In Memorial Day, the U.S. honors men and women who have died in military service, and in the Day of the Dead we (Mexicans) honor our relatives and friends who have passed away.
Although it is a good time to gather together and show respect for our loved ones, on the other hand we also have a reason to a family party. This is good! Don’t you think?
This celebration comes from the catholic celebration of “All Souls, and all Saints Day on November 1st and 2nd. There are some traditional activities that take place at the cemeteries, for example: cleaning the tombs, then placing a paper flower crown or a vase of wild cempaxuchitl. This holiday is from far away in southern Mexico.
The Day of the Dead is a holiday to remember and give tribute to people who were a part of this world. What about marking your prints in all people’s hearts and when the time comes you will be remembered with bright colors, your favorite food, some wild marigolds, or at least with a fragile light. I personally believe that each of us celebrates the Day of the Dead one way or another.
Position: ADULT EDUCATION INSTRUCTOR EVENING POSITION
Job Description:
Provide English Language Development classes to adult students, using interactive and participatory methods of instruction. Assist program coordinator to insure the successful operation of the program.
Primary Responsibilities:
Assist with student recruitment, registration, assessment, and placement.
Develop student’s files to document language progress and personal growth.
Develop class curriculum and lesson plans addressing the needs of students.
Collect daily attendance and create monthly attendance reports.
Prepare monthly narrative reports for Program Coordinator.
Complete and update statistical funders report on a monthly basis.
Compile students’ writings for publications.
Attend program meetings and staff development workshops as required.
Other duties as required.
Job Requirements: Bachelor’s degree in education or related field. Must have basic typing and computer processing skills. Have the desire and commitment to use family literacy learning as a community empowerment tool. Bilingual/Bicultural in English/Spanish strongly preferred. Excellent organizational and communication skills.
Job Accountability: Reports to Adult Education Program Coordinator.
Salary: Commensurable with experience.
Send resume and cover letter to:
Ms. Olivia Flores-Godínez
Universidad Popular
2801 S. Hamlin Avenue
Chicago, Illinois 60623-4554
JOB OPPORTUNITY
Job Title: ChildFacilitator
Fiscal Year: 2015
Department: Adult Literacy
Program: LETOS/FLT
Position Overview
UP’s Children’s Program Facilitator is responsible for delivering the program to children ages 2 to 5 years old in the community. Provide early childhood development classes to children using interactive and participatory methods as empowering strategies.
Responsibilities
Able to develop a class curriculum and create lesson plans according to the children’s needs.
Maintain record/reports of the children’s weekly and monthly attendance, assessments, progress, etc.
Communicate with coordinator and facilitators regarding the children’s progress or concerns.
Show children steps to become an independent learner by encouraging and supporting them.
Develop Parent and children interactive activities
Assist with the program’s recruitment
Attend any available child education trainings.
Attend program meetings and staff development workshops
Other assignments as required by the job position.
Performance Measures:
Accurate, timely execution of assigned duties
Active participation in staff meetings and programs/events and activities
Adherence to UP’s mission and policies
Understand and practice UP’s philosophy.
Positive attitude, collaboration, progress, and encouragement.
Job Accountability: Reports directly to Coordinator.
Requirements
Bachelor’s Degree.
Bilingual in Spanish and English.
Previous experience working with children.
Proficient in Microsoft Word, Excel and know how to use the Internet.
Be patient, responsible and respectful.
Be a good listener
Demonstrate sound ethics.
Be culturally sensitive.
Ability to work well with others
NOTE: This job description is not intended to be all-inclusive. Employee may perform other related duties as negotiated to meet the growing needs of the organization.
Universidad Popular
Send Cover Page, Resume, and Writting Sample to: Olivia Flores-Godinez
2801 S. Hamlin Ave.
Chicago, Illinois 60623
JOB OPPORTUNITY
Job Description: Digital Literacy Program Coordinator
Position Overview
UP’s Digital Literacy Coordinator must be responsible managing the Digital Literacy Program (DILIPRO). He/she has knowledge and experience with complex technical skills. Manages data entry and receives programming support from each of the various UP coordinators.
Responsibilities: Coordinator
Updates digital participant files, attendance weekly and monitor progress
Trains other facilitators in how to enter attendance data on data spreadsheets.
Analyzes quizzes and tests to monitor program success in terms of level completions, and completion of goals, including attainment of basic digital education and transitions to the workforce.
Administers and analyzes program enrollment data related to participants’ family, work history, highest level of education reached, etc.
Works on program development and innovative strategies to reach out the greater community area to reach a digital literacy vision for Little Village.
Handle confidential and sensitive data with integrity.
Prepares reports for program outcomes and deliverables.
Develop class curriculum and lesson plans addressing the needs of students with facilitators.
Maintain record of participant’s attendance, assessments, etc.
Enter participant attendance into a database created for the digital literacy program
Maintain student files to document technological knowledge progress and personal growth.
Document and communicate with facilitator regarding participant progress.
Encourage and support participants.
Facilitate the development of participants into independent learners.
Attend weekly coordinators meetings and workshops and contribute to planning and documentation of staff activities.
Organize student recruitment, registration, assessment and placement.
Develop appropriate evaluation measures for participants based on class curriculum.
Prepare monthly narrative reports for Program Developer.
Develop and compile student writings for publications.
Actively study the digital needs of Chicago’s Spanish-speaking community.
Actively seek professional development opportunities and self-evaluation and improvement as a coordinator and facilitator.
Other assignments as needed.
Performance Measures:
Accurate, timely execution of assigned duties
Focus on assisting to maintain a minimum of 80% retention in facilitator classes
Active participation in staff meetings and programs, events and activities
Adherence to UP’s mission and policies
Understanding and practice of UP’s educational philosophy.
Positive attitude, collaboration, progress, and encouragement.
Job Accountability: Reports directly to Program Developer.
Requirements
College-degree with experience in digital innovative programming.
Proficient in Microsoft Word, Excel
Knowledge on the maintenance of information systems, i.e computer hardware.
Ability to communicate with all participants through different classes.
Motivation to engage in in-depth research as well as preparing presentation of data collected.
Proficient in Microsoft Word, PowerPoint, Access, Excel, Adobe Photoshop Adobe Acrobat, and know how to use Internet for research purposes.
NOTE: This job description is not intended to be all-inclusive. Employee may perform other related duties as negotiated to meet the ongoing needs of the organization
Send resume and cover letter to:
Ms. Olivia Flores-Godínez
Universidad Popular
2801 S. Hamlin Avenue
Chicago, Illinois 60623-4554
JOB OPPORTUNITY
Position: Digital Literacy Program Facilitator (Evening)
Hours: 5pm – 8pm
Light areas of requirements:
Computer Basics Microsoft Office Suite: Word, Excel, Publisher, Powerpoint Internet and Email BasicsVideo and Photo Creation Web Site Development Internet Research Email creation Basic PC Troubleshooting Job Description: Be able to assist in class trainings, develop class curriculum and training exercises. Be able to assist in basic operations to carry out a 8-10 week session of information systems basic introduction and instruction. Primary
Responsibilities:
Assist with student recruitment, registration, assessment, and placement.
Develop student’s files to document language progress and personal growth.
Develop class curriculum and lesson plans addressing the needs of students.
Collect daily attendance and create monthly attendance reports.
Prepare monthly narrative reports for Program Coordinator.
Complete and update statistical funders report on a monthly basis.
Compile students’ writings for publications.
Attend program meetings and staff development workshops as required.
Other duties as required. Training participants include but are not limited to the following areas of interest: Participant Design Process – created with, by and for the people Administrative assistant essentials Comp TIA A+ Finances Prep-GED GED
Electricity Computer Networking Civics Job Readiness Online Public Services Digital Education Support English Tutoring with Computers Basic Computers Intermediate
Job Requirements: Have the desire and commitment to use community empowerment and digital literacy learning as a tool. Bilingual/Bicultural in English/Spanish strongly preferred. Excellent organizational and communication skills.
Job Accountability: Reports to Digital Literacy Program Coordinator.
Salary: Commensurable with experience.
Send resume and cover letter to:
Ms. Olivia Flores-Godínez
Universidad Popular
2801 S. Hamlin Avenue
Chicago, Illinois 60623-4554
Now you can join Universidad Popular’s Brigadas Comunitarias at one of our monthly community events. We do volunteer work around our communities in a social group setting that is fun and rewarding! The calendar below has all up-coming events and can easily be integrated into your google calendar!
Volunteer/Community Service Hours are available for those who request them, you can contact us at volunteer@universidadpopular.us for further details.
Volunteer youth beautifying our neighborhood walls and open spaces. Summer 2014
Many within the research community rightly claim that poverty and violence are close cousins. For this reason, in view of the chronic, massive unemployment rate prevailing in Little Village (South Lawndale), combined with the disturbingly high rate of poverty (see Graphic 1 and 2 for a visual), the on-going youth violence should not be a surprise to anybody.
Graphic 1: Unemployment in Little Village (area 30) stands at an 11.5% and is disproportionately combined with lack of green spaces and quality educational resources.Graphic 2: In Little Village (area 30) 28.1% of households like under the poverty rate. This is almost double the average of the Chicago area, which stands at 18.7%
Universidad Popular believes that the youth themselves and their parents hold the key to the solution to this lethal problem. It was out of this perspective that Universidad Popular has lead a series of efforts focused around our Building Blocks of Peace campaign. Recently, we approached the DART FOUNDATION to seek its support to carry out our youth education work toward community safety and, ultimately, peace in this part of Chicago.
Universidad Popular is very glad with DART Foundation’s response to its quest for partnership in our effort to tackle such an empowering education effort: It awarded a $5,000 grant to get this project off the ground this Fall.
Thomas Damasica (upper row, second from left), an executive with Dart Container Corporation, and Carmen Lemus (lower row, second from left), an employee of Dart Container Corporation and also a DILIPRO participant of Universidad Popular delivering the grant award to Olivia F. Godinez (lower row, third from left), the Executive Director of Universidad Popular, flanked by other members of UP involved in implementing this project.
Desde el pasado mes, es posible que hayas podido escuchar los sábados en la mañana en Universidad Popular (UP) un poco de música árabe-marroquí mientras a la vez, comienza a desfilar tras nuestras puertas una nueva población de mujeres sonrientes listas para mover sus vientres llenos de vida y educarse para un proceso de embarazo más gentil y respetado. Esto ocurre tras nuestro lanzamiento de servicios y clases gratuitas para las mujeres embarazadas de la comunidad de La Villita. La diversidad de servicios que hemos desarrollado para las mujeres embarazadas, ha sido uno muy holístico y completo para garantizar que las mujeres puedan apoderarse a ellas y a otras mujeres de la comunidad no tan solo en su proceso de embarazo, mas también a través de su proceso de parto y post parto.
Este proyecto piloto nace de conversaciones internas sobre la realidad y retos del acceso a los servicios y recursos de salud que enfrentamos no tan solo en la comunidad en general, sino también en la comunidad de mujeres embarazadas en la zona. Cuando una embrazada de la Villita busca servicios alternativos de salud y/o talleres para embarazadas, la mayoría de estos servicios se encuentran en el norte de la ciudad. Cuando los consigue en su zona, los precios no son necesariamente los más accesibles. Esta situación compromete los servicios de salud reproductiva que una mujer embarazada no tan solo necesita, mas también, tiene derecho recibir. Esto es por lo tanto, un asunto de salud pública que en UP decidimos trabajar en comunidad a través del aprendizaje participativo para transformar esta realidad y la vida de las mujeres embarazadas de la comunidad.
Las clases son gratuitas y se llevan a cabo en nuestras facilidades como parte del programa de Health Literacy Initiative (Healin) que tiene como objetivo mejorar la calidad de vida de los residentes de la Villita. Las clases se impartirán mayoritariamente los sábados en la mañana. La próxima clase será Remedios para Malestares del Embarazo seguido por Danza Terapia, una clase divertida que utiliza técnicas de danza del vientre de Marruecos, el día 4 de octubre a las 10AM y a las 12 pm.. Otras clases incluyen Clases de Partoy Preparación para el Proceso de Parto. La Instructora es una Doula Certificada, Partera Auxiliar y Educadora Perinatal del Proyecto de Mamá Aicha de nuestra comunidad de La Villita. Para calendario y registro, por favor llame a 773-733-5055 o visite nuestra página en Facebook.
Las siguientes biografías fueron escritas por nuestras ganadoras de la novena Feria del Mole de Universidad Popular. En ellas narran un poco de sus vidas y de sus procesos de hacer Mole. Las felicitamos a todas y les deseamos un año lleno de felicidad y, claro, ¡Mole!
Primer Lugar: Elidia Tinajero
Elidia Tinajero. Mesa #1
Originaria de Acámbaro Guanajuato. Gané el primer lugar gracias a Dios y al apoyo de mi familia y la gente. Sin el apoyo de la familia no se logra mucho. Este es el segundo año que gano el primer lugar. Cocino mi mole en casa y lo he promocionado con familia y amistades y les gusta a todos. Pusimos mucho esfuerzo en promocionar la Feria del Mole en Chicago. Invitamos más gente al evento de aquí de Chicago aunque vivo en Indiana. Mi receta es del origen de la familia de abuelas y tías. He ido juntando lo mejor de la familia y combino los ingredientes de mucha gente. He combinado los sabores y he quitado uno de esos ingredientes que es el anís. Hace tres años gané el tercer lugar y después he ganado dos veces el primer lugar. Tenía temor de enfrentarme con personas de Oaxaca y Veracruz, que es hablar de palabras grandes ya que son unos moles muy buenos, pero me animé. Ahora vendo mi mole. Tengo el gusto de hacer la comida con amor y ver que están degustando de mi comida, esa es la satisfacción mas grande. ¡Sí se puede! Para las personas que no ganaron tienen que tener fe. Espero que con haber ganado pueda hacer mi propio negocio. Viví en chicago durante 11 años en Back of the Yards y en la 25 y Whipple. Mi deseo es regresar a vivir en Chicago. Vivo en Indianapolis, Indiana por motivos del trabajo de mi esposo. Si me encargan el mole para una fiesta siempre tengo la pasta lista para algún pedido. Preparo la pasta, la pongo en el refrigerador y la voy cocinando para eventos o fiestas y me voy a prepararlo en persona. Me cambió la vida el haber participado en la Feria del Mole, me subió el autoestima. Me gusta ser una persona activa y este evento me ha animado a seguir adelante.
Segundo Lugar: María Del Carmen
(Al lado derecho) María del Carmen. Mesa #9
Originaria del estado de México, Cerro del Campo, municipio Amatepec, México. Llegué a UP por las clases de inglés. Supe de la feria del mole por la señora Ascención. La receta del mole es de mi mamá pero lo modifiqué a mi gusto.Trabajo en casa cocinando y cuando tengo pedidos de panes o trabajo no asisto a la escuela por preparar la comida que vendo. Trabajo haciendo mi comida para sustentar a mi familia. Me sentí bien contenta por haber participado, fue una distracción. Me acompañó mi hija Karina. Yo preparé el mole, fueron 10 libras de chile de todo lo que compré. Tardé en hacer el mole para el evento un día de preparación y cocinado en dos horas. Voy a la Iglesia de Santa Rita en la Fairfield y 63. Tengo viviendo en Chicago 21 años. Mi sueño es un restaurante chiquito para trabajar. Trabajé en una pastelería y aprendí a hacer galletas y pasteles. Después de la feria del mole me fui a festejar. Gracias a Dios.
Tercer Lugar: Maria González
María González. Mesa #3
Originaria de Michoacán. Casada con 5 hijos todos aquí viviendo en Chicago por 26 años. Yo vivo cerca de Gurnee Mall. Viajo más de una hora de camino con la familia. Viajamos en carros. Supe de la feria del mole por mi hija y me inscribió en el concurso. Mi mole es receta familiar y ya mis hijas saben hacerlo y tienen la misma sazón. Compré como 4 libras de chile ancho y chile guajillo. Mi familia me ayudó para preparar el mole, me llevé como unas 5 horas haciendo el mole trabajando con todas ellas. Yo le puse toda la sazón. Estaban muy emocionadas de ayudar. Me sentí muy nerviosa durante el evento. Le di a mucha gente a probar el mole. Medía el mole para repartir. Servía mucho y luego servía poco para que alcanzara. Preparo el mole para la casa y luego me dicen mis hermanas que les ayude para sus fiestas. Durante la feria del mole me preguntaron donde podían comprarlos. Volvería a participar para el próximo año. Todo el evento me pareció muy bien.
The UP and Running Team of Universidad Popular’s UPrising Youth Program at the starting line.
On September 14, staff and youth from Universidad Popular’s very own youth program, Uprising, participated in the first 5K in the program’s history. Training and conditioning leading up to the race occurred weekly, and on the same day of “Las Fiestas Patrias,” the 19 runners representing Uprising were more than prepared to cross the finish line.
Michelle Rossette won first place in her category with a time of 29:52Luis Estrada won first place in his category with a time of 22:29
We’d like to congratulate all of the youth who participated, especially our very own Michelle Rosette and Luis Estrada, who took first place in their age categories. With your help, we want the UP and Running team to continue to participate in more events like this. You can show your support by sponsoring a youth or by taking part in upcoming fundraising efforts. We’re excited to have you run with us next year!
A Commentary by Miguel Alvelo: Universidad Popular Member.
Right before our first summer block party of 2014 on July 24 Universidad Popular received news that ABC7 would be swinging by to report on our collectively planned event. Excitedly, we prepared to greet the news reporters and show them the best that Universidad Popular (UP), its partners, and our community had to offer. The event was a thorough success. Thousands of residents participated, and we were able to showcase a portion of the wonderful things we do every day at our community center. We thought the news would reflect these efforts, the positive energy that surrounded the event, and would highlight the people—our community members who were at the center of planning and facilitating the party—but we failed to see that their agenda was very different from what we expected.
When the news reporter Ravi Baichwal[i] asked UP’s Abraham Celio “So, what usually happens on this street when there’s not a block party?” he replied with the truth: “well, on a normal day you’ll see members of the community walking into our center to participate in yoga, zumba, computer classes, etc; you’ll see youth getting ready for a bike ride around the neighborhood, or working on building and maintaining our sidewalk community garden…” The reporter, seemingly unhappy with Abraham’s response insisted on asking the question again: “Yeah, that’s great, but… what really happens on the streets on a normal day?” Abraham was taken aback by the clear twisting of the question and the insistence on getting a response that fit hidden intentions. He replied once more with the truth and remained firm in explaining what the real issues were in the community, why we believe they need to be addressed and how we were doing that. Needless to say, that part of Abraham’s interview was not used in the final report. Instead, the reporter continued asking others until he coerced the response he was looking for from one of our youth.
Ravi clearly states: “make no mistake, what’s happening here now is not how it usually is.” The report explicitly and implicitly continually says that this is “a block normally dominated by gang members.” It implies that there is a constant fear amongst residents that they might get shot, or that something bad will be done to them. The sad realization is that ABC7 wasn’t there to report on the event; they were there to gather footage and interviews for a “report” that was already written and for questions that they had already answered.
While media bias[ii] is not “news” (no pun intended) to critical thinkers, it is sickening to think that it is done so purposefully and explicitly. Renowned scholar and urban policy analyst Peter Dreier demonstrates such blatant bias in his article entitled “How the Media Compound Urban Problems[iii]” by revealing that two-thirds of all news in the 56 U.S. cities he studied focused on reporting violent crimes. Most of these crimes that are reported about are focused on inner-city areas and predominantly show non-whites as the perpetrators of the majority of crimes.
Chicago is sadly a common case study for negative racially biased reporting. In one such study performed by J. Ettema and L. Peer[iv], they looked at two distinct neighborhoods: a poor, black neighborhood, and a white, middle-class neighborhood. They found that reporting about social problems, crime, and drugs was overrepresented for the poor, black neighborhood (2/3 of stories), whereas the stories on the white, middle-class neighborhood were predominantly positive and only mentioned crime and drugs on about 1/4th of the reports. Honestly, one doesn’t even need to perform a peer-reviewed study to see such bias in our local media’s reporting. A simple google news search shows a clear bias toward reporting that violent crimes are a part of daily life in our impoverished and non-white neighborhoods.
Here’s our headquarter’s neighborhood: Little Village.
Here’s our new sister headquarters: Chicago Lawn.
And here’s Wicker Park:
And Lincoln Square:
The news media does not just “report” facts. They broadcast “the news,” in essence: what is important and what is not. As these screenshots show it’s also not simply about “what sells”—the argument that only dramatic or violent news are what viewers seek and want to consume falls by the wayside here. If this was the case, we’d see violent news reporting dominating every neighborhood report. There’s a clear bias showing that non-white neighborhoods are dangerous, violent, and “poor.” By saying that crime is the norm in our impoverished neighborhoods and not mentioning other realities, they create stereotypes that translate into real disadvantages in terms of investment, resource-allocation, and policy creation and implementation.
As a resident of Little Village and as a member of a community organization who seeks to reach community empowerment through participatory learning I’ve felt the need to publicly talk out against this horrible and gross misrepresentation of our block, our youth, and our neighbors. In many ways, our “impoverished” neighborhoods are richer than most of their wealthier neighbors. They are filled with working class people who, in spite of meager earnings and long work hours, dedicate whatever time is left to them to improve their lives, their families, and their community. Our neighborhoods are filled with mothers and fathers who organize, lead, and learn from each other; who plan block parties, who get together every night of the week to gain skills that will help them communicate better with their families and those around them. Our neighborhoods are filled with people who truly want to overcome every single barrier that is put in front of them; who have sacrificed all selflessly for the benefit of the future: our children, our youth. It is exactly the youth who are always being targeted by the real gangbangers: the police, the media, the politicians, and above all—the wealthy individuals and interest groups who control them.
I reject and protest these assumptions that our youth are crime-prone individuals that are in dire need of “outside aid” or “salvation.” Focusing on these stereotypes of the “poor criminal” does nothing to help our youth. It only helps perpetuate perceptions that encourage further disinvestment and dis-empowerment. At Universidad Popular we understand that the best way to address the problems of violence, crime, and poverty in our neighborhoods is by empowering residents; block-to-block we facilitate discussions, provide services, and are a safe space where all can gather, learn from each other and plan a safe, healthy, strong, and just community. A series of one-time city block parties will do nothing to lower gang activity, prevent violence, or address the real root issues that are the cause of these problems. We believe in a year-long/life-long project of community empowerment that constantly evolves based on the needs of our communities. We collaborate with whomever shares this goal and vision with us, with whomever is willing to help us out in whatever way they can or want. But, we are not beholden to the whims of a few powerful individuals that need us from time to time to improve their political standing and we are definitely not beholden to the half-truths others say about our community.
[i] The report from ABC7: http://abc7chicago.com/family/chicago-kids-take-back-the-streets-on-playstreets-day-/217053/
[ii] Another media bias resource: https://suite.io/liz-mccormick/213b2nt
[iii] Dreier, Peter. 2005. “How the Media Compound Urban Problems,” Journal of Urban
27:2. 193-201.
[iv] Ettema, James and Limor Peer. 1996. “Good News from a Bad Neighborhood: Toward
an Alternative to the Discourse of Urban Pathology.” Journalism and Mass
