Professional Documents
Culture Documents
Who? Justin Clapp, Raafe Ahmed Nathaniel Purnsley, et. al. (Drag artists/community activists,
primary organizers of Triangle Pride 2018), Invitations to Councilperson Vernetta Alston, LGBTQ
Center Director Helene Cragg, & Paul James, Assistant Vice President – Diversity, Equity & Inclusion
at Duke University
What? A day of advocacy at CPSC, including LGBTQ visibility-oriented literacy, drag performance
art, and pointedly – intentional spaces of discussion and awareness around race, gender, queer
history, respect/consent, and intersectionality. Emphasis on Liberation/Juneteenth/Pride Month
When? May 6th – May 10th: LGBTQ+ visibility and celebration activities in classrooms
May 13th: Reading Hours in the morning, Event in the afternoon
Where? Central Park School for Children MS, The Carolina Theatre (stage, seating, sound,
lighting, etc.)
Why?
1.) Increased visibility for queer members of the community, with a focus on centering queer
People of Color.
2.) Education on race, gender, queer history, and intersectionality, as well as advocacy,
contributing to spaces of inclusiveness and liberation, and upstanding/anti-bullying.
3.) Challenging common misconceptions and the increasing instances of exclusionary,
demeaning, and threatening language and actions amongst students, disproportionately affecting
students of Color, LGBTQ students, and female students.
Why Central Park? “An Uncommon Education.” Research clearly indicates that
“common education” is failing our students of Color, failing our LGBTQ students, and failing first-
generation and low-income students. When these social categorizations intersect in our students,
the negative effects of a common education only compound themselves in increasingly dangerous
ways with a high likelihood of dire long-term consequences. (Please see the quick compilation of
resources that follow) Central Park School for Children was chartered as “An Uncommon
Education,” committed to practices, experiences, challenges, and interactions that promote whole-
child development as agents of societal change – this experience would be:
Aligned to Central Park’s Charter and 5 year “All Children Thriving” Plan:
STRENGTHEN CPSC’S IDENTITY OF BEING COMMITTED TO STRIVING FOR SOCIAL JUSTICE –
PARTICULARLY RACIAL AND ECONOMIC JUSTICE (emphasizing where race/ethnicity, economics, and
gender intersect).
Increase students’ capacity (knowledge, skills, commitment) around equity, thriving, interdependence,
etc.
BUILD AND MAINTAIN AN ENVIRONMENT THAT INCREASES THE CAPACITY OF CPSC’S
COMMUNITY TO FOSTER BLACK/AFRICAN AMERICAN STUDENTS, LATINX/HISPANIC STUDENTS,
AND ECONOMICALLY DISADVANTAGED STUDENTS’ PERSISTENCE IN AND THROUGH:
QUESTIONING AND PROBLEM-POSING, CREATIVITY, AND COLLABORATION TO TRANSFORM
THEIR LIVES, SCHOOLS, AND COMMUNITIES INTO ONES OF GREATER JUSTICE AND EQUITY.
BUILD AND MAINTAIN AN ENVIRONMENT THAT INCREASES THE CAPACITY OF CPSC’S
COMMUNITY TO FOSTER WHITE MEMBERS’ AND ECONOMICALLY ADVANTAGED MEMBERS’
SHARING OF OR RELINQUISHING OF POWER IN ORDER TO ACHIEVE EQUITY
To this particular point, Justin Clapp is uniquely skilled in pointing out power imbalances,
subtle/nuanced systems of white supremacy,
The Central Park School for Children is committed to nurturing and guiding the natural
eagerness of each child to explore, grow, and relate to others. The school is founded on three
principles: that children are naturally full of life, power and confidence; that the best available
research should guide our methods; and that children develop best in a community where
curiosity, challenges and learning are valued. The school is a community of partners who
seek to guide, cherish and be amazed by the children.
“Clapp has big hopes for himself and the House of Coxx. He and his cohorts want to continue to
expand their presence in Durham and help shape local dialogue about consent and respect for
marginalized populations along the way. "We put forward a social justice bent, with a focus on
humor, enthusiastic consent, antiracism, antitransphobia, antimisogyny - just basically trying to
create an environment for everyone. And I think anyone who has been to our shows has felt
comfortable, unless they are a bigot," Clapp says.
Clapp's desire to develop social-justice-centered drag stems from several places. For one, he says,
he's had plenty of his own experiences in queer and gay spaces where he's felt like he didn't
belong as a queer black man.
Clapp's attempts at inclusion extend far beyond his own experiences. He has degrees in medical
anthropology and gender studies, as well as a master's degree in higher education administration.
At Duke, Clapp oversees the Office of Access & Outreach, which helps first-generation and low-
income students.
"My entire academic history has been about creating inclusive spaces," he says. "You could say
that I am literally taking my degrees and applying them to drag."
Sometimes, that means having to take control when a heckler goes too far and uses bigoted or
otherwise unacceptable language. As Coxx, Clapp never hesitates to call out inappropriate
behavior, using humor as his main method of disarmament.”
Considerations:
- Time: Respecting Clapp/Purnsley’s time and time-in-drag (we don’t want to
ask them to remain in drag all school day) – scheduling between CPSC, HoC,
Durham LGBTQ Center, etc.
- Alignment with Liberation/Juneteenth: This event (Pride & Liberation) could
be an annual event at CPSC, and the HoC group has expressed willingness to
participate in rolling Juneteenth, Stonewall into the event. Honoring and
recognizing Marsha P. Johnson, Sylvia Riviera, Storme DeLarverie
-Pre-work @ CPSC: School-wide, Crew-oriented pre-work in week leading up to
event, partially organized by GSA (reflections, mini-lessons, readings, identity
activities,
Afternoon:
(1) Afternoon Performance @ Carolina Theatre– 5-8
-Carolina Theater open to CPSC starting at 12:30
(2) Show + Discussion: LGBTQ+ representation in school/society, activities led by Justin and
Raafe
-MC Style
-12:45 – 1:30
(3) Short Break
(4) Discussion (Panel): Race, Gender, Queer Visibility, and Intersectionality– Grade 8 (+7?)
(House of Coxx, Helena Cragg/LGBTQ Center, Duke Health and Sociology, Durham City
Council)
*Panel could include prompts from pre-work done in days leading up to this event, as
well as Q&A
-2:00 – 2:45
https://www.dragqueenstoryhour.org/#about
As I scrub, I remember that the LGBTQ community has faced immense hate and
negativity, psychically and physically. I remember that I have not personally faced such a
challenge. I hope instead that children who are raised as loving and thoughtful humans
will in turn make our planet a more positive and beautiful place. The library is open to all.
https://www.alsc.ala.org/blog/2017/06/drag-queen-story-hour/
NEW YORK TIMES EXAMPLE OF A DRAG READING HOUR:
https://www.nytimes.com/2017/05/19/style/drag-queen-story-hour-puts-the-
rainbow-in-reading.html
The National Coalition Against Censorship (NCAC) spoke out in support of the Lafayette Public
Library.
“As a public space, it is crucial that the library be free to host programming that may not appeal to
all citizens, but that fosters open discussion and encourages discovery. The beliefs of one
individual—or group of individuals-- cannot be allowed to undermine the rights of all members
of the community to access programming in a public space.
This particular programming also helps combat bigotry and stigmatization of LGBTQ youth,
whose experiences are traditionally underrepresented or silenced,” NCAC wrote.
“In a recent statement of support, the board of local television station Arcadiana Open Channel
Community Media, stated: ‘We believe that providing space for new ideas not only honors the
First Amendment of the Constitution and the core values of the United States as a nation of new
ideas, but also, that it is the best way to grow as a public and as a community. Public space is the
best space for free speech.’
https://www.slj.com/?detailStory=drag-queen-story-hour-brings-fun-continued-protests
https://assets2.hrc.org/files/assets/resources/2018-YouthReport-
NoVid.pdf?_ga=2.263632076.1316431902.1538749825-
1992505149.1537475449
LGBTQ+ students of color face compounded stress as they experience racism in addition to their
sexual orientation or gender identity. LGBTQ+ students who are not native English speakers face
compounded stress as well.” https://www.publicschoolsfirstnc.org/wp-
content/uploads/2018/10/LGBTQ-Youth-and-Schools.pdf