The Equity Center and the University of Virginia Library seek to work with the community to build the foundation of a collaborative Regional Equity Atlas for the Charlottesville region. Equity Atlases visualize data related to disparities in education, transportation, health, and other areas of social well-being to “illuminate a community’s geography of opportunity” – in partnership with the UVA Equity Center, Albemarle County Office of Equity and Inclusion, and a coalition of leaders throughout the region, we’ve been building a prototype here: https://commpaslab.shinyapps.io/cville-region/. Through this Request for Proposals, we would love your partnership in adding to it, or to offer support in the development of other synergistic equity-focused, community-driven projects that build the community’s capacity to gather, use, and share data related to regional inequities.
What: Grants of $10,000 to support work that will lead to open, shared information and data related to equity in our communities. Information and data may be qualitative or quantitative, current or historic. Spatial data (data that can be mapped) is of particular interest to the project, but not a requirement for this grant.
Who can apply: Community-based and non-profit organizations or independent researchers in Charlottesville and the surrounding counties are eligible to apply.
Purpose: Grants are intended to collect, contribute, document, and use community- (or organizationally-) generated data and information resources that will help citizens, organizations, activists, and decision makers promote greater equity in the greater Charlottesville region: the City of Charlottesville, Albemarle, Greene, Orange, Louisa, Fluvanna, Buckingham, Nelson, Augusta and Rockingham Counties.
Data and information might speak to racial, social, economic or environmental inequities, or any dimension that generates unfair differences in the ability of some groups of people to thrive in our communities. Community-based and non-profit organizations or independent researchers in Charlottesville and the surrounding counties are eligible to apply.
Examples of relevant work could include:
Publicly identifying existing data sources – internally generated, openly available, or collected by other organizations – that an organization or group could use to address questions of equity;
Appropriately formatting and documenting organizationally- or community-generated data and making it open and available to the public;
Creatively using existing or publicly-available data sources to address inequities, including documenting and sharing the work publicly;
Collaboratively generating new data or service inventories, which could be made public, to meet an articulated service gap;
Developing documentation and supporting information for commonly used existing data sources to enable use by others;
Drafting an open data plan for an organization, i.e., what data could you share, in what formats, with what restrictions.
Midterm Reporting: We will schedule a meeting to discuss progress.
Final Report: using any media you choose, you will need to share the outcomes of your work. along with a final budget showing how you used funds.
Please direct questions to: TheEquityCenter@virginia.edu
Deadline to apply is December 1, 2020
Edited by Melody C. Barnes, Co-Director of the Democracy Initiative, Dorothy Danforth Compton Professor and Professor of Practice in the Miller Center of Public Affairs, and a Distinguished Fellow in the School of Law at the University of Virginia, Corey D.B. Walker, Wake Forest Professor of the Humanities, Wake Forest University and Thad M. Williamson, Associate Professor of Leadership Studies and Philosophy, Politics, Economics and Law, University of Richmond, US
Law professor and former U.S. Department of Justice attorney Gilda Daniels (Uncounted: The Crisis of Voter Suppression in America) discusses her book and her work on voting rights and battling voter suppression in a special pre-election Virginia Festival of the Book event.
Abstract: As the field of planning stretches toward redressing the injustices of past land use patterns through reparative practices, student learning needs to include socio-emotional, as well as technical and intellectual, skill-building. Pedagogy should increase the planner’s ability to recognize systems of oppression and center lived expertise in decision-making processes. Transformational learning theory considers the mechanisms through which place-based learning expands student worldviews through exposure to other ways of knowing.