Freedom Ride Application + My Responses

A few people have asked about the application process for the 2011 Student Freedom Ride, so here is a glimpse into the process with my responses.

The application consisted of three major questions that gave applicants an opportunity to share their unique voice and perspective about history, social media, and civic engagement.

THE QUESTIONS

1. Briefly describe activities you take part in outside of your regular course of study. Examples include student newspaper, on or off campus volunteer positions, tutoring, student activity organizing, theater, sports, etc. Please list no more than three, with explanations no more than two sentences each. Please note if you have taken on a leadership role in these activities. (200 words max)

2.  Please tell us why you want to be part of the 2011 Student Freedom Ride. What events in your life or lessons in your studies have led you to want to take part in this experience? (750 words)

3. What role do you see for technology and social media in effecting social change? If applicable, tell us about how you have used technology to that end in or out of the classroom.

(200 words max)

MY ANSWERS

1.

- As a sophomore, I enrolled in Documenting Justice, a yearlong documentary filmmaking course for non-film majors, where student pairs in the class create a short documentary on a social justice or injustice in Alabama. My film explored the cultural significance of Foster Auditorium, the site of George Wallace’s infamous Stand in the Schoolhouse Door, and examined the consequences of ignoring the building and the courageous students who integrated Alabama.

- In the spring of 2009, I was one of twenty-eight students selected to join the Blackburn Institute, a student leadership development organization, where I learned about the resources and challenges of Alabama through immersion experiences in communities, lectures from state leaders, and academic discussions. In 2010, my peers elected me as Student Chairman, where I worked with administrators and state leaders to improve the student curriculum so that Blackburn Fellows have the knowledge and ability to be ethical and progressive leaders.

- Through the Student Government Association, I worked with two students for sixteen months to design and organize the 2010 Uniting Alabama Gubernatorial Debate. The two major candidates for governor debated on Alabama’s campus, while the debate aired live across the state on the Internet, radio, and television. 

    2. As a native Alabamian from Birmingham, the civil rights movement shaped the cultural fabric of my childhood. Throughout my elementary education, I traveled to infamous sites of the 1960’s such as the 16^th Street Baptist Church, but I failed to fully grasp the magnitude of the civil rights movement until college. For the first time in my life, I began to dig deeper into the people and overall significance of the seminal moments of the 20^th century. These experiences have led me to seek the honor of participating in the 2011 Student Freedom Ride.

During my sophomore year at The University of Alabama, I began work on a project that profoundly shaped my understanding of the civil rights movement, and more specifically of the role that higher education played during this time. For over one year, I researched and learned about Foster Auditorium, the infamous site of George Wallace’s “Stand in the Schoolhouse Door.” Before I embarked on this journey, my knowledge of Foster Auditorium only consisted of short clips from movies like Forrest Gump. At the beginning of this project, Foster Auditorium sat dilapidated and abandoned on campus. Few if any students knew it was still on campus, and those that did had only passed it while walking to class. Over the course of the year, I began to see Foster Auditorium as more than a building—it now represented the courageous actions of the students who peacefully integrated The University of Alabama. One week before our film screened in front of an audience of over one thousand people, university administrators announced that the building would be renovated. In November 2010, the building opened, and my role in this renovation solidified my belief in the power of courageous actions to create a more just and equal society.

With this experience in mind, I have sought other opportunities to engage activists of the civil rights movement. I desire to participate in the 2011 Student Freedom Ride because I want to learn about other students who played a significant role in shedding light on the injustices of the American South in the 1960’s. These brave students believed in justice and equality for all citizens, and through deliberate actions, collaborated with other committed individuals to lead to a more just society. I firmly believe that the lessons the original freedom riders learned still apply and will always apply for our society, and I hope to emulate the courage and belief that these individuals showed as I fight for a more equal and just society.

Also, I want to participate in the 2011 Student Freedom Ride to interact with students from across the nation who believe in social progress in the face of oppression. By developing relationships with 39 other individuals, we will create a network that will fight the pressing issues of the 21^st century. Furthermore, my perspective as a native Alabamian will add a unique viewpoint as the buses ride through the streets of Birmingham, Montgomery, and other Alabama cities. This unique perspective will add to the depth and complexity of our conversations, both privately and publicly, and will ultimately strengthen the bond between every participant.

Throughout the ride, I will not only teach others about my experiences in the South, but I will also gain a deeper understanding of how national perceptions shape the public discussion on contentious issues. The parallels drawn from the 2011 Student Freedom Ride will allow every student to interact in society in a more thoughtful and engaged manner. In order to combat the increasingly polarized and politicized atmosphere of our country, we must embrace courage, collaboration, and dedication to equality and justice. The 2011 Student Freedom Ride embodies these characteristics, and I desire to participate in this experience.

3. Technology and social media represent two of the most effective tools for progressive social change in today’s society. Technology links citizens with similar views and fosters an intellectual marketplace for the exchange of ideas and information; as these online communities strengthen, the myriad voices unify to create a singular message that rapidly spreads throughout society. The democratization of technology, and in turn of society, allows suppressed voices to gain a foothold in every corner of the world. Personally, I have experienced the power of technology and social media through documentary film as a method for social progress. After creating a ten-minute documentary on Foster Auditorium, my partner and I utilized social media to raise awareness about civil rights on The University of Alabama campus. Though I had no previous experience with film, the technology offered an opportunity for social critique that led to social change. As such, I believe firmly in the power of technology and social media to improve society in the 21^st century.