Going fast

World Premier of the Baltimore Legacy Project: Baltimore Still Rising

This documentary is an intervention into the collective consciousness that disrupts ill informed narratives about who/ what Baltimore is.

By s. Rasheem Presents

Date and time

Thursday, April 24 · 7 - 9pm EDT

Location

The Senator Theatre

5904 York Road Baltimore, MD 21212

Refund Policy

No Refunds

About this event

The World Premier (filmscreening) of the first installment of the Baltimore Legacy Project titled "Baltimore Still Rising" will air for the first time ever at the Senator Theater in Baltimore, Maryland on April 24th 2025 at 7PM.


Following the film screening will be a panel discussion.

The Baltimore Legacy Project is a series of interviews that culminates into a documentary series (docuseries) and is based in the belief that the stories, experiences and reflections of the elders of Baltimore are crucial in preserving Baltimore’s legacy.

Baltimore Still Rising is the powerful first installment of The Baltimore Legacy Project, a documentary series. Baltimore Still Rising gives voice to the people who lived through one of the most pivotal moments in the city's history. In this debut episode, we hear from 20 Baltimore residents who share their personal stories and first-hand accounts of the aftermath of Freddie Gray’s death in 2015, following his tragic encounter with the Baltimore City Police. Through intimate interviews, the documentary captures the raw emotions, frustrations, and resilience that defined the city’s response to the injustice and unrest that followed. Baltimore Still Rising is not just a recount of events—it is a testament to the ongoing fight for justice, the spirit of community, and the hope that, despite the challenges, Baltimore is a city still striving to heal, rebuild, and rise above.

This world premiere of Baltimore Still Rising combines a powerful documentary screening with a panel discussion featuring activists who were directly involved during the 2015 Uprising. This event offers a rare opportunity to connect the themes of resistance, activism, and policy change—core ideas in historical scholarship—to the lived experiences of a modern movement. It’s a chance for them to see history in motion, bridging the lessons of the past with the challenges of today. This documentary is is not merely a recounting of events; it is a contemporary lens on the continuous struggle for justice, community rebuilding, and systemic change. It reminds us of the cyclical nature of history and the enduring need to learn from the past to build a better future.


If you wish to support the development of this effort please consider donating >> https://www.gofundme.com/f/support-preserving-the-legacy-of-black-baltimore



Organized by

My philosophy on teaching is very much influenced by my top three beliefs about learning. First, I believe that learning is a collaborative-experiential process and that learning something new requires doing something new. Secondly, I believe that experiences and feelings are relevant sources of knowledge production. Third, I believe that the most impactful learning is transformational. In other words, the philosophy that guides my teaching and student interactions is active-cooperative (Johnson & Johnson, 1994), peer-learning (Boud, Cohen & Sampson, 1999), and feminist-constructivist approach.

Active Cooperative: In the classroom, I like to create an environment that encourages mutual exploration, critical thinking, and welcomes diverse opinions. As a professor, I not only demonstrate mutual respect, but I also facilitate complex conversations and empower students to identify their own errors using Socratic questioning. It has been my experience that when students feel valued and are empowered, they take more responsibility for their learning outcomes. In addition, I like to create a healthy balance between freedom and accountability by giving clear guidelines and planning content in a systematic manner. In my observation students perform best when expectations are clearly outlined. In an effort to combine students’ enthusiasm and input with a pragmatic approach, I employ the use of rubrics in addition to a course syllabus designed using Fink’s (2003, 2004) model for course design.

Peer Learning: My approach involves taking abstract concepts and making them tangible and applicable to real life experiences through collaborative peer learning. For instance, some class sessions may include discussions in team-based learning for small groups (Fink, 2003), simulations and role-playing, while others may require students to apply and share concepts on a digital platform. In light of students’ different learning styles and preferences, in a typical classroom setting, I use various forms of media that include but are not limited to news articles, popular literature, movie clips, music, guest speakers, and social media. As a digital scholar and activist, I regularly leverage social media platforms to engage students in their domain. This approach has not only allowed me greater reach, it has also built the type of report that is crucial for transformational pedagogy.

Feminist Constructivist Approach: I believe that the educators of the 21st century have a unique responsibility to develop adult learners that are conversant on multicultural issues and have the ability to engage social justice issues beyond the classroom. Given my professional commitment to urban environments and marginalized populations, I am particularly interested in supporting the understanding of inequality, gender, sexuality, intersectionality and diverse feminisms. Overall my pedagogy and research is geared toward the alleviation of human suffering and social justice. In conclusion, I see my teaching role as someone whose work includes preparing students to be able to take on the social justice challenges of their time.

Early bird discount
From $12.51