Social Justice Leadership Institute
Apply now to join the newest cohort of young people building community and making change in Philadelphia! The group will be meeting around once per week from October, 2019 - June, 2020. Stipends and transit assistance will be available and applications are due by September 13th. Click here to apply!
The Social Justice Leadership Institute (SJLI) is a new AFSC program that focuses on developing youth leadership through intensive social justice training. It brings together young people between 14-18 years old for training around personal/emotional development, campaign development, historical context of social issues, critical thinking and analysis of oppression, and leadership development.
Youth use arts, media, community engagement strategies, research, and organizing skills as powerful tools for social justice campaigning to uplift the voices of themselves and those who live in their communities. This program aims to cultivate youth focused on building awareness and increasing their knowledge base as civically engaged change-makers with the intention to create safe communities in Philadelphia.
Each 9-month cohort will complete collaborative projects during their term that will showcase the skills and tools learned through participation in the Institute. Participants will receive a monthly stipend as well as meals, assistance with transportation, and opportunities to attend local community events as a group.
The New Year-Round SJLI Cohort
Students participate in a team-building activity meant to highlight the importance of listening, honoring history, and forging new paths into the future
Residency at Audenried
Young people create posters focused on their feelings around gun violence in their neighborhoods
SJLI Summer Training (2018)
A group of our 2018 summer training cohort posing together after a presentation on restorative justice
Inaugural SJLI Training
Students participate in an exercise on trust and complicity
SJLI Tackles Systems
SJLI students talk about their experiences with gender roles and expectations