This program is an experiential journey grounded in African/Indigenous rituals, manhood development, and hip-hop pedagogy as participants engage in their own Rites of Passage experience. The program is a research-based framework designed to strengthen students’ academic achievement and develop an affirmative social, emotional, and cultural identity. It prepares the participants to incorporate the D.R.U.M framework into existing or new programming for boys or young men of color.

• Totals 14 hours (7 two-hour modules that can be combined into half day or full day sessions).

• Can be delivered virtually, hybrid, or in person

• Is facilitated by two experienced educational leaders, Kamau Ptah, who has expertise in Rites of Passage Programs and the other, Timothy Jones, with expertise in Hip Hop Pedagogy.

Who are the ideal participants for the D.R.U.M. experience?

D.R.U.M was designed to provide a personal/professional rites of passage experience to men of color within your district’s schools and community partner organizations who work directly with boys and young men of color. The ideal participants:

• Are open to engaging in a personal and professional journey that will better position them to facilitate transformational Rites of Passage experiences with young men of color and specifically young black boys.

• Are willing to look within themselves personally and professionally to understand how their past influences their present and future.

• Understand that ultimately, men of color will be the direct facilitators of Rites of Passage programming for young men of color to ensure shared experience, a reflection of their identities and connectedness in the journey.

• Have a level of authority when it comes to curriculum/program activity design for the boys/young men of color that they serve.

• Are in a position to impact and influence how staff are trained who may work directly with boys/young men of color.

• Are leaders whose scope of leadership directly impacts the programs and activities designed to foster the health and well being of boys/young men of color

• Are men of color who have demonstrated success with educating, socializing, and participating in the healthy maturation of boys and young men of color.

• Are educators, community faculty, mentors, coaches, artists and cultural custodians who view boys and young men of color from an asset based affirmative development perspective and are committed to cultivating the brilliance in boys and young men of color.