Renewing the Dream Through Multicultural Education Sharing Power, Valuing Culture, and Achieving Social Justice Carrying the Torch A Teacher Education Program Moves From Multicultural Education To Social Justice and Beyond NAME 2005 In 2004 CEHD Adopted a Social Justice Approach • To promote social justice in education through research-based theory and practice. • To ensure that College programs are based on the belief that social justice, educational equity, and diversity are essential for the continued renewal and improvement of education. Mason (1957 – 2005) was established and began to grow in the same period as the US Civil Rights Movement Honoring1913 Rosa L. Parks - 2005 The Woman Who Changed A Nation On Thursday, December 1, 1955, Rosa Parks was arrested for refusing to give up her seat on a public bus to a white man. "Without vision, the people will perish, and without courage and inspiration, dreams will die - the dream of freedom and peace." Mason (1957 – 2005) Diversity History 1957: UVA’s Northern Virginia branch. •African American •Asian American 7.6% 12.9% •Hispanic American 6.3% 1972: becomes an •Native American 0.3% independent university. •Nonresident Intl’ 5.6% •White 56.2% •Other 10.8% 2005: 29,728 students in five campuses. College of Education and Human Development Faculty -- Fall 2005 Faculty 94 Ethnicity Tenured 44 African American Non-Tenured 50 Asian American GSE 73 Hispanic American Native American 11.8% 2.1% 6.4% 1.1% Graduate School of Education SRHT 20 White 77.4% Other 1.2% School of Recreation, Health and Tourism USIE Division of Undergraduate Studies in Education 1 College of Education and Human Development Students -- Fall 2005 Students Undergrad. 4,374 African American 509 9.8% Asian American 3.4% Graduate 3,865 Hispanic American 4.3% Female 77 % Native American 0.3% Minorities 18 % Nonresident Intl’ 1.3% Non-Res alien 1% White 75.5% Full-time 16 % Other. 5.3% Out-of-State 23% Social Justice Thinking Transformative Education •Transformative education (i.e., Education is part of the political-social process; education reflects social ideologies). •Equity (i.e., Conviction to and belief in equitable treatment; takes into account students of diverse races, genders, social classes, languages and cultures; critical of inequality and marginalization). •Equal educational opportunities for all children (i.e., Belief that all children can achieve to full potential; provides access to challenging academic curriculum; inclusive). • Student -centered (i.e., critical pedagogy, reflective practice, teachers as students/ students as teachers; focuses content & process). • Critically examining culture, including my own and how they come to be. (i.e., Deep reflection regarding assumptions, values, beliefs; critically examines “whiteness”.) • Broad outcomes and multiple assessments (i.e., Follows students’ growth from where they started; solutions oriented after identifying a problem; builds coalitions through valuing and integrating families). Preliminary Report A Work In Progress How are decisions about CEHD’s programs and activities being made against the background of a social justice perspective?