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?
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Carrying the Torch - George Mason University