Education for Democracy, Equality and Social Justice A Transformative Model

1. Education for Democracy, Equality and Social JusticeA Transformative Model Jorge P. Osterling, Ph.D. George Mason University7 December 2005

2. "Education is the most powerful weapon which you can use to change the world.“Nelson Mandela

3. Our Mission as 21st Century US Educators We place value in recognizing that the multi-ethnic, multi-racial, multi-lingual, and multi-cultural America must lead by example in the social construct of a just, equal, educated and democratic society.

4. How to … • Provide optimum education in the earliest grades --four to eight years of age, pre-school through third grade --to prevent the achievement gap from opening • Solidify in each child a foundation where self-esteem, self-respect and self-confidence abound

5. Our Reality • 37 million Americans in poverty • 13% of America’s children are in poverty • 60% of lunches served in school are free or reduced price • 20% of school children in Fairfax County receive FRP meals • Eurocentric and monocultural viewpoint in schools • Produces racism and prejudice skin color, age, religion, physical and mental disabilities, sexual discrimination

6. NAEYC’sDepth of Commitment to Inclusion and Diversity Equity and justice concernsAntibias approaches to early childhood Cultural CompetenceExtensive opportunities to consider and apply Ethical values of caring, justice, and equity

7. Our Vision To create an educational system that is meant to not only carry out the democratic ideals of our nation– but, also, continue to help young people learn to think critically, work towards social justice in their lives, and create an atmosphere of egalitarianism in the United States

8. Multicultural Education and Social Justice • A need to rectify inequalities in society at school • Students will become more tolerant and agents of change

9. Our Ideological Societal Goals • Increase tolerance and respect for one another’s cultures • Close the educational achievement gap • Recognize and promote recognition of inequities to empower our students so that they can empower those around them

10. Social Justice Social Justice embodies essential principles of equity and access to all opportunities in society in accordance with democratic principles and respect for all persons and points of view.

11. Social Justice BeginsWhen the Socially Dormant Conscience Awakens. • The path to social justice begins with gaining passion for the plight of non-privileged, underperforming students. • We need to ask ourselves: • Who tends to be privileged? • What does it mean to be privileged in this way? • Who tends to be marginalized? • What does it mean to be marginalized in this way? • Ways we tend to deny that privilege is occurring? • What happens in the classroom? • How can we take action in the classroom to interrupt these cycles of oppression? Richard A. McCormick, S.J. (1999). The Social Responsibility of the Christian. Blueprint for Social Justice LII(11), 1.]

12. What Are The Possible Meanings Education For Democracy? • Education for civic competence. • Education for civil responsibility. • Education for civil rights and social justice. • Appreciating and supporting aesthetic education. • Learning to argue for one’s beliefs, think critically, and to be flexible when better arguments emerge.

13. Ideal Social justice is linked to the principles embedded in a democracy. Focus on systemic social change for peace and economic justice. Activist Approach Social justice embodies the principles of respect for the individual, both the celebration and toleration of diversity, and the understanding that equal access to the opportunities of society is both an ideal and an imperative thatmust be actively pursued. Social Justice?

14. Shifting in EmphasisSocial Advocacy that focuses onSocial Justice • By becoming outspoken in Social Justice advocacy, our credibility as professionals and researchers will be challenged. • To live the value of social justice means that we must take some risks. • In some cases, our teacher education and/or research job may be jeopardized. • Those who uphold the status quo often will label us as “biased” or “political”. • Prilleltensky, I., & Nelson, G. (1997). Community psychology: Reclaiming social justice. In D. Fox & I. Prilleltensky (Eds.), Critical psychology: An introduction (pp. 166-185). London: Sage. p. 183)

15. Research Questions • What does teaching for social justice really mean? • Can American schools educate all students in a social/ equitable educational environment? • How can academically rigorous, antiracist, critical, and pro-justice teaching be grounded in the lives of students and? • Why is it necessary to explore in detail the dynamics of the multiple forms of oppression? [ableism, ageism, classism, homophobia, racism, sexism]

16. ‘Surface’ Thinking(“Ostrich” Approach)Value-free education

17. Social Justice Thinking Transformative Education

18. Social Justice 101 • Ideological goal – making a difference in the world one student at a time • Pragmatic goal – successfully dealing with everyday of school reality • Ideology and Methodology do not mirror each other

19. Recommendations From ATheoretical Standpoint • Target population 4-8 years old • Increase tolerance and respect among cultures • Decrease achievement gap • Human Relations, Multicultural Education, Social Reconstructionist

20. Quality, Universal Preschool Education • HR approach would increase tolerance at a young age • Emphasize cultural differences under Multicultural Educational approach • NAEYC standards already include these strategies • Research shows preschool closes the achievement gap and increases school readiness

21. Practices in Elementary School Based • Tolerance and respect • Tap into home culture and funds of knowledge • Incorporate this knowledge into real teaching strategies • Small steps will build the foundation of the future

22. Recommended Practices Making It Real… In the classroom In society

23. Teacher Education • Attitude: biases and views • Community Outreach • State requirements for licensure • Advocates for diverse students

24. Welcoming and sharing of students diversity Understanding, tolerance, and compassion Similarities and differences of class cultures Classroom Environment

25. Curriculum • Lessons on oppression, unfairness, power & inequity • Use funds of knowledge of students • Explore family history to create parent involvement • Assessments that are appropriate for diversity

26. Legislation • Administrators and Supervisors that are social justice role models • Local tax funding that support struggling schools • Busing underprivileged children to better schools • Universal preschool for all

27. Education for Democracy, Equity and Social Justice? A Contested Concept

28. Sonia Nieto • Need for social justice in public education. • Social justice is firmly embedded in multicultural education, and teachers are encouraged to work for social change in their classrooms, schools, and communities. Professor of Education at University of Massachusetts, Amherst, MA

29. QUESTIONS??