1. Education for Democracy, Equality and Social Justice A Transformative Model Jorge P. Osterling, Ph.D. George Mason University 7 December 2005

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

3. Our Mission as 21 st 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 Poverty in America 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’s Depth of Commitment to Inclusion and Diversity Equity and justice concerns Anti-bias approaches to early childhood Cultural Competence Extensive opportunities to consider and apply Ethical values of caring, justice, and equity

7. Our Vision To create an educational system that is meant to: Carry out the democratic ideals of our nation Continue to help young people: Learn to think critically Work towards social justice in their lives 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. 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, anti- racist, 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]

10. 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 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

12. Social Justice? 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 that must be actively pursued.

13. 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

14. Social Justice Begins When 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.]

15. 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.

16. Shifting in Emphasis Social Advocacy that focuses on Social 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)

17. ‘ Surface’ Thinking (“Ostrich” Approach) Value-free education Value-free education (i.e., view that education is neutral; reinforces the status- quo). Equality (i.e., color blindness & culture blindness; assumes all students are treated in the same way; assumes assimilation to a dominant (“mainstream”) culture. Labeling, sorting, and tracking students (i.e., deficit model for lowest tracks; remedial, watered-down curriculum prevails; low expectations). Teacher-centered (i.e., Freire’s “banking model”; “sage on the stage”; prescriptive teaching methodologies; focuses on knowledge of content). Learning about “Other cultures” (i.e., “we vs. they”; heroes and holidays approach; characteristics and privileges of dominant groups are invisible and unexamined). Rhetorical intent and narrow outcomes (i.e., adequate yearly progress; only English-language standardized tests scores “count”; a narrow definition (autonomous models) of literacy).

18. 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).

19. Reframing our Cultural Lens A Continuum of Progress

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

21. Quality, broad, unlimited Early Childhood Education Research shows that carefully designed, quality early childhood programs do close the achievement gap and increases school readiness: Parental care, Informal care (by a relative, nanny, or babysitter in the child's own home or in a babysitter's or family day care provider's home) Center care or preschool (day care center, nursery school, preschool, head start program, or pre-kindergarten).

22. 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

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

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

25. INTERACTION WITH STIMULATING AND SUPPORTIVE ADULTS THOUGHTFUL ASSESSMENT RECOGNITION OF AND BUILDING ON PAST LEARNING MEANINGFUL AND INTELLECTUALLY USEFUL CURRICULUM CONTENT Copyright © 2005M.Susan Burns

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

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

28. Legislation Administrators and Supervisors that are social justice role models Local tax funding that support struggling schools Busing underprivileged children to better schools Unlimited, early childhood programs for all children --child care centers, preschools, kindergartens, and before- and after-school programs.

29. QUESTIONS??