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Educators for Social Justice and Equity

Educators for Social Justice and Equity

The CSUSM School of Education is committed to social justice and equity. This page will be a collection of information, resources, and open letters surrounding our responsibility to this end. We welcome your feedback and invite you to share resources with us that will help us and all educators teach these difficult subjects and advocate for an improved system with grace, knowledge, and reflection. Thank you.
 

Critical Race Theory in Education Scholars Respond to Executive Memo M-20-34

10 September 2020

"As you may be aware, the Trump administration recently administered a blistering critique of anti-racist professional development. In doing so, he referred to critical race theory - a chief area of study for me - as Un-American and essentially banned its use in professional development funded by federal dollars. I got together with a few of my colleagues this week and wrote a response. It has been signed by another 220 scholars of race in education. If you'd like to sign, you can do so here...

I've also included the names of the over 250 teachers and scholars who have signed... You can also find an online version of the statement on Medium. Also, check out this Critical Race Theory in Education Teach-In today with Gloria Ladson-Billings and a bunch of other critical race scholars. It was organized by Adrienne Dixson at the University of Illinois Urbana-Champaign. It was broadcast and can be watched via Facebook. Here is the Zoom link to the teach-in as well. If you wait til the very end of the teach-in, you'll hear from me as well. See the statement and signers below."
- Marvin Lynn, PhD, Portland State University

 

  • Critical Race Theory in Education Scholars Respond to Executive Memo M-20-34

    On September 4, 2020, Russell Vought, Director of the Office of Management and Budget for the Executive Office of the President issued M-20-34, a “memorandum for the heads of executive offices and agencies.” The document states that “Executive Branch agencies have spent millions of taxpayer dollars, to date, on “training” government workers to believe divisive, anti-American propaganda.”  As critical race scholars working in universities and communities across the globe, the following statement is our response to Mr. Vought’s memorandum.

    Critical Race Theory (CRT) is committed to the historical documentation and naming of atrocities carried out in this country in the name of “freedom” and “liberty.”  In spite of this historical context, the claim that the United States is founded on freedom from tyranny, freedom of expression and speech, and the right to exist as a whole person, are ideals that all citizens of the US are taught in school to value, cherish and honor. From our purview as scholars of race and education, the United States of America has struggled to uphold not only the Constitution but also the Preamble of the Constitution. We are clear that racial healing cannot occur absent the recognition of the historical and current struggle against all forms of structural oppression that encumber the U.S. from ever fully living up to its democratic ideals.

    Conflating Critical Race Theory (CRT) with workshops on white privilege is an example of the profound ignorance the current administration has as it pertains to studying and understanding race in the United States. Furthermore, labeling CRT, an area of scholarly study, and diversity training that examines the role of white privilege as divisive and anti-American is an affront to the First Amendment of the Constitution of the United States. The current attempts to silence and suppress CRT also violate principles of academic freedom upheld by the American Association of University Professors.

    We are deeply concerned about the lack of understanding, ignorance, and silencing of Black, Indigenous, and other scholars of color, who have been instruments in the fight against racism, sexism, classism, and all xenophobic ways of thinking. We are outraged over a federal call to end efforts to name racism and address systemic racial inequities. We are disappointed to see leaders weaponize their position and power to further fuel racial discord during a time of significant racial unrest. We are disturbed that the Office of the President would denounce a well-vetted, rigorous, and theoretically sound framework that thousands of scholars have utilized for the last 40 years to understand how race shapes every imaginable societal system.

    CRT is necessary and powerful in the fight against systemic racism and essential to antiracist educational and professional development and training. We call on our institutions, fellow academicians, institutional leaders, community partners, policymakers, and all who have benefitted from CRT or learned as a result of their participation in anti-racism workshops to stand with us in acknowledging that systemic racism exists and is violence against ALL humanity. If this country is to “insure domestic tranquility,” it must work to protect ALL people, and make ALL people safe. We refute any communication that denies social and political realities and prohibits forward movement toward a racially just society. We support academic work by those who are fearful of open and critical discourse.  We honor the reality that multiple histories and experiences exist for the diversity of peoples in the United States, for every race, ethnicity, gender identity, religion brings with it its own histories included in and not erased by a whitewashed “American” experience. Most importantly, we fight against willful ignorance, hatred, and violence due to racism. The revolutionary roots of CRT drive us to contest such injustices. We have a lot of work to do. But we remain committed to engaging together in the worthwhile struggle to move this nation toward Dr. Martin Luther’s King Jr.’s vision of a beloved community.


    Signed,

    Marvin Lynn, Portland State University
    Lori Patton Davis, The Ohio State University
    Robin Hughes, Southern Illinois University-Edwardsville
    Mark Giles, University of Texas at San Antonio
    Chezare Warren, Michigan State University
    David Stovall, University of Illinois at Chicago
    Erica Davila, Lewis University
    Adrienne Dixson, University of Illinois at Urbana-Champaign
    Enrique Aleman, Trinity University
    Natasha Flowers, Indiana University Purdue University Indianapolis
    Paula Groves Price North Carolina A&T State University
    Royel M. Johnson, Pennsylvania State University
    Joyce Lui, San Jose City College
    Meghan Green, Texas A & M University-Commerce
    Dennis L. Rudnick, Missouri State University
    Scott Farver, Michigan State University
    University of Texas at San Antonio - student
    Leslie K. Morrow, Universit of Illinois at Urbana-Champaign
    Robert T. Palmer, Howard University
    Nathaniel Bryan, Miami University
    Ricardo D. Rosa - University of Massachusetts-Dartmouth
    José M. Aguilar-Hernández, Cal Poly Pomona
    Asif Wilson, Harold Washington College
    Rocío Mendoza, California State University, Long Beach
    María Ledesma, San José State University
    Cleveland Hayes, Indiana University Purdue University Indianapolis
    Christopher Chyr Pennsylvania public school teacher
    Angel Jones, Ph.D., George Washington University
    Joshua Anzaldúa, University of Texas at San Antonio
    Henrietta Wood
    Karen Gaffney, Raritan Valley Community College
    Dimpal Jain, California State University Northridge
    Jairo I. Fúnez-Flores, Independent Researcher
    Cheryl E. Matias, Professor, University of Kentucky
    Darrell Jackson, University of Wyoming
    Maria K. McKenna, University of Notre Dame
    Judith Flores Carmona, New Mexico State University
    Heather L. Horsley, California State University, Fresno
    Katherine S. Cho, Miami University Ohio
    Sue Kasun, Georgia State University
    Lasana D. Kazembe
    Reginald Wilkerson, Clemson University
    Michael D. Bartone, Central Connecticut State University
    Phillip A. Boda, Educational Research Consultant
    Scott Ritchie, Kennesaw State University
    Ana Lopez, Lesley University
    Dolores Calderon, Western Washington University
    Dr. Rashid Faisal, Principal Internship Coach at Teachers College of Columbia University
    Kyle D. Younger, Seton Hall University
    OiYan Poon, University of Illinois at Chicago
    Brianda De León, The University of Texas at San Antonio
    Aja Reynolds, Wayne State University
    Sherick Hughes, University of North Carolina-Chapel Hill
    Kevin Lawrence Henry, Jr., University of Wisconsin-Madison
    S. Marshall Perry, Saint Mary's College of California
    Kahdeidra Martin, The Graduate Center, City University of New York
    Grisel Y. Acosta, City University of New York-BCC
    Rebeca Burciaga, San José State University
    Will Garrow, California State University @ Northridge
    Benjamin Blaisdell, East Carolina University
    Pedro E. Nava, Santa Clara University
    Natasha N. Croom, Clemson University
    Tracy Lachica Buenavista, California State University, Northridge
    Erica Saldivar, NYU
    Michael Jennings—Furman University
    Corina Benavides López, Ca State Univ. Dominguez Hills
    Sonya M. Alemán, Associate Prof., UTSA
    Jackie Pedota, The University of Texas at Austin
    Ivory Berry, George Mason University
    Lauren Braunstein
    Larissa Malone, University of Southern Maine
    Lindsay Pérez Huber, California State University, Long Beach
    Andrea Dunn
    Lisette Torres-Gerald, Nebraska Wesleyan University
    Bree Picower, Ph.D
    Licensed Counseling Psychologist, Louisiana
    Antonio Ellis, American University
    Amy Senta, University of North Carolina - Wilmington
    Stephen Santa-Ramirez, University at Buffalo
    Monica L. Miles, Cornell University
    Chris Busey, University of Florida
    Dr. Natalie Parker-Holliman, GIRLSWSTEAM
    Verónica Vélez, Western Washington University
    Dawn Dice Renner, Indiana State University
    Sarah Ishmael, University of Wisconsin-Madison
    Diane Mendoza Nevárez, UC Irvine
    Jessica Wilson, TET Movement
    Frances Tiger, Oklahoma State University
    Naomi Nishi, University of Colorado Denver
    Margarita Bianco  University of Colorado Denver
    Dorinda Carter Andrews, Michigan State University
    Latish Reed - Milwaukee Public Schools
    Alyssa Hadley Dunn, Michigan State University
    University of Memphis
    Alpha A. Martínez-Suárez, University of Texas at San Antonio
    Michelle McElwaine, Boston College
    Khalia Ii, University of San Diego
    Denisha Jones, Sarah Lawrence College
    Jacqueline Leshan, adjunct sociology, National University
    Leslie Ann Locke, University of Iowa
    Abby Rombalski, University of MN
    Stefanie Marshall, University of Minnesota- Twin Cities
    Lena Tenney, The Ohio State University
    James A. Gambrell, Kennesaw State University
    Josh Porter, Lewis and Clark College
    Rodrecas Davis, Grambling State University
    Dr. Rema, Eastern Michigan University
    Ebony McGee Vanderbilt University by way of UIC
    Tawanda M. Greer-Medley, Cleveland State University
    Wende’ Ferguson, The Pennsylvania State University
    Ann M. Ishimaru, University of Washington
    Isaura Pulido, Northeastern Illinois University
    W. Michael Hamm, independent
    Kelly Murguia Sandoval- The University of Texas at Austin
    S. Mae Mamaril Choe, Mount Saint Mary’s University, Los Angeles
    Christina Sessoms
    Nahoko Kawakyu O’Connor, Ph.D.; University of Rochester
    Nancy Acevedo-Gil, Associate Professor, California State University, San Bernardino
    Patricia D. Quijada Cerecer, University is California, Davis
    Eboni M. Caridine, University of Nevada, Las Vegas
    Martha A. Rivas, Ph.D., CSU Dominguez Hills
    Saili S. Kulkarni, San Jose State University
    Maggie Beneke, University of Washington
    Manka Varghese, University of Washington
    Mary Carol Combs, University of Arizona
    S. Maxwell Hines, Ph.D., Winston-Salem State University
    Elizabeth González Cárdenas, University of New Mexico
    Dani Parker Moore. Wake Forest University
    Tiffany Hollis, Coastal Carolina University
    David R. Rosas, CUNY Graduate Center
    April Eddie, Northern Kentucky University
    James Ponzo, University at Buffalo
    Giannina Lucantoni, SUNY Buffalo
    Jacqueline Mac, Northern Illinois University
    Kimberly Strozewski, NC State University
    Shellonnee Chinn, Niagara University and Houghton College
    Pasha Agoes, State University of New York
    Stephine Hunt, University at Buffalo
    Zachary Shackelford, University at Buffalo
    Taylor Coleman, SUNY Buffalo
    Gerardo R. López, Michigan State University
    Sonja Lanehart, University of Arizona
    David Fox, Phillips Academy
    Paul Schutz, University of Arizona
    Joshua Prudhomme, University of Colorado Boulder
    Tara Haskins, DNP, RN
    Brad Parker - Portland State University
    Rick Orozco, University of Arizona
    Belinda Otukolo Saltiban, Utah Valley University
    Rebecca Tsosie, University of Arizona
    Adele Leon, University of Arizona
    Karen Anijar,  Arizona State University (Emerita)
    Lindsay M. Montgomery, University of Arizona
    Chaddrick James-Gallaway, Texas A & M
    Sheri Bauman, University of Arizona
    Alerie Flandez
    Dylan Okechukwu Barton, University of Arizona
    JoAnn Webb
    Kandace Hinton, Indiana State University
    Kevin McBeth, University of Arizona
    Dev Bose, University of Arizona
    John Edward Martin, University of North Texas
    LaWanda W.M.Ward, Pennsylvania State University
    Khalid el-Hakim, Ph.D., Black History 101 Mobile Museum
    Sue Kroeger, University of Arizona
    Charisse Iglesias, University of Arizona
    Michael Dieter- Lewis University
    LaGarrett King, University of Missouri
    Alice Y. Lee, University of California, Riverside
    Ann M. Aviles, University of Delaware
    David H. K. Nguyen, Indiana University - Purdue University Indianapolis (IUPUI)
    Wanda Watson, Mills College
    Michael B. Dando - St. Cloud State University
    Nolan L. Cabrera, University of Arizona
    Melissa Holmes, Kansas State University
    Karletta Chief (Navajo), University of Arizona
    Eboni M. Zamani-Gallaher, University of Illinois at Urbana-Champaign
    Linda Grant, Lecturer- Birth-Kindergarten Kennesaw State University
    Jenna Cushing-Leubner, University of Wisconsin - Whitewater
    Mari Ann Banks, Ph.D., City Schools of Decatur
    Jason K. Wallace, University of Southern Mississippi
    Stephen John Quaye, The Ohio State University
    Molly Siuty, Portland State University
    Tami Ryan, University at Buffalo
    Lela Garcia, University of Arizona
    Isabella Carrión, University of Arizona
    Subini Annamma, Stanford University
    Maria C. Malagon, Ph.D., California State University, Fullerton
    Marc Johnston Guerrero, The Ohio State University
    Maria Chaves Daza, SUNY Oneonta
    Amanda Lynn Miller, Wayne State University
    Aja Y. Martinez, Assistant Professor, University of North Texas
    D-L Stewart, Colorado State University
    Melvin A. Whitehead, Binghamton University (SUNY)
    José Del Real Viramontes, University of Illinois at Urbana-Champaign
    Ah-Young Song, Vassar College
    Alan Eladio Gómez- Arizona State University
    Arturo Nevárez, UC Riverside
    Geneva Sarcedo, University of Colorado Denver
    Gina L Gullo, Seton Hall University & GLG Consulting
    Dante Studamire, University of Illinois at Urbana-Champaign
    Keisha Allen, University of Maryland, Baltimore County
    Sam Museus, University of California, San Diego
    Duval County Public Schools
    Jeanne Dyches, PhD, Iowa State University
    Joaquin Munoz, Assistant Professor, Augsburg University
    Anna K. Treviño, Ph.D. Candidate, University of Oklahoma
    Daniella Ann Cook, University of South Carolina
    Aimee Mapes University of Arizona
    ReAnna S Roby, Vanderbilt University
    Tianna Dowie-Chin, PhD Candidate, University of Florida
    Nichole M Garcia, Rutgers University
    Matthew Paul Cowley, University of Florida
    Andres Guzman, Portland State University
    Mario Worlds, Univereity of Florida
    Martín Alberto Gonzalez, Syracuse University
    Sandra Tarabochia, Associate Professor, University of Oklahoma
    Consuelo Salas, Assistant Professor, San Diego State University
    Rodney Bates,  University of Oklahoma
    Mary F. Howard-Hamilton, Coffman Distinguished Professor, Indiana State University
    Jeannie Lee, University of Arizona
    Andrea Olinger, University of Louisville
    Heather A. Hathaway Miranda, University of Illinois at Chicago
    Shelley Zion, Professor, Rowan University
    Bruce J. Martin, Lone Star College-North Harris
    Ashanka Kumari - Texas A&M University - Commerce
    Michèle Foster Professor & Endowed Chair, University of Louisville
    Sheron Mark, University of Louisville
    Ursula Moffitt, Northwestern University
    Noreen Naseem Rodríguez, Iowa State University
    Julie Esparza Brown, Portland State University
    Shirley A Jackson, Professor, Portland State University
    Rossitza B. Wooster, Dean of the Graduate School, Portland State University
    Karen J Haley, Portland State University
    Brenna K. Wood, Portland State University
    Anita R. Gooding, University of Portland
    Leroy E. Bynum, Jr., Portland State University
    Tanya J. Gaxiola Serrano, University of Texas, San Antonio
    Edwin Mayorga, Swarthmore College
    John Nimmo, Portland State University
    Donna Shrier, Portland State University
    Cynthia Ganote, University of Louisville
    Susan Paulette Carlile, Portland State University
    Jola Ajibade, Portland State University
    Matthew Carlson, Associate Dean, Portland State University
    Richard Corsi, Dean of Engineering & Computer, Portland State University
    Tatiana Nochevnaya, Curriculum & Instruction Dept. Administrator, College of Education, Portland State University
    John Barnett, Portland State University
    Ruth Falco, Portland State University, Portland, Oregon
    Susan Bert, Portland State University
    Patrick Kelley, Portland State University
    cristinaramirez@email.arizona.edu
    Hollie Hix-Small, Portland State University
    Shanté Stuart McQueen, Portland State University
    Qiana M. Cutts, Assistant Professor, Mississippi State University
    Amanda Jo Cordova, NDSU
    Katherine Blanton, University of South Carolina
    Torrey Kulow, Portland State University
    Rebecca Colina Neri, Assistant Professor, Indiana University
    Dr. Jada Phelps, Michigan State University.
    Will Parnell, Portland State University
    Walter Ghant, Portland State University
  • Emotional Literacy and Project A.W.A.R.E.

    3 August 2020

    Emotional literacy is complex and vital part of development; the ability to identify, understand and respond to emotions plays a large role in how a person moves through the world and what opportunities they can avail themselves of. Being able to identify at help at-risk youth is vital for educators. Project A.W.A.R.E and founder Reginald Washington, recently profiled in The San Diego Union-Tribune provide support for these youths and their community. We greatly value the work Mr. Washington and his team do and understand the role emotional literacy plays in equity and opportunities for those most at-risk.

    Please visit Project A.W.A.R.E and read the SDUT profile of Mr. Washington to learn more about these programs.

  • Creating a Just and Equitable World in a Time of Unrest: A Call to Action from Dr. Marvin Lynn

    From: Marvin LynnDr Marvin Lynn
    Date: Mon, June 1, 2020 at 7:35 AM
    Subject: Creating a Just and Equitable World in a Time of Unrest

    ALT Colleagues,

    I know we are consumed with fiscal matters right now. So, this communication may feel like an imposition when there other serious matters at hand. But given what's happening in our world and in our city right now, I penned these ideas as a way to get us to also reflect on how we can work together "to create a more just and equitable world" (borrowed from the College of Education's strategic vision) in a time of unrest. There is a reason to be discouraged for sure. But there is much to do.

    I thought I'd share a few resources that have helped me better understand what is happening and consider the role I must play in helping to resolve it. According to a recent story in the New York Times, there are “parallel plagues ravaging America: The coronavirus. And police killings of black men and women.”  We know that the coronavirus has disproportionately impacted Black, Brown, and Indigenous communities. At the same time, violence toward Black and Brown communities has accelerated. Black men and women, in particular, have been targeted by police and killed in their homes, their neighborhoods, and on the streets at alarming levels. We recently witnessed the strange and inexplicable murder of Breonna Taylor who was executed by police officers while home in Louisville. Unfortunately, we watched Ahmaud Arbery be hunted down and killed in a calculated manner by two of his white neighbors in South Georgia. A third neighbor filmed it hoping it would exonerate the cold-blooded killers. And then we witnessed the public, sadistic, and horrific murder of George Floyd in Minneapolis at the hands of a rogue police officer who had a long track record of complaints. All of this has happened during one of the most devastating public health crises our world has seen.

    Unfortunately, this is not new. We can recall regular events of this type happening in America for as back as we can remember. These most recent killings, however, have caused America’s already weak and broken “racial faultlines” to completely rupture. As a result, there is widespread unrest across this nation. There has been much said in the media about this ongoing and seemingly neverending unrest throughout our communities. I have heard pleas from many leaders to “stop the violence” and “go home peacefully.” I have also heard others quote Martin Luther King Jr. In one of his iconic speeches, he stated:

    Certain conditions continue to exist in our society, which must be condemned as vigorously as we condemn riots. But in the final analysis, a riot is the language of the unheard. And what is it that America has failed to hear? It has failed to hear that the plight of the Negro poor has worsened over the last few years. It has failed to hear that the promises of freedom and justice have not been met. And it has failed to hear that large segments of white society are more concerned about tranquility and the status quo than about justice, equality, and humanity. And so in a real sense, our nation’s summers of riots are caused by our nation’s winters of delay. And as long as America postpones justice, we stand in the position of having these recurrences of violence and riots over and over again. Social justice and progress are the absolute guarantors of riot prevention. 

    Dr. Martin Luther King, Jr.

    Temple education professor, Marc Lamont Hill offered his own perspective on the question of “Why are these people rioting?” He argued that “these are not riots, these are rebellions.” He goes on to state that, “Rebellions are organized acts of resistance against an unjust system.”  I would also invite you to read Charles Blow’s eloquently written opinion piece on the “Destructive Power of Despair” published yesterday. He beautifully reframes the narrative to focus on Black people's longstanding resistance to dehumanization and cautions that we must understand the protest as yet another expression of this resistance. I realize we are out of time because the spring quarter is ending. But I’d still like to ask you to consider how our faculty will talk about the social unrest we are experiencing. Will they use the term “riots”, “rebellion”, “protests” or something else? Will they simply try to avoid these discussions altogether and finish up the last week? Is that even possible? What will you do to advance the conversation? I invite you to use these resources and others as conversation starters.

    Yesterday afternoon, Portland Mayor, Ted Wheeler led an inter-faith conversation at SEI that featured a number of prominent local African American leaders. KATU News streamed it live on Facebook. I was particularly struck by Kali Thornton Ladd’s words (starting at the 18-minute mark) about the plight of Black children in America who may be suffering and grieving “every time we see a life lost like George Floyd.” She expressed the pain of what it means to be Black in America today. She urged educators not to be silent in the face of injustice. Within the context of higher education, AERA President, Shaun Harper, called on education scholars to be mindful of the “psychological toll these killings have on our Black friends, neighbors, and colleagues.” A recent Chronicle of Higher Education article that documented a number of university efforts to publicly condemn the systemic racism that has led to mass protests around the nation also referenced a poignant reflection written by Robert M. Sellers, the Vice Provost for Equity, Inclusion, and Chief Diversity Officer at the University of Michigan. In his reflection, he wrote, "This morning, I woke up very tired. Not your normal tired. I woke up with a kind of tired that can only be found on the other side of loss, anger, frustration, sadness, and despair." Many of us have felt this way. Thankfully, I received emails this weekend from two of my colleagues, who expressed concern about violence against Black people and wanted to know if I was okay. I appreciated that. Have you checked on your Black faculty and staff? I can’t promise you that everyone will appreciate it the way I did. But it’s a kind of compassion that is needed right now. How are you supporting Black students this week? Local news outlets have published the names of people (clearly not all Black people) that were arrested in Portland over the weekend due to their involvement in the protests. I wonder how many of them might be our students. I bet if you look closely, you will recognize a few names. How will we show compassion toward them? Steve Percy, Julie Caron, and incoming OGDI Vice President - Ame Lambert signaled their solidarity with those victimized by racism and called on us to work together to "dismantle systemic oppression." And though Sellers from the University of Michigan starts his reflection telling us how tired he is, he too is resolved to work toward the elimination of systematic racism. I am too. I just hope that I can do so in an environment where there isn't so much silence around these issues. I hope this situation will awaken in us the desire to make certain that issues of equity, diversity, and inclusion are priorities in all the work we do as leaders.

    Referring back to Thordon-Ladd's speech, the most powerful moment came when she said while holding back tears, “I believe that when a white child can see the humanity of my Black son, it becomes much harder to crush him with their knees.” In light of her heartfelt words, I would ask you to consider how faculty can use their classrooms as spaces to hear from, listen to, and understand the anxiety their students, particularly their Black, Brown, and Indigenous students may be experiencing. How can faculty avoid allowing debates to flourish that blame these students and their communities for the challenges we face? Are there specific ways in which faculty can challenge their white students to have empathetic regard for their fellow students? How can they create spaces for healing within their classrooms that bring diverse students together? Do they have a choice? I don't think so. I invite you to consider these questions. But, like Steve, Julie, and Ame, I also invite you to act.

    All the best,

    Marvin
    ---
    Marvin Lynn, PhD
    Dean & Professor
    College of Education, Portland State University
    President, Oregon Association of Colleges for Teacher Education (OACTE)
    Board of Directors, American Association of Colleges for Teacher Education (AACTE)

  • Guiding Ideas

    June 1, 2020 from the desk of the Director
    Hello SOE,

    Our efforts to educate teachers and leaders to address issues of social justice and equity is always front and center in our work. There are always serious concerns around access, equity, racism, and hatred that are integral to our responsibilities in preparing educators to work with K-12 children. We cannot be silent. How are we going to talk with our students this summer and next year about the death of George Floyd, the high numbers of COVID-19 illness and deaths among people of color and people living in poverty, the lack of access to a high quality education when you don’t have internet and parents who can help you with your online math class? Our future teachers and leaders must have important conversations often to be equipped to address these and all of the new issues that will, unfortunately, continue to present themselves. I am forwarding a letter from Marvin Lynn, Dean of the College of Education at Portland State University, who very eloquently calls us to action and provides some resources to support and inform the conversations. [See Creating a Just and Equitable World in a Time of Unrest: A Call to Action from Dr. Marvin Lynn.]

    We find ourselves in a time where we must be more vigilant than ever in our work to prepare educators who are social justice advocates. I am grateful for the commitment of the School of Education to focus our work on the foundational premise of social justice and equity, so much so that we have made it a foundational TPE.

    Thank you,
    Pat Stall, Ph.D.
    Pronouns: she, her, hers
    Director, CSUSM School of Education


 Reading, Resources & Research

The following resources are a starting point for greater involvement, education, and professional development.
These links are being provided as a convenience and for informational purposes only. The CSUSM School of Education bears no responsibility for the accuracy, legality or content of the external site or for that of subsequent links. Contact the external site for answers to questions regarding its content.