Educators for Social Justice and Equity

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, add your name to the critique...

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 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.
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