The Center for Equity and Justice in Teacher Education was established in 2019.
The CEJTE is partially funded through an $8 million dollar, U.S. Department of Education grant titled, Supporting Effective Educator Development (SEED).
The center supports cross-school opportunities for teacher and school leader collaboration, reflection and professional learning.
Our vision: Justice-oriented, critically conscious educators
who advocate for all students.
We believe every student, teacher and teacher educator should have access to a critical, culturally relevant, humanizing education that affirms their identity, stimulates their curiosity, develops their critical thinking, strengthens their critical consciousness, calls them to their highest potential and supports them as activists to address social injustices.
We believe in the power of critical, socially conscious and activist-minded students, teachers and teacher educators to transform society.
We believe in and honor the brilliance and funds of knowledge of students, teachers and teacher educators.
We believe knowledge is negotiated, contextually determined and culturally derived.
We believe in a participatory, shared leadership model in which leaders represent varying identities and life experiences and hold one another accountable.
We believe in collective agency and are committed to working alongside educational stakeholders–locally, nationally and internationally — including teacher candidates, novice and veteran teachers, school and district leaders, community members, policymakers, teacher educators and researchers.
We believe in the power of the journey towards the vision — that the process yields important insights and illuminates problems that were not initially identified.
“Urging all of us to open our minds and hearts so that we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions, I celebrate teaching that enables transgressions–a movement against and beyond boundaries.”
—bell hooks, from her 1994 book Teaching to Transgress