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).
CEJTE is sponsoring a Critical Literacy Speaker Series and a Historical Inquiry Professional Development Series for K-12 educators this fall. Click on the events link below to learn more and register. Free and open to the public!
We are launching the CEJTE in September 2020!
Our first events are the Critical Collaborative in English Language Arts Education (C2E2) speaker series, and a professional development series on using primary documents and virtual field trips to engage critically with history.
Justice-centered, critical, and
racially conscious educators
who advocate for all students.
Aligned with our vision and in response to national conversation regarding the role of anti-racist education, we have issued a statement “Acknowledging the Centrality of Racism in the United States.”
We believe every student, every teacher, and every teacher educator should have access to a critical, culturally relevant, humanizing education that affirms their multiple identities, stimulates their curiosity, develops their critical thinking, strengthens their racial and critical consciousness, calls them to their highest potential, and supports them as social justice activists to address social injustices.
We believe in the power of critical, racially conscious and community-based, activist-minded students, teachers and teacher educators to transform society, including public education.
We believe in and honor the brilliance 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 to the mission and vision.
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