Collaborative for Equity and Justice in Education  

Programs

A hallmark of CEJE collaborations is recognition of the value of multiple knowledges. Those in the university bring knowledge of social and educational theory and research, concrete experience working in schools and communities, and an understanding of the scope of educational policy. Teachers and school-based educators bring theoretical perspectives, pedagogical and content knowledge,  classroom experience and historical perspectives of teaching and knowing students over time. Youth are experts on their own experience and have social analyses and theories about education.  Parents have expert knowledge of their children and their communities, perspectives on education in their communities (including educational inequity and successful practices), and views on what sort of education is necessary for their children. These multiple knowledges inform all aspects of CEJE work: 

Teacher Development:  For CEJE, the purpose of teacher development is to support teachers to become reflective intellectuals and social actors with a commitment to the development of urban youth as academic, intellectual, and social leaders.

Curriculum Development Based on Students’ Lives:  A principal focus of CEJE’s work is to collaborate with teachers, students, and community members in developing curriculum relevant to students’ experiences. We aim for students to develop the academic competencies, analytical skills, and critical dispositions to more deeply understand their life circumstances so that they become involved in attempts to transform their communities and the larger world.

Collaborative Action Research:  A crucial aspect of CEJE’s work is to study, theorize, and document the development and growth of educators who teach for social justice and the social awareness and agency of students. Our goal is to develop and describe new models of urban education. 

Grounded Policy:  Education policy is almost entirely developed without the participation of those most affected:  students, teachers, and families/community. CEJE’s collaborative work and research with these school-community members  will be the basis for our policy reports and participation in public policy debates about urban education.