The Advanced Studies in Teaching and Learning Program places an emphasis on social justice throughout the program, but particularly in the course, Education and Culture (EDUC 606). In this course, teachers conduct a culture-based action research project in their educational setting. [The steps involved in the Cultural Inquiry Process, which helps teachers identify cultural processes influencing students and their classrooms, as well as many example studies from our program’s teachers, are located at http://classweb.gmu.edu/cip.] This course and other courses in the ASTL Program encourage teachers to examine their assumptions and cultural biases as they reflect on classroom decisions that influence their educational practice. Through critical reflective practice interwoven throughout the program’s course work, teachers can explore the issues of race and ethnicity, poverty and social status, gender, and students’ special needs. As the issues come to the surface, teachers are able to better understand how they might become agents of change in their schools and school divisions.

The Early Childhood Education Program emphasizes social justice across its courses and field experiences. Course materials and assignments, as well as the diversity of field experiences, allow students to examine the centrality of culture in the lives of children and their families—and the students’ own lives. Students also are challenged to explore issues of poverty, race, ethnicity, disability, and gender and remain cognizant of the socio historical factors that may have resulted in systemic inequities in early care and education. The program’s instructional format allows students to examine their biases and reflect on the impact of their judgments and decisions on students and families with diverse cultural, linguistic, or ability backgrounds. [In addition, the program supports students’ critical thinking about these issues by assigning readings and course materials that encourage this process.]

At the same time, the program is committed to increasing the diversity of teachers and pursues grants to help reach out to a diverse student body at different degree levels. Through a partnership with George Mason’s Multicultural Research and Resource Center and the National Coalition Building Institute, the program provides seminars and instructional experiences that enable diverse pre service students to explore issues of prejudice, discrimination, coalition building, advocacy, and leadership in diverse community settings. These seminars are carefully planned to respond to students’ experiences in the field. For example, the program is exploring social justice dilemmas as a tool for learning and growth, discussing issues of ability/disability, advocacy, and leadership as they relate to students and their work with families and young children.

The entire Elementary Education Program is based on the embodiment of social justice. All schools in which students work are culturally, linguistically, and economically diverse. The program strives to recruit students who represent the community and schools and continues to refine this aspect of the program. All students are introduced to the dispositions that frame the program; many of those dispositions demonstrate the commitment to social justice.

The Elementary Education Program is based on the embodiment of social justice. All of the schools in which students work are culturally, linguistically, and economically diverse. The program strives to recruit students who represent the community and schools. All students are introduced to the dispositions that frame the program; many of these demonstrate the commitment to social justice.

CEHD faculty address issues of social justice by exposing their students to readings, speakers, and related informational sources that enlarge their perspectives and challenge them to think deeply about equity and opportunity in schools.

KIDLAB (Krasnow Investigation of Development Learning and Behavior), a joint project with the Krasnow Institute for Advanced Study, is becoming a laboratory known for providing opportunities for young women in science. It offers training and support to a high school senior, a college sophomore from Washington and Lee University, a college junior from Virginia Tech, two George Mason freshmen, and two George Mason graduate students—one from CEHD’s Educational Psychology Program [and one from the graduate Neuroscience program].

The LIFE (Learning into Future Environments) Program, now in its fourth year, provides an innovative postsecondary program for young adults with intellectual disabilities. [These young adults have traditionally been excluded from higher education because their cognitive challenges render them ineligible for traditionally admissions paths.] Built on the social justice principles of opportunity and access, the LIFE Program affords these young adults an inclusive university experience that furthers their literacy skills and prepares them for independent living in their communities.

At the graduate level, more than 100 students per year in the Literacy Program are involved in preparation to become reading specialists in diverse schools. One aspect of this program is an intensive 6-credit practicum experience working with children and adolescents in local schools. Several full- and part- time literacy program faculty members have been instrumental in organizing this practicum over the past few years in collaboration with local school divisions. Children from diverse families with special needs in literacy are provided free instruction from licensed teachers who are preparing to become reading specialists. Program faculty supervise the tutoring on site over the course of a spring or summer term.

At the undergraduate level, the Literacy Program collaborates with Mason’s New Century College to offer a program in which undergraduates provide 45 hours of service to local school children in the area of literacy. Each term, approximately 25 students in the Literacy and Curriculum Integration for Specialist Teachers course (EDRD 300) are linked with reading educators in local schools. Students, many of whom are considering applying to graduate programs in education, learn effective tutoring methods for diverse populations. Teachers in the schools report that these students provide extremely helpful assistance in classrooms, as well as one-on-one support for children.

The Social Justice Steering Committee hosted a “teach in” on Palestinian education. The workshop was an attempt to examine current issues regarding schools and institutes of higher education operating under difficult conditions in Palestine. At the same time, it was an opportunity to understand how peace education can be a mechanism to promote change and justice in the Palestinian-Israeli conflict. The workshop ended with a presentation on how U.S. educators can promote social justice and peace when working with Middle Eastern and Muslim students in their classrooms.

T/TAC infuses social justice into the program by emphasizing inclusion, differentiation of instruction, and ways to engage all learners so that teachers can provide better access to core curriculum for struggling learners, special education students, and children with cultural and linguistic differences.