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Commission on Social Justice in Teacher Education Programs
The mission of CEE’s Commission on Social Justice is to explore the matrix of relationships among language, knowledge, and power in the teaching of English and in the preparation of English teachers. In particular, it is the commission’s mission to foster, promote, and maintain socially just educational outcomes. We ground our work in the belief that English teaching and English teacher preparation are political activities that mediate relationships of power and privilege in social interactions, institutions, and meaning-making processes. Such relationships, we believe, have direct implications for how we achieve equity and access outcomes in English classrooms. Goals of the commission are to:
• Develop a working theoretical and pedagogical framework for social justice;
• Identify key methodological and data analysis frameworks which authenticate findings;
• Identify key research that can support moving social justice toward policy;
• Reflect on the barriers and policies that pose as obstacles in moving toward policy;
• Understand the language and protocols that would move social justice toward policy, i.e., discussing our experiences communicating with local and national legislators.
We feel it is imperative to strive to meet these goals in order to prepare English teachers and to engage in serious English study and scholarship. The challenge before the commission, then, is to establish and sustain a critical dialogue, necessary for developing and uncovering theories and practices in the teaching of English that foreground and promote respect across multiple social categories, including gender, race, sexual orientation, ethnicity, language, religion, class, socioeconomic status, and ability. These identities, or ways that individuals imagine themselves and their possibilities for action, function together to determine how teachers in English language arts position themselves and others in everyday interactions, in institutions such as schools, and in society. Further, the act of positioning delineates individual and collective opportunities for growth and social activism in the profession of English language arts—opportunities we feel can have a transformative impact on society.
During the CEE Summit at Elmhurst College, 2009, many members of the commission helped to write a Beliefs Statement for Social Justice that is currently in review under CEE for acceptance to CEE. We are excited about this project. If you would like a copy, please email sj: firstname.lastname@example.org
We look forward to seeing everyone at the CEE Roundtable Commission meetings on Friday, November 20th from 2:30-3:45 as we have exciting topics to cover.
sj Miller, Indiana University of Pennsylvania, Indiana, PA
Laura Bolf Beliveau Univeristy of Oklahoma, Norman, OK.
Liaison: Marshall George , Fordham University
For more information on NCTE go to: NCTE
For more information on the CEE Commissions, go to: CEE
For our website, go to Commission for Social Justice
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|sjmiller||CEE Conference||0||Jan 31 2009, 6:25 PM EST by sjmiller|
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Good news, our proposal entitled: Priming Social Justice for Policy in English Education was accepted. If you can make it to Chicago, please register ASAP. Details below:
The first annual CEE Conference, June 18-21, 2009, is in Chicago. Seats for this Conference are limited to 150 participants.
We are excited to announce that this Conference will feature keynote speakers such as Marilyn Cochran, John E. Cawthorne Millennium Chair in Teacher Education for Urban Schools at Boston College, Anne Ruggles Gere, Professor of English and Education at the University of Michigan, and Leila Christenbury, Professor of English Education at Virginia Commonwealth University.
As part of the Conference, you are encouraged to sign up to participate in one of seven thematic working groups featuring dynamic, cutting-edge panels and roundtables presented by leaders in the field of English education.
In addition, you will have opportunities to learn about benefits of forming a state CEE affiliate, upcoming English education publications related to “putting English education policy into practice,” current NCTE/CEE professional initiatives underway to influence literacy education, CEE’s role in the NCTE National Day on Writing, and other exciting research initiatives being undertaken by English educators to enrich our knowledge of effective English teaching and English teacher education.
You can locate the registration on the CEE website- linked to NCTE.
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