Previous Diversity Programs
promoted discussions on the intersections of race, ethnicity, gender, sexual identity, class, ability, faith, and other aspects of cultural diversity by creating a safe space for the free exchange of ideas that was more inclusive of voices and ways of knowing that have been absent, unpopular, excluded, or oppressed.
The development of these difficulty discussions is a collaborative process involving College, community, and student constituency groups based upon education that is multicultural that enhances one's cultural knowledge, literacy, and competency, and which is understood as a lifelong process.
This project provided resources and a forum for parents who want to raise children who will see the world through a social justice lens and be committed to promoting social justice. One of the meetings focused on "restorative justice", a broad term used to describe a way of thinking, a philosophy or a social movement to institutionalize peaceful approaches to harm, problem-solving and violations of legal and human rights instead of, or in addition to, using retributive models. Restorative justice seeks to repair harm, reduce risk and build communities.
We believe that children are socialized from very early on into a social world that is characterized by historically constructed systems of injustice: racism, sexism, classism, homophobia, and so on. This socialization continues throughout one’s life and it shapes the lenses through which we view ourselves, others, and the world around us. A primary way to begin to refashion the social world in a more just way is to provide our children with a critical perspective on the social world and their own socialization. Since this socialization begins very early (by 3-4 years old), we believe that socially just parenting should begin very early as well. Read more about it at www.sociallyjustparenting.org.
Graduate Students Diversity Workshops
These workshops, conducted in collaboration with School of Interdisciplinary and Graduate Studies, trained graduate students in the theory and practice of inclusive pedagogy.