The Institute has three goals:
Build an internal community centered on educational justice.
CRITICAL LITERACIES OF
Build literacies to support research and teaching centered on educational justice.
Provide space for self-authorship in the field of education.
WHAT DO WE MEAN BY JUSTICE?
Tuck, E., & Yang, K. W. (Eds.). (2018). Toward what justice?: Describing diverse dreams of justice in education.
With or without formally institutionalizing social justice education, it is not a countercultural movement within the broader field of education. Thus, this book [Institute] is not about some boutique aspect of the field of education, some meandering down a curious alley. This is not a conversation at the margins of a field. Social justice education—whether or not we continue to use those words to define it—is the crux of the future of our field. Social justice is not the other of the field of education, it is the field. There is no future of the field of education if it cannot meaningfully attend to social contexts, historical and contemporary structures of settler colonialism, white supremacy, and anti-blackness. Social justice is not a catchall; it is the all. (p. 5, Tuck & Yang, 2018).
Dimensions of Working Towards
Race and Social Justice
Honoring your time and energy in coursework, SOE events, and the local community.
Reflections from members of the 2019 Institute.
The institute consisted of long days, challenging conversation, robust intellectual labor, and lots of love and laughter. I left the institute exhausted and so full. The time was well spent on topics that are rarely discussed in our courses (e.g. the commitment to recognizing indigenous sovereignty in our conceptualizations of place and home, the relationship between residential segregation and educational inequality, the disruptive power of Black children and adults in play, etc.). My hope is that similar spaces are continuously cultivated for graduate students within the SOE.
It was so uplifting to be among scholars committed to social justice work in their research. I didn’t leave with all the answers, but I did leave more committed to engaging with the community of scholars who support social justice in education.”
Combined Psychology and Education Program
It allows us to think deeply and critically, necessitates play and the arts, allows everyone a seat at the table, leads us to interrogate ourselves and the structures we are complicit in, ensures that all have an opportunity to learn, involves intergenerational collaboration, centers diversity, and is urgent and possible for us to do in the academy. As a first-year doctoral student, this moment was key in allowing me to feel like the University of Michigan has space for me, my research, and the ideas I’m grappling with as a scholar.