In support of diversity
In our schools and neighborhoods, educators and community activists have an evolving obligation to ensure that our learning and living environments reflect the rising cultural diversity of our nation. Our lessons and teaching methods must be transformative, not just additive, and our decision making must be inclusive and welcoming of our neighbors and families.
Eastern Educational Resource Collaborative's (East Ed's) mission is to serve as a resource to schools, colleges, families and agencies and support the establishment of equitable, anti-bias, multicultural environments. Click here to view more about intentional diversity and academic excellence.
Diversity is who we are, now and into the future. Our collective history is replete with injustice to diversity, violence to diversity and oppression of diverse others. Therefore, as we seek to establish a gender-fair, race-aware direction, we must actively work to ensure that the injustices of the past and the resultant laws, habits and traditions that created hierarchies of race, social class, gender, ability and sexual orientation, and of religion, age and ethnicity are recognized and neutralized.
In support of multicultural education
While the dominant direction of inclusion in the past 40 years has been to bring difference into the "big tent," where it is claimed that there is room for all, multiculturalism offers something more intentional. We are known by what we are not. Therefore the more of "what we are not" that is present, the more we know ourselves. In moving more toward quality, multiculturalism has us consider the qualitative reality that diversity experiences. That reality demands that we address such questions as: How safe is a gay person? To what degree is a Black student included in the arts program of a school? Are Asian Americans really welcomed in the sports programs? Welcome, included and safe are the measures of multiculturalism, the qualitative side of diversity.
Multicultural education is the pedagogy, content and assessment of diversity within a school's curriculum-obvious and hidden and in all aspects of school life. It asks the questions: In an increasingly pluralistic society, what knowledge is of most good to learners? By what methods do learners best acquire that knowledge? What measures allow us to determine if that knowledge has been acquired?
In support of equity and justice
"There can be no equity without justice," declared Rev. Dr. Martin Luther King, Jr. Different from equality, which argues that we shall all have equal amounts, equal access and the same number of resources, equity requires that we are provided with what we require to be equal, to achieve, to cross the finish line, to have ownership.
Justice demands that we view the world from the perspective of the least advantaged. Basing our curricula and our programs on the needs of the least advantaged allows us to view the full spectrum of the human condition. It is from this perspective, not from a patronizing, self-promoting perspective, that we derive a true sense of justice.
In support of practical appropriate services, events and tools
East Ed programs, services, bulletins and institutes speak to diversity, multicultural education and justice. We embrace a collaborative model that suggests that the solutions to a community's problems exist within a dialogue between members of that community.
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