Our Statements
Educators for Social Justice values the importance of solidarity. Part of our work is celebrating the work of other organizations, schools and movements also working toward our mission to develop and support socially just, equitable, and sustainable practices in schools and communities. Below are some public solidarity statements we have made.
Educators for Social Justice Stands with George Floyd |
We, at Educators for Social Justice, are hurt. We are at a loss. We are struggling. However, we will take action to support our black sisters and brothers. What happened to George Floyd is unacceptable and intolerable. As an organization we will not sit on the sidelines and be silent when such injustice happens. We will continue to do our part to reduce hatred in the world and improve systems that are broken and cause harm to people of color.
Here is a link to resources that can start to equip educators with knowledge to disrupt systems of oppression, racism, equity and white supremacy: Teaching to Disrupt White Supremacy How to Talk to Kids about Racism, News Report on KRCG by Jessica Hart featuring ESJ Board Member Sheriah Mason |
Educators for Social Justice Stands with the Teachers in Puerto Rico |
.On September 20, 2017 Hurricane María made landfall in Puerto Rico. Puerto Rico is a commonwealth of the United States. The educational lives of children, youth, and adults continue to be interrupted because of the storm and its aftermath. Many schools experienced structural damage, loss of power, and loss of educational resources such as books and school libraries. Teachers and students are now battling the privatization of their schools.
Educators for Social Justice stands in solidarity with the teachers of Puerto Rico who seek to educate children and youth for a hopeful future and resist the damaging effects of privatization. We recognize the continued struggle and the resilience of the educators in Puerto Rico. We affirm the grassroots efforts to rebuild schools and school libraries such as the initiative started by Dr. Carmen Martínez-Roldán called “Childrens Books Gone with the Hurricane.” We particularly affirm the social justice education efforts of teachers in schools such as Escuela Especializada en el Desarrollo de Talentos Dr. Antonio S. Pedreira. ESJ will continue to work to build a network of educators, schools, and school districts who are committed to social justice education across borders. |
ESJ Solidarity Statement Supporting Youth Activism to end Gun Violence and Calling for Peace Education |
Gun violence in educational institutions has become an epidemic. We applaud the youth around the nation who are leading the way in demanding peace. From Parkland, Florida to St. Louis, Missouri, youth
are leading peace efforts. On March 24th, students from the Parkway School District will lead the March for our Lives rally in St. Louis. We stand with these youth and their teachers to call for:
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ESJ Statement on Restorative Justice |
Educators for Social Justice (ESJ) affirms restorative justice practices as a means toward promoting inclusivity and equity in classrooms and schools. Restorative practices are an alternative to punitive discipline policies which funnel children and youth into the school-to-prison pipeline.
Restorative justice practices allow people in the school community to resolve conflict, promote academic achievement, and address school safety. The focus is on building community, belonging, and dignity. Ideally, when restorative justice is integrated into a school’s culture, disciplinary issues are prevented from occurring. An example of a restorative practice is gathering in a circle where students can reflect on their choices and how their behaviors may have harmed or helped other people in the classroom. Students develop the empathy and socio-emotional competence to understand how their choices impact people and what it means to truly belong to a community. They learn how to offer forgiveness, take responsibility for their actions, and reconcile differences. When an incident does occur, restorative practices focus on repairing the harm in the relationship between students or between students and teachers. Attention is paid to the well-being of everyone in the community. There is a growing body of evidence that suggests that restorative justice practices can promote a positive school climate, students’ sense of belonging, and promote an inclusive school culture (Armour, 2013; González, 2012). ESJ recognizes that restorative justice can be practiced at the classroom, school, and school district level. We will continue to work to build a network of educators, schools, and school districts who are committed to restorative justice practices as a vehicle for creating equity and social justice. References: González, T. (2012). Keeping kids in school: Restorative justice, punitive discipline, and the school to prison pipeline. Journal of Law Education, 41 (2), 281-335. Armour, M. (2013). Ed White Middle School restorative discipline evaluation: Implementation and impact, 2012/2013, sixth grade. Retrieved from the University of Texas at Austin, Institute for Restorative Justice and Restorative Dialogue Web site: http://www.utexas.edu/research/cswr/qi/pdf/Ed-White-Evaluation-2012-2013.pdf |
ESJ's Solidarity Statement with the LGBTQ+ Community |
Educators for Social Justice mourns the senseless loss of human life in the recent massacre in Orlando. As educators, we are reminded that we can raise awareness and cultivate a love and appreciation for diversity through our teaching, in and out of the classroom. To remember the lives of those who were killed and to plant new seeds of love, hope, and peace, we offer the following events and resources.
There is a walking tour on Saturday, June 18th at noon and 3:30 (downtown St. Louis) called Queer St. Louis that features the contributions of the LGBTQ community. Transgender Memorial Park in the Grove, for example, is the first of its kind in the United States. http://explorestlouis.com/discover/st-louis-lgbt/ You might also explore the 2016 Rainbow book list. The Rainbow List is a bibliography of books with significant gay, lesbian, bisexual, transgender, or queer/questioning content, and which are aimed at youth, birth through age 18. You can find the list here: http://glbtrt.ala.org/rainbowbooks/archives/1207 Here is a list of LGBT resources, centers, and organizations in St. Louis that may be helpful in your work as an educator. http://www.lgbtcenterstl.org/local-lgbt-community-organizations.html We also recommend Katy Paul with Safe Zone. She has presented at ESJ’s Educating for Change conference and coordinates presentations across St. Louis. Her email is: katyp@safeconnections.org In recognition that homophobia is prevalent throughout American society and often unacknowledged, here is an article by the editors of Rethinking Schools who offer suggestions to minimize homophobia in our schools and classrooms. They ask, “How do we create classrooms and schools where each child, parent, and staff member’s unique, beautiful self is appreciated and nurtured?” http://www.rethinkingschools.org/archive/28_03/edit1283.shtml The Human Rights Campaign started an online vigil where people can contribute their thoughts and condolences. Here is the url: http://act.hrc.org/ea-action/action?ea.client.id=1954&ea.campaign.id=52151&ea.url.id=633117 Educators play an important role in introducing important ideas, perspectives, and taking action. As part of our own professional development, it is important to learn about diverse and intersecting identities. The following essay is published in the Georgetown Journal of International Affairs addresses the issue of gender and sexual liberation across the Muslim world. http://journal.georgetown.edu/afghanistans-gay-revolution-can-liberate-the-muslim-world/ You can find children’s books with Muslim and related cultural themes at this website: http://www.rukhsanakhan.com/muslimbooklist/muslimbooklist.html Perhaps closer to home, CAIR-MO works to enhance the understanding of Islam, encourage dialogue, protect civil liberties and build coalitions that promote justice and mutual understanding. They promote “meet your Muslim neighbor” events locally. http://cair-stlouis.com/ |
ESJ Statement on the Media |
Understanding racism as those sets of attitudes and actions which express and support a hierarchical relationship among individuals or groups of people consequent to the color of their skin, the way that they speak, their ethnic identity, or other markers of social difference; Considering racism as endemic in many social, educational, political, and commercial institutions in our shared civic space, as well as in the individuals who form these institutions; Determined to disrupt and dismantle racist practices in the civic space wherever possible;
The members of Educators for Social Justice resolve that in any communication or professional encounters with the public—including political, educational, and governmental officials; representatives of the media; and members of the corporate or business community—we will take the steps we deem necessary to:
Questions for ESJ Members Prior to Outreach:
Questions for the Interviewer(s) On Site:
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MRH Resolution on Educational Equity & Social Justice |
Educators for Social Justice congratulates the Maplewood Richmond Heights School Board for their Resolution on Educational Equity and Social Justice approved on February 16, 2017. ESJ affirms MRH's beliefs in social justice. We believe this resolution sends an important, public message.
The MRH Resolution on Educational Equity & Social Justice On February 16, 2017 the MRH Board of Education unanimously approved the "Resolution on Educational Equity and Social Justice." The Resolution was announced to guests attending the annual Soul Food Supper celebrating Black History Month on February 22. Resolution: Educational Equity and Social Justice WHEREAS, the Maplewood Richmond Heights School District (MRH) is known throughout St. Louis, the State of Missouri, and beyond, as a shining example of inclusiveness and diversity. WHEREAS, the mission of MRH is to “inspire and prepare students as leaders, scholars, stewards, and citizens for a diverse and changing world.” WHEREAS, we continue to be mindful of our rich history as it affects our institutional viability and vitality. WHEREAS, we recognize that public education can both enhance individuals and strengthen communities. WHEREAS, we believe in fostering equity, inclusion, tolerance, dignity, and equal rights for ALL students, staff, families, and community members. WHEREAS, we believe that ALL people – regardless of their race, color, religion, sex, national origin, ancestry, disability, age, sexual orientation and/or perceived sexual orientation, gender identity, socioeconomic status, or any other individual characteristic – deserve to be respected and appreciated. WHEREAS, we seek to overcome the social, cultural, and educational barriers that members of our diverse population may experience through advocacy, community engagement, and professional development. WHEREAS, we believe we must directly confront issues of diversity and social justice in order to alleviate the inequitable practices and outcomes these issues spawn. WHEREAS, we believe by working together we can create a better life for each other and ourselves. Therefore BE IT RESOLVED, the Maplewood Richmond Heights School District Board of Education on this 16th day of February 2017 will continue to vigorously support ALL of our students, staff, families, and community members and continue to enrich the lives of children and provide the foundation for their many future successes in life. Nelson Mitten, President Katie Kaufmann, Vice President Wesley Robb, Treasurer Maria Langston, Secretary Rev. Ralph Posley, Director Francis Chmelir, Director Ray Crader, Director The link to the resolution is below: http://www.mrhschools.net/news/latest-headlines/2017/02/23/1200/ |
Education for Liberation & Free Minds Free People |
Educators for Social Justice has been a long-time supporter and partner of the Education for Liberation Network. Free Minds, Free People is a national conference presented by the Education for Liberation Network that brings together teachers, young people, researchers, parents, and community-based activists/educators from across the country to build a movement to develop and promote education as a tool for liberation, which resembles what ESJ strives to do. The conference is a space in which these groups can learn from and teach each other by sharing knowledge, experience, and strategies.
ESJ congratulates the Education for Liberation Network for their work to prepare the most disenfranchised members of our society, in particular low-income youth and youth of color, to fight for a more just world by:
Click here to learn more about the Free Minds Free People Conference this summer July 6-9 in Baltimore, MD! |
Rethinking Schools Solidarity Statement |
Educators for Social Justice stands in solidarity with Rethinking Schools, a nonprofit publisher and advocacy organization, dedicated to sustaining and strengthening public education through social justice teaching and education activism.
Rethinking Schools began in 1986, as a group of Milwaukee-area teachers with a vision. They wanted not only to improve education in their own classrooms and schools, but to help shape reform throughout the public-school system in the United States.https://www.rethinkingschools.org/about/index.shtml Educators for Social Justice not only shares that vision but understands the power and potential of groups of educators working together to create a better, more, humane, and equitable educational system. Indeed, ESJ began in 2001 as a small group of educators across the lifespan committed to social justice in classrooms, schools, and communities. 16 years later, ESJ is a not-for-profit organization that holds an annual “Educating for Change Curriculum Conference,” book clubs, racial equity curriculum partnership, Inquiry to Action Groups, and is in coalition with other community groups to break the school-to-prison pipeline through policy changes that ban out-of-school suspensions for young children. ESJ is unique because it is run entirely by educators for educators. Each year, Rethinking Schools sponsors ESJ’s Educating for Change Curriculum Conference, sending resources and support. ESJ, in turn, promotes the national efforts of Rethinking Schools. Indeed, educators within the ESJ network often use the magazines, books, and website resources to encourage grassroots efforts in schools and communities to enhance the learning and well-being of children and youth, to build broad democratic movements for social and environmental justice. Rethinking Schools is a shining example of what can happen when a group of educators comes together to make the world a better place. |