Commitment to Diversity
Oct 22 - A FOCUS ON INCLUSIVENESS: REFLECTIONS ON PRACTICE with the HESAL PROGRAM FACULTY
The HESAL program faculty will share how they understand INCLUSIVENESS, as reflected in the CEBS Diversity & Equity Framework, and discuss how it informs their teaching, research, and praxis at varying levels (e.g., program, College, and/or Profession). Interested participants are encourage to come prepared to join the conversation and add to the knowledge constructed in this space. More information about how the CEBS Diversity & Equity Framework describes INCLUSIVENESS can be found below. The full Framework can be found here
- Oct. 22, noon - 1:00pm
- McKee 282
Create inclusive classrooms, professional settings, and school communities. We will:
- Develop habits and skills of learning about our students' cultural heritage, their families and communities.
- Develop skills for teaching tolerance and the values of a pluralistic society.
- Create an environment open to differences and intolerant to harassment, welcoming diversity through a combination of inclusive instruction, professional practices, and relevant community connections
Testimoniando: Testimonio as a Decolonial Literacy Practice for Marginalized Students
- April 27, noon to 1:00 pm
- McKee 282
Through testimonio, students begin to understand their lived realities within a historicized context and have the potential to imagine other possibilities, thus reading the world in a more socio-critical way (Gutiérrez, 2008 ). The genre of testimonio is most notably recognized for its roots in Latin America, particularly for its use in documenting and voicing experiences of marginalization (Delgado Bernal, et. al., 2012; Burgos-Debray, 1984; Latina Feminist Group, 2001). This presentation situates testimonio within Chicana/Latina feminist perspectives in education. In doing so, González explores the pedagogical and methodological implications for literacy education with second grade students, actively working towards de-normalize dominant knowledge and disrupt ideas of valued epistemologies for students and educators.
Mónica González is a doctoral student in Literacy Studies in the School of Education at the University of Colorado, Boulder. Her research focuses on the language and literacy practices of Latino/a youth in non-traditional learning spaces such as afterschool programs and community centers. Additionally, she examines how Chicana/Latina feminist theoretical approaches to education can provide an alternative understanding to the dominant ways that Latino/a students are positioned within the institution of Education.
For more information contact:
Dana Walker, Ph.D.
Chair CEBS Diversity & Equity Committee
University of Northern Colorado
McKee 271, Campus Box 107
CEBS Diversity and Equity Award
The College of Education & Behavioral Sciences is pleased to announce the call for nominations for the CEBS Diversity & Equity Award for 2014-2015. The CEBS Diversity and Equity Award recognizes excellence among full-time CEBS faculty for their commitment to promoting diversity and equity at UNC and in the communities we serve. The award recognizes one individual in the categories of Teaching and at least one other area, to include Scholarship, Service and/or Advising. Faculty members can be nominated by CEBS faculty, staff, administrators, students, or a student organization. The deadline for submission is February 6, 2015.