Race and Pedagogy Planning Summit and Recognition Ceremony
University of Puget Sound
December 4-5, 2015
(click on graphic to see full image)
Since its inception in 2002 as a faculty brown-bag lunch discussion series, the Race and Pedagogy Program has grown into the dynamic and innovative Race and pedagogy Initiative which is a collaboration of the University of Puget Sound and the South Sound community, at the heart of which is the Initiative’s Community Partners Forum.
In our thirteen years of sustained, focused, and collaborative work Race and Pedagogy has staged a range of more than twenty summits and conferences, spawned an assortment of collaborations across academia and communities, provided a variety of educational resources for transformative pedagogy on the Puget Sound campus and beyond, brought together disparate communities to generate vigorous thinking about race equity and education, inspired a plethora of initiatives focused on the work of education and equity in both K-12 and higher education, and been part of the voices of change seeking the transformation of the landscape of education on our campus and beyond. All of this has been undertaken part of our mission of educating teachers and students at all levels to think critically about race and to act to eliminate racism.
Following our third successful Quadrennial Race and Pedagogy National Conference, we recognize this moment at the thirteen-year mark of our work as a threshold rich with vitality and possibilities. Even so, in the RPI mode of the interrogative, we look to the language from this last conference call asking “what now is the work of education and justice and how do we map a new critical conscience.”We turn this language on ourselves and ask “What Now for the Race and Pedagogy Initiative?”
In our work over more than a decade, we have we have set our sights on the development of a Race & Pedagogy Institute which would function as follows:
In this summit we seek to develop a strategic plan to shape and guide the Race and Pedagogy Institute. To that end, and within the context of rapid, demographic, economic, social, and technological change, we will think through and be guided by the following questions.
It is into this mode of praxis, retrospection, and recursivity that we invite your contemplations, ideas, and collaborative processing about the prospects and possibilities of launching an institute with the structure, program, and priorities to advance our efforts to transform our basic understanding of what it means to be an educated person in the United States. And of course, we ask that you help us recognize those whose intellectual, emotional, and physical labor continue to advance this invigorating venture.