Social Justice Education is an interdisciplinary program of study with a focus on social diversity and social justice education particularly as they apply to formal educational systems, kindergarten through higher education. The masters program of study focuses upon reflective practice; the doctoral program of study focuses upon research that is informed by reflective practice.
Our goals are to generate knowledge about social justice education and to apply new knowledge to the design and delivery of effective social justice educational programs. Social Justice Education’s central focus is the preparation of professional educators, counselors, and change agents who are able to understand and work effectively with social justice issues in formal educational settings. It provides graduate degree programs of study for educational professionals who teach and practice at all levels of the educational system, kindergarten through college. We hope to attract educational professionals whose primary responsibilities include teaching, school guidance and counseling, the supervision or professional development of teachers or school counselors, teacher or counselor education, educational administration, student affairs programming, special education, advocacy programs, or college residential education.
SOCIAL JUSTICE EDUCATION BODIES OF KNOWLEDGE AND PRACTICE The approaches to theory and practice taken by Social Justice Education are rooted in the civil rights social movements of the past forty years, within which concepts such as social justice, oppression and liberation are central categories for analyzing, evaluating and transforming interlocking systems of discriminatory institutional structures and cultural practices. Students in social justice education study the inequities that people experience on the basis of their social group memberships, through systems of constraint and advantage reproduced through the social processes of exploitation, marginalization, powerlessness, cultural imperialism, and violence (Young, 1990).
Social justice education pays attention to the resources that individuals, families, and communities bring to personal and social change and to the transformation of educational institutions and practices. Social justice education also pays careful attention to process in educational and structural interventions and practices. This attention to process includes balancing the emotional with the cognitive; acknowledging and supporting the personal while analyzing and intervening in social systems; attending to social relations within and among families, schools and communities; developing competencies in collaboration and interrelationships as well as education and advocacy.
The bodies of knowledge, research and practice that inform social justice education are interdisciplinary, drawn from anthropology; black and ethnic studies; cognitive, developmental and social psychology; education; gay, lesbian bisexual, and transgender studies; history; literature; Judaic and middle eastern studies; women’s studies; and sociology. It includes the following areas: a. theories and research on socialization that inform the development of social identity and social group affiliations within families, schools, communities and other social institutions; b. the formation, maintenance, and interaction among in-groups and out-groups, and interventions that foster positive intergroup relations; c. prejudice and discrimination, the dynamics of power and privilege, and interlocking systems of oppression; d. forms of resistance and processes of empowerment and liberation created by individuals, families, and communities, and implemented within educational and other social systems; e. sociocultural and historical contexts for, and dynamics within and among the specific manifestations of oppression (antisemitism, ableism, classism, heterosexism, racism, sexism) in educational and other social systems; f. sociocultural and historical contexts for the Civil Rights Movement and other social liberation movements that found inspiration in it (such as the women’s liberation movement, the lesbian, gay, bisexual, transgender rights movements, the disability rights movement, and liberation movements for other communities of color); g. the interaction of students and families within multicultural schools and communities; h. models for designing, delivering and evaluating curriculum- based social justice education; i. models for designing, delivering and evaluating system-based social justice interventions within or among families, schools, school systems, and communities j. social justice intervention strategies such as conflict resolution, collaboration, or advocacy.
These bodies of knowledge provide the basis for the core competencies included in the masters, CAGS and doctoral programs. (For further discussion of the approach taken to social justice education in our program, refer to M. Adams, L.A.Bell, P. Griffin (Eds.) (1997), Teaching for Diversity and Social Justice: A Sourcebook (New York, Routledge).
PROGRAMS OF STUDY The M.Ed. - 37 credits
The goal of the master’s program of study in Social Justice Education is to prepare reflective practitioners who can demonstrate competency in knowledge, awareness and skills needed to plan, implement, and evaluate effective social justice education programs.
The Masters Core (19 cr.) Masters students will take six courses in core competency areas as follows:
EDUC 691 E Social Justice in Education (3 cr.)
EDUC 691F SJE Seminar (3 cr.)
EDUC 648 Foundations of SJE 1: Oppression and Education (3 cr.)
ED TBA Evaluation of SJE (3 cr.)
EDUC 693A Curriculum Design and Facilitation in SJE (4 cr.)
EDUC 609 Multicultural Group Processes (3 cr.) OR EDUC 697X Self-Awareness in SJE (3 cr.)
The ED 691E/F pair of courses includes a minimum of four weekend seminars selected from among the following six choices: sexism, racism, classism, heterosexism, ableism, and antisemitism.
Masters Electives (12 cr.) Masters students take two restricted electives (6 cr.) of which one is a K-12 or higher education site-specific course and the second is an SJ content-related course. Masters students also have two open electives (6 cr.).
Masters Practica (6 cr.) Masters students are required to take two practica (6 cr.), which include Reflective Practice (required) for the first, and for the second, a choice from among Intergroup Dialogue, NCCJ High School Bridges Program, or some other supervised practicum approved by their advisor. The expectation of this two-practicum requirement is exposure to at least two different models of SJE practice.
A typical two-year masters program of study might be as follows:
Semester 1 (Fall of the first year) ED 691E: Social Justice in Education ED 691F: Seminar in SJE ED 648: Foundations 1: Oppression and Education
Semester 2 (Spring of the first year) ED 693A: Curriculum Design and Facilitation in SJE Restricted Elective 1 Open Elective 1
Semester 3 (Fall of the second year) ED 698X: Practicum in Reflective Practice Restricted Elective 2 Open Elective 2 OR ED 609: Multicultural Group Processes
Semester 4 (Spring of the second year) ED 698W: Practicum in Intergroup Dialogue OR 796B NCCJ Practicum ED TBA: Evaluation in SJE Open Elective 2 or ED 697X: Self-Awareness in SJE
The Certificate of Advanced Graduate Studies in Social Justice Education (CAGS) 30 credits
The CAGS is designed to meet the needs of educational professionals who work in K-12 schools or at the university level (school administrators, counselors, teachers, student affairs professionals, for example), who have completed a master’s degree, and wish to pursue advanced graduate work beyond the masters degree.
The goal of the CAGS program is similar to the masters, in that it prepares reflective practitioners who can demonstrate competency in the skills, awareness and knowledge needed to plan, implement, and evaluate effective social justice education programs. CAGS students teach one-credit undergraduate social justice education courses as part of their practicum experience. A typical program of study for the CAGS resembles the masters in reflective practice.
The Doctoral Program in Social Justice Education
The doctoral program in Social Justice Education is selective and research-oriented. Doctoral students are expected to develop a research focus and carry out research projects in collaboration with faculty.
Doctoral Program of Study - 57 cr. (Including 18 dissertation credits)
Doctoral Core (18 cr.) Doctoral students will take six courses in core competency areas as follows:
ED 691E Social Justice in Education
ED 691F SJE Seminar
ED 648 Foundations of SJE 1: Oppression and Education
ED 697L Foundations of SJE 2: Issues in Identity Development
ED 615B SJE Research Proseminar
ED 609 Multicultural Group Processes OR ED 697X Self-Awareness in SJE
The ED 691E/F pair of courses includes a minimum of four weekend seminars selected from the following choices: sexism, racism, classism, heterosexism, ableism, and antisemitism.
Doctoral Electives (12 cr.) Doctoral students take one restricted elective (3 cr.) to be selected from a K-12 or higher education site specific course or an SJ content-related course, and have three open electives (9 cr.).
Doctoral Research (9 cr.) The research course requirement for doctoral students includes a minimum of two courses to assure competency in both qualitative and quantitative research methods, and a third SJE Research Practicum course or independent study project.
In addition to the SJE doctoral program requirements listed above, the School of Education requires course work (or equivalent) in human development, social justice, historical foundations, research and pedagogy. These requirements can be filled by courses already listed within the SJE core, research, and elective areas.
The core, research and elective courses together account for 39 credits. No credits are attached to the Comprehensive Papers, which typically follow the completion of all course work and enable the doctoral student to explore in depth one or two specific areas of social justice. The preparation of these comprehensive papers usually enables doctoral students to become familiar with a field in preparation for dissertation inquiry. The dissertation (18 cr.) follows the comprehensives.
A full-time doctoral program of study might be as follows: (Most doctoral students take assistantships for financial support and professional experience, thereby extending doctoral work into a fifth year.)
Semester 1 (Fall of the first year) ED 691E: Social Justice in Education ED 691F: Seminar in SJE ED 648: Foundations 1: Oppression and Education ED 615B: SJE Research Proseminar
Semester 2 (Spring of the first year) ED 697L: Foundations 2: Issues in Identity Development Research course 1 ED 697X: Self-Awareness in SJE OR Restricted elective
Semester 3 (Fall of the second year) Research course 2 Ed 609: Multicultural Group Processes OR Restricted elective Open elective 1
Semester 4 (Spring of the second year) Research practicum project Open elective 2 Open elective 3
Semesters 5 and 6 (third year) Propose and write Comprehensive Papers Write dissertation proposal Semesters 7 and 8 (fourth year): Write and defend dissertation
PRACTICUM OPPORTUNITIES FOR GRADUATE STUDENTS
Masters students participate in two different training models, starting with the fall-semester ED 698X: Practicum in Reflective Practice. This first practicum provides experience facilitating undergraduate weekend seminars on racism, sexism, heterosexism, antisemitism, classism, and ableism.
In the spring semester masters students select a practicum that exposes them to a second practice model. Examples of this second practice model include ED 698W: Practicum in Intergroup Dialogue, ED 697B: NCCJ Practicum, or some other supervised practicum option agreed to by the advisor.
EDUC 392, Social Issues in Education (1 cr.) consists of six different undergraduate weekend workshops, focused upon issues of ableism, anti semitism, classism, heterosexism, racism, or sexism. Prerequisite: Practicum 1 A and/or B
EDUC 395, Issues in Group Relations (2 cr.), consists of six-week undergraduate peer-conducted intergroup dialogues on topics such as White Women and Women of Color, White Students and Student of Color, Latinos and Blacks. Students of the designated identity groups participate in these dialogue courses. Prerequisite: Practicum 2
For doctoral students who have completed a teaching/learning practicum experience, Teaching Assistantships are available to supervise and/or teach the following undergraduate courses: Prerequisites for teaching ED 210: Practicum in Reflective Practice OR ED 698W: Practicum in Intergroup Dialogue AND experience teaching at least 3 different issues of social justice either through ED 392 or ED 395 or their equivalent.
PROGRAM APPLICATION GUIDELINES AND PROCEDURES
Students may apply to the Social Justice Education Program to pursue the master’s, CAGS, or doctoral programs of study. Applications are due on January 15th for decision by the faculty in March and admission the following September. There are no February admissions.
All applications to SJE graduate programs should include a full resume and a personal statement that describes the applicant’s prior experience with social justice education, professional objectives relevant to social justice education, and a description of what they hope to achieve through completion of the masters, CAGS, or doctoral program of study. Applicants should include among their recommendations at least one letter of reference from a faculty member who has taught them at the undergraduate or graduate level.
Applicants to the masters program are expected to show evidence of applied social justice experience, at least one semester of which is supervised. Examples might include peer education programs, mediation teams, residence assistants, or community outreach programs. Evidence of at least one full year’s work experience in social justice education beyond the undergraduate degree is strongly preferred.
Applicants to the doctoral program are expected to have completed a master's program that is in some area related to social justice education, and have prior professional experience in related areas of school counseling, teaching, teacher training, student services, or advocacy.
Applicants may also have Certification in Counselor Education, Guidance Director, Teacher Education, Special Education or Administration.
Applicants to the doctoral program are expected to submit a writing sample that demonstrates advanced writing and communication skills appropriate to doctoral level scholarship. Doctoral applicants are also expected to describe their interest, background, and readiness to conduct doctoral level research in social justice education.
Matriculation in the Social Justice Education Doctoral program does not necessarily include completion of coursework and practica leading to eligibility for professional certification or licensure. Students who seek such certification or licensure, and who enter the program without prior eligibility, will need to pursue additional coursework beyond that required for the Social Justice Education Doctorate.
Use the application forms provided by the Graduate School and send them before the January 15th due date to the Graduate School at the University of Massachusetts at Amherst. Address: the Graduate School Admissions Office, 530 Goodell Building, University of Massachusetts, Amherst, MA 01003. Telephone (413) 545-0721 to request an application packet.
After the Graduate School receives your completed application material, your file will be forwarded to the Department of Student Development and Pupil Personnel Services. The Social Justice Education faculty reviews all applications to the Master’s, CAGS, and Doctoral programs and makes admissions recommendations to the Graduate School.
As part of the review process, some applicants may be invited to participate in campus or telephone interviews. Applicants will receive official notification of their admissions status from the Graduate School. Please note that the School of Education does not require applicants to take the Graduate Records Examination.
Materials to Include in Application All applicants: The Social Justice Education admissions committee wants to know about your interest in social justice education and to understand how your prior personal, educational, and professional experiences have prepared you for graduate work in social justice education. Please be as specific as possible about your interest in social justice education and the fit of SJE to your future plans. Please include recommendations from at least one professor who has taught you at the undergraduate or graduate level, and from at least one person who is familiar with your background and skills in social justice education.
Doctoral applicants: Doctoral program applicants, in addition to completing the personal statement on the Graduate School application, are asked to respond in writing to the following questions and attach your written responses to your application materials:
1. What is your prior work experience and educational background related to social justice education?
2. What are your current and projected social justice education research interests?
3.. What are your professional goals relevant to completion of a doctoral program of study in social justice education?
Please be concise. A total of 2-3 pages is sufficient. Doctoral applicants must also include a sample of your academic writing. (Examples: a published or unpublished article, a sample chapter from a master’s thesis, a paper written for a masters class).
If you need additional information about our graduate degree programs, please call (413) 545-3610 and ask for Joanne Provost.
The program chair, Maurianne Adams, can be reached most easily by email (adams@educ.umass.edu) or by phone (413-545-1194).
TEACHING ASSISTANTSHIPS AND PLACEMENT OF GRADUATE STUDENTS
The Social Justice Education Program typically offers Teaching Assistantships to doctoral students in their third year of study. The Teaching Assistantships enable doctoral students to teach in and, in some cases to supervise the credited undergraduate social justice education courses offered by the SJE program. Graduate students in social justice education in their first year can find other Teaching Assistantships in campus support services such as Housing Services, Disability Services, the Stonewall Center, Everywoman Center, Mediation Services, the Center for Teaching, the Office of Training and Development, as well as other teacher, counselor and consulting programs at UMass/Amherst and in local schools and public agencies.
Contact addresses for these offices are available upon request. Social Justice Education graduates find professional positions in college teaching departments of Human Services, Pupil Personnel, Teacher Education, and School Counseling programs. They also find professional positions in administrative, pupil personnel, service delivery, disability and social support services, staff development, training and development programs, faculty development programs, local state and national advocacy programs, and in nonprofit institutions.