English language learners who have attended U.S. schools for seven years or more and have not exited from English Language Development services/programs.

Children, age birth to five years, who are learning two or more languages; acknowledges that very young children are still actively developing their home language(s) along with an additional language. 

 

 (1) the pupil, as declared by a parent or guardian uses a language other than English; and

(2) the pupil is determined by a valid assessment measuring the pupil’s English language proficiency and by developmentally appropriate measures, which might include observations, teacher judgment, parent recommendations, or developmentally appropriate assessment instruments, to lack the necessary English skills to participate fully in academic classes taught in English.

 

 

Through school and through acquiring English, these children become bi- or multi-lingual, able to continue to function in their home language(s) as well as in English, their new language and that of school.

 

 

The sum of all previously incurred deficits or opportunity gaps in education for American Indians communities and communities of color. The education debt includes four aspects: 

1) the historical lack of access to formal public education for certain groups of people (historic debt);t

2) historical and contemporary inequities in school funding, income disparities related to different levels of education, and general wealth disparity (economic debt);

3) the disenfranchisement of people of color at local and national levels (sociopolitical debt); and

4) the disparity between what we know is right and what we actually do (moral debt)

 

Educational excellence involves achieving the skills and knowledge needed to prosper in Minnesota’s diverse and rapidly evolving social and economic context. It embraces the various career aspirations present among all students ranging from science to the humanities and from the public to the private.

In this context, Minnesota Education Equity Partnership (formerly MMEP) understands its work as addressing the ‚Äúopportunity gap‚Ä̬†.

This means systemically reforming how we deliver education as opposed to trying to ‚Äúfix‚ÄĚ students. The change¬†Minnesota Education Equity Partnership (formerly MMEP)¬† seeks is to have educators and policy makers challenge themselves to align schools, colleges and universities with the gifts that exist in students of color and American Indian students.

Minnesota Education Equity Partnership (formerly MMEP) believes that collaborative action offers the best way to align our education system with communities of color. A multi-cultural, multi-racial society requires building dynamic relationships between students, their parents and educators. MNEEP therefore constructs public engagement activities that bring them together into collaborative dialogue and planning leading to student and parent empowerment.

Race Equity in turn requires an understanding of racism and how it impacts the lives of all citizens and especially of students of color and American Indian students. That understanding informs the need to provide these students with the correct kind and level of resources, delivered in the most appropriate manner, that may well at times differ among various student groups.

Includes all the way in which people differ, and it encompasses all the different characteristics that make one individual or group different from another. ¬†It is all-inclusive and recognizes everyone and every group as part of the diversity that should be valued. A broad definition includes not only race, ethnicity, and gender‚ÄĒthe groups that most often come to mind when the term ‚Äúdiversity‚ÄĚ is used‚ÄĒbut also age, national origin, religion, disability, sexual orientation, socioeconomic status, education, marital status, language, and physical appearance. ¬†It also involves different ideas, perspectives and values.¬†

The process by which American Indians and people of color have been stripped of their language and culture through intentional schooling practices (e.g., boarding schools, English-only policies) designed to enforce White supremacy.

Analyzes the tensions and contradictions inherent in the relationship between colonizer and colonized, oppressor and oppressed. In particular, discusses how the colonized/oppressed internalize the ways and language of the colonizer/oppressor, in order to survive within extant social structures. 

 

Decolonization is the meaningful and active resistance to the forces of colonialism that perpetuate the subjugation and/or exploitation of our minds, bodies, and lands. Its ultimate purpose is to overturn the colonial structure and realize Indigenous liberation. First and foremost, decolonization must occur in our own minds. 

Posts navigation

1 2
Scroll to top