Canevin Center Working Principles
That historical narrative(s) have created the experience of being "othered," where groups and individuals are denied basic human dignity. By othered, we mean those who have been denied rights and opportunities based upon, but not limited to, culture, age, gender, beliefs, learning ability, physical abilities, language, geography, race, class, religion, sexual orientation.
We, individuals, the academy, schools and communities, must always engage our minds (i.e., invoke the intellectual domain) and our hearts (i.e., invoke the emotional side) and our spirits (i.e., invoke the spiritual domain) in all of our efforts. To these ends, and for any social justice endeavor in education, hope is a prerequisite.
At the heart of teaching and learning for social justice lies reflection, innovation, creativity, and discovery. New approaches and directions, from interdisciplinary perspectives, are needed to build and expand the possibilities of what education might do in the lives of academics and other educators, youth and communities.
Education happens in different learning settings beyond the traditional walls of schools; and student success is imagined in different contexts that go beyond traditional thinking and outcomes.
We must be vigilant at measuring the impact of our efforts by producing demonstrable outcomes for life successes for children and youth.
We thread these principles through building respectful and trusting relationships between individuals, the academy, schools and communities.