Education for Education for Social Justice Social Justice In Eastern EuropeIn Eastern Europe

Liana Ghent, ISSA Executive Director

Wise investments focus also on quality – among other things, the quality of interactions.

We need educators with the “right minds” and the “right hearts”.

Practitioners are agents of change - change is needed both on personal and on professional level.

Investing in the early yearsInvesting in the early years

International Step by Step Association (ISSA) connects early childhood development organizations in Central Eastern Europe and Central Asia.

ISSA helps create the conditions for all children to reach their full potential and embrace values of social justice and equity.

About ISSAAbout ISSA

ISSA Network – 31 countriesISSA Network – 31 countries

ISSA’s Approach to Promoting ISSA’s Approach to Promoting Social Justice Social Justice

• Universal principles that promote quality early childhood experiences for children and families

• Climates of equality and mutual respect between early years institutions and the communities they serve

• Social justice for those who experience marginalization, discrimination and social stigma.

Why Social Justice Programs Why Social Justice Programs are Needed are Needed

We are all products of the societies in which we grow up. Our biases are initiated, shaped, and perpetuated by the institutions that govern our societies.

These institutions will not (cannot) change, unless people and their relationships with each other change.

•Prejudices are learned patterns of thinking and of behaving, and as such they can be relearned

•Each person has a role and a responsibility in breaking or perpetuating the chains of oppression

ISSA Quality Principles ISSA Quality Principles – One Example– One Example

Among the principles of “Inclusion, Diversity and Values of Democracy”:

The educator serves as a model and assures that through every day experiences, children learn to appreciate and value diversity and to develop the skills to participate.

One of the indicators:

The educator is aware of her/his own beliefs, attitudes and experiences and how they affect communication with children, families and teaching.

Building Climates Building Climates of Equality and Mutual Respectof Equality and Mutual Respect

• Seeing children, families, communities as

competent - having agency to develop in the ways they choose

• Shift from the “fixing the child” and the “deficit approach” to an approach that builds on strengths

• Strengthen self- and group-identity (or identities), and a sense of well being and belonging

• Climates open to and respectful of diversity

ISSA’s Social Justice ProgramISSA’s Social Justice Program

• Increasing knowledge of, understanding of, and sensitivity

to mechanisms that perpetuate and maintain systems of oppression and inequity

• Understanding the need for: naming, voicing and building allies.

• Cultivating the motivation and ability of all stakeholders to stand up for themselves and others in the face of bias.

• Strengthening the capacity of the systems 

How the Program Was UsedHow the Program Was Used• Inclusion of children with different ethnic and socio–economic

backgrounds into mainstream education

• Improving the quality of early years services in ethnically segregated environments and post-conflict situations

• Inclusion of children with need for special support (special needs)

• Promotion of values of inclusion, child friendly and welcoming environments

• Mobilizing and connecting communities, especially parents

• Interface of relevant professions with marginalized communities

The ApproachThe Approach

Objectives:

- improve cross-cultural communication- encourage alliance-building among groups to work

against injustice and oppression- address biases and injustices by empowering

stakeholders to stand up for themselves and others.

It is more than just a training – it leads to personal transformation and it provides resources needed to implement changes.

How the Program Works How the Program Works

The program works on the cognitive and psychological level, as well as on the level of concrete action through:

-increasing knowledge, -acquiring new terminology and understanding of concepts,-developing individual and group self-esteem,-changing attitudes, -designing concrete mobilizing activities

for both dominant and oppressed groups and individuals.

lghent@issa.nlwww.issa.nl