Founded by Glenn E. Singleton in 1992, Pacific Educational Group is committed to achieving racial equity in education. We engage in sustained partnerships with educational organizations to transform beliefs, behaviors, and results so people of all races can achieve at their highest levels and live their most empowered and powerful lives.
COURAGEOUS CONVERSATION is our award-winning protocol for effectively engaging, sustaining and deepening interracial dialogue. Through our Framework for Systemic Racial Equity Transformation, PEG is dedicated to helping educators address persistent racial disparities intentionally, explicitly, and comprehensively.
Why Examine and Address Race? Race matters – in society and in our schools. It is critical for educators to address racial issues in order to uncover personal and institutional biases that prevent all students, and especially students of color, from reaching their fullest potential. COURAGEOUS CONVERSATION serves as the essential strategy for school systems and other educational organizations to address racial disparities through safe, authentic, and effective cross-racial dialogue.
WMEP is an equity-focused collaborative for student success (engagement, achievement and college/career readiness) and educator growth (professional development, equity leadership and regional action).
What is the White Privilege Conference?
- WPC is a conference that examines challenging concepts of privilege and oppression and offers solutions and team building strategies to work toward a more equitable world.
- It is not a conference designed to attack, degrade or beat up on white folks.
- It is not a conference designed to rally white supremacist groups.
- WPC is a conference designed to examine issues of privilege beyond skin color. WPC is open to everyone and invites diverse perspectives to provide a comprehensive look at issues of privilege including: race, gender, sexuality, class, disability, etc. — the ways we all experience some form of privilege, and how we’re all affected by that privilege.
- WPC attracts students, professionals, activists, parents, and community leaders/members from diverse perspectives. WPC welcomes folks with varying levels of experience addressing issues of diversity, cultural competency, and multiculturalism.
- WPC is committed to a philosophy of “understanding, respecting and connecting.”
The conference is unique in its ability to bring together high school and college students, teachers, university faculty and higher education professionals, nonprofit staff, activists, social workers and counselors, healthcare workers, and members of the spiritual community and corporate arena. Annually, more than 1,500 attend from more than 35 states, Australia, Bermuda, Canada, and Germany.
Our collaborative is comprised of member school districts across the region, including Brooklyn Center, Columbia Heights, Eden Prairie, Edina, Hopkins, Minneapolis, Richfield, Robbinsdale, St. Anthony/New Brighton, St. Louis Park, and Wayzata.
Collectively, we want to work intelligently and strategically to solve disparities amongst student groups, as no single organization, policy or initiative can achieve this alone. Tackling the urgent and complex issues of racial equity, student success, educator capacity and strategic decision-making, requires us to act with a common purpose, shared measurement and alignment of effort.
Rethinking Schools began as a local effort to address problems such as basal readers, standardized testing, and textbook-dominated curriculum. Since its founding, it has grown into a nationally prominent publisher of educational materials, with subscribers in all 50 states, all 10 Canadian provinces, and many other countries.
While the scope and influence of Rethinking Schools has changed, its basic orientation has not. Most importantly, it remains firmly committed to equity and to the vision that public education is central to the creation of a humane, caring, multiracial democracy. While writing for a broad audience, Rethinking Schools emphasizes problems facing urban schools, particularly issues of race.
Throughout its history, Rethinking Schools has tried to balance classroom practice and educational theory. It is an activist publication, with articles written by and for teachers, parents, and students. Yet it also addresses key policy issues, such as vouchers and marketplace-oriented reforms, funding equity, and school-to-work.
Brazilian educator Paulo Freire wrote that teachers should attempt to "live part of their dreams within their educational space." Rethinking Schools believes that classrooms can be places of hope, where students and teachers gain glimpses of the kind of society we could live in and where students learn the academic and critical skills needed to make that vision a reality.
Rethinking Schools attempts to be both visionary and practical: visionary because we need to be inspired by each other's vision of schooling; practical because for too long, teachers and parents have been preached at by theoreticians, far-removed from classrooms, who are long on jargon and short on specific examples.
Its goal is to introduce students to a more accurate, complex, and engaging understanding of United States history than is found in traditional textbooks and curricula. The empowering potential of studying U.S. history is often lost in a textbook-driven trivial pursuit of names and dates. People’s history materials and pedagogy emphasize the role of working people, women, people of color, and organized social movements in shaping history. Students learn that history is made not by a few heroic individuals, but instead by people’s choices and actions, thereby also learning that their own choices and actions matter.
We believe that through taking a more engaging and more honest look at the past, we can help equip students with the analytical tools to make sense of — and improve — the world today. For a more complete description, read A People's History, A People's Pedagogy.
Founded in 1991 by the Southern Poverty Law Center, Teaching Tolerance is dedicated to reducing prejudice, improving intergroup relations and supporting equitable school experiences for our nation's children.
We provide free educational materials to teachers and other school practitioners in the U.S. and Canada. Our self-titled magazine is sent to 450,000 educators twice annually, and tens of thousands of educators use our free curricular kits. More than 5,000 schools participate in our annual Mix It Up at Lunch Day program.
Our teaching materials have won two Oscars, an Emmy and more than 20 honors from the Association of Educational Publishers, including two Golden Lamp Awards, the industry's highest honor. Scientific surveys demonstrate that our programs help students learn respect for differences and bolster teacher practice.
"Tolerance" is surely an imperfect term, yet the English language offers no single word that embraces the broad range of skills we need to live together peacefully.
The Rev. Dr. Martin Luther King Jr. used the Greek term "agape" to describe a universal love that "discovers the neighbor in every man it meets." The various disciplines concerned with human behavior have also offered a variety of adjectives: "pro-social," "democratic," "affiliative."
In its Declaration on the Principles of Tolerance, UNESCO offers a definition of tolerance that most closely matches our philosophical use of the word:
Tolerance is respect, acceptance and appreciation of the rich diversity of our world's cultures, our forms of expression and ways of being human. Tolerance is harmony in difference.
We view tolerance as a way of thinking and feeling — but most importantly, of acting — that gives us peace in our individuality, respect for those unlike us, the wisdom to discern humane values and the courage to act upon them.
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