The CME are focused in three main priority areas:
- facilitating PK-20 multicultural education-focused scholarship-to-practice efforts;
- serving as a campus and community resource for training, education, and professional development on issues of social justice; and,
- producing and disseminating critically-conscious scholarship to inform local, state, national and international education policy.
Through these three areas, the CME will prioritize contemporary interdisciplinary work:
- to dismantle educational inequity in PK-20+ settings by building interpersonal and intellectual educational climates that affirm historically and persistently marginalized and minoritized students (HPMMS);
- situated in the "other" ways of knowing, cultural capital, community wealth, and related protective resistance and resilience characteristics of HPMMS that enable their persistence;
- that cultivates durable and effective education pathways and community-embedded partnerships for HPMMS; and,
- to revitalize and extend radically operative continuing multicultural education for campus and community constituents and stakeholders committed to the success of HPMMS.
- Through the three priority areas, the CME will also distribute resources to state leaders in all sectors of the economy to ensure better understanding of conditions of educational inequity and injustice in order to leverage resources for HPMM youth-centered educational reform and transformation.
The CME will support students and community through:
- the study and practice of multicultural education in ways that both honor the Ethnic Studies roots of the field, and expand inquiry and action through intersectional analysis of, and intervention to eradicate, barriers to access, equity, and excellence in the PK-20+ educational experiences of HPMMS;
- research, teaching, service, and advocacy to interrupt and dismantle systems of educational oppression that disproportionately affect HPMMS in Nevada; and,
- development of a justice framework to inform its work.
According to the Research Justice Center of the Coalition of Communities of Color in Washington County Portland Oregon:
- a justice framework "starts with the premise that research processes and practices must be just and equitable in order for outcomes to be just and equitable;"
- a justice framework understands that "mainstream research practices have reduced communities of color to [research] 'subjects'..."; and,
- a justice framework "creates space for communities to be leaders and partners at all decision points [in] research process[es]" (p. 12).
The CME looks forward to working collaboratively to develop and actualize a justice framework through which to achieve all the goals of the reactivated Center in service to and partnership with our students and their families here in Southern Nevada, as well as across the state, region, country, and around the world.
- Current Projects
- Teaching for Black and Brown Lives: The Importance of Ethnic Studies Curriculum in the Educational Success of Black and Latinx Students in Nevada
- Spring 2021 CME "Lit Learning" Series Session and NITEP Conference Poster Presentation
- Executive Summary
- Clark, C., Marrun, N., Kelley, A., Flores, R., Patterson, L., Beach, K. (2021). Teaching for Black and Brown lives: The importance of Ethnic Studies curriculum in the educational success of Black and Latinx students in Nevada. Taboo: The Journal of Culture and Education. Accepted.
- Equity Matters: Examining the Black Education Pipeline
- Las Vegas Scholars Program: Promoting an Increased Sense of Belonging for Students and Their Families to Increase Success in Computer Science and Computer Engineering
- Past Projects
- Abriendo Caminos/Opening Pathways for Students of Color Into the Teaching Profession: Giving Back to Community through Teaching
- Marrun, N. A., Plachowski, T., Mauldin, D., & Clark, C. (2021). “Teachers don’t really encourage it”: A critical race theory analysis of high school Students’ of Color perceptions of the teaching profession. Multicultural Educational Review, 13(1).
- Marrun, N., Rodríguez-Campo, M., Plachowski, T., & Clark, C. (2021). Divergent values: A family critical race theory analysis of Families of Color and their perceptions of the teaching profession. Taboo: The Journal of Culture and Education, 20(3), 11-36.
- Hernández-Johnson, M., Taylor, V., Singh, R., Plachowski, T., Marrun, N., & Clark, C. (2021). “Like where are those teachers?”: A critical race theory analysis of teachers of color who have left teaching.International Journal of Qualitative Studies in Education.
- Marrun, N. A., & Clark, C. (2020). The rise of GYO-TOCs as pop-ups: Lessons in racial resistance from the Abriendo Caminos/Opening Pathways for Students of Color into the teaching profession: Giving back to the community through teaching project. Taboo: The Journal of Culture and Education, 19(4), 65-93.
- Marrun, N. A., Plachowski, T., Clark, C. (2019). A critical race theory analysis of the PK-12 teacher-student “demographic diversity” gap: College students of color speak their truth. Race Ethnicity and Education, 22(6), 836-57.
- Hernández-Johnson, M., & Flores, R. Q. (2018). Parent engagement through “Abriendo Caminos/Opening Pathways: Giving Back to the Community through Teaching.” In K. E. L. Norris and S. Collier (Eds.), Social justice and parent partnerships in multicultural education contexts (pp. 227-41). IGI Global.
- New Journal
- The CME's new journal is forthcoming, reconceptualized in the spirit of the Berkeley Review of Education meaning the journal will be an online open access publication, provide a venue for the critical mentorship of graduate students by faculty, and, long-term, be largely run by and for graduate student early career scholars.
- Past Journals
- Critical Professional Development (CPD) Speaker Series
- Lit Learning Series Sessions
- Community-Embedded Engagement Teaching and Research Internship Options
- Education, Training, & Consulting Services
- American Physical Society (APS), Division of Plasma Physics (DPP), Diversity, Equity, & Inclusion Organizing Collective Committee: https://www.youtube.com/watch?v=UvR8g5PwmDk&feature=youtu.be
In 2004, Dr. Porter L. Troutman, Professor Emeritus in the UNLV College of Education, founded the Center for Multicultural Education (CME). A UNLV faculty member from 1971 to 2016, Dr. Troutman was driven to establish the Center to focus attention–through research, teaching, service, and advocacy–on addressing long-standing educational inequities and injustices through multicultural education. As the second and, to date, the second-longest serving African American faculty member at UNLV, Dr. Troutman experienced–including as a faculty member–many of the inequities and injustices that he fought to dismantle through the Center's efforts. Under Dr. Troutman's leadership, between 2010-2014 the Center founded, edited, and published the Journal of Praxis in Multicultural Education, hosted the 11th (2001) and 20th (2010) annual international conferences of the National Association for Multicultural Education (NAME), and built a partnership with the Clark County School District's Equity and Diversity Education Department through which pre-eminent scholar-practitioners in the field of multicultural education, including Dr. James A. Banks, Dr. Geneva Gay, Dr. Donna Gollnick, Dr. Carl Grant, Dr. Sonia Nieto, and Dr. Christine Sleeter, provided an array of campus- and community-based professional development offerings. In one way or another, all of these endeavors continue to this day. "We are grateful for Dr. Troutman's foundational work to establish the Center," noted Dr. Danica G. Hays, Dean of the College.
The reactivated CME is co-led by Christine Clark (CME Director), who is a Professor and Senior Scholar in Multicultural Education and Founding Vice President for Diversity and Inclusion, and by Norma A. Marrun (CME Assistant Director), who is an Assistant Professor of Cultural Studies, International Studies, and Multicultural Education. Dr. Clark and Dr. Marrun are faculty members in the COE's Department of Teaching and Learning and co-lead graduate certificate programs and master's and doctoral degree programs in the Cultural Studies, International Education, and Multicultural Education (CSIEME or "See Me") emphasis area. Tonya Walls, UNLV Visiting Faculty, and Tara J. Plachowski, an independent Equity-focused Educator and Scholar, are CME Affiliates. Dr. Walls is working to deepen the CME's education-related community embeddedness, including through Equity Matters: Examining the Black Education Pipeline, and Dr. Plachowski is working on developing literature reviews to support CME scholarship. Both Affiliates are also doing their own research and producing their own scholarship in areas related to the goals and objectives of the CME. Cecelia "Édan" González is the CME's Graduate Research Assistant, a Ph.D. student in the CSIEME program, and newly-elected state Assemblywoman (District 16).
CME workers are supported by esteemed national and local guides who inspire, advocate for, support, and inform their work.
The CME has a foundation–roots if you will–so some clear directions it will pursue. AND the Center has no ceiling–thus it has wings–so we would love to hear about other directions you would like to see the Center pursue through collaboration with you. While we are not exactly sure what such collaboration will or could look like yet, we are sure we can figure that out through meaningful engagement with you. Contact us at UNLVcmefirstname.lastname@example.org to get involved.