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In September of 2008, an invitation went to all Woodring faculty members to submit a request to participate in the Multicultural Faculty Fellowship. The Multicultural Faculty Fellows meet every other week, for a minimum of an hour and a half. At our first meeting, we expressed our goals for participating in the fellowship and began defining collaborative critical inquiry, examining the work of scholars in the field of critical literacy. How we co-created our own learning environment and the paths in which our dialogue took us are important and worthy of exploration, but this could not have been possible without a committed group of scholars. It is quite a privilege to have the Multicultural Faculty Fellows (Multicultural) recognized and honored in this Showcase for their contribution to Western Washington University, as a liberal arts university, or an institution dedicated to liberating education, while in the midst of our journey. Our journey began with an extended welcome where we approached our new critical inquiry group with integrity through our common visions and group agreements. Because active decision-making for all participants was a vital component of our process, we were able to recollect, reflect and make sense of our experiences together as a community.
As we continue this process, our conversations have included discussions about collaborative research.
Finally, we recognized the values of learning from leaders in the field of Multicultural education.
It is important to add that the Multicultural Faculty Fellowship supports faculty members on their own journey of Multicultural personhood.
Developing an emerging mission and vision for the Center for Education, Equity and Diversity.
In addition to the intellectual, personal and collective benefits, the Multicultural Faculty Fellows will acquire professional resources, have an opportunity to participate in community events, and participate in a private workshop with a guest keynote speaker and leader in the field of Multicultural education. Unless otherwise noted, the Innovative Teaching Showcase created by the Center for Instructional Innovation and Assessment at Western Washington University is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
On Tuesday, President Bruce Shepard of Western Washington University did something he hasn’t done in his 15 years as a university leader. Katherine Serrano, a senior who is Salvadoran, said she doesn’t know anyone who takes issue with the mascot.
Also mentioned is that two students who felt their safety was being threatened have already left campus. We need time to press the criminal investigation and to plan how, as a campus, we will come together to demonstrate our outrage, to listen to each other, and to support each other.  So, I have decided to cancel classes today in order to provide that time.


This commitment is embedded throughout the college through units like The Center for Education, Equity, and Diversity, a college-wide diversity committee, and student programs such as the Future Scholars and the Promise Scholars. An overwhelming number of faculty members from all departments, on and off campus, responded favorably.
Therefore, an argument can be made for the most important aspect of the Multicultural Faculty Fellows: that is the faculty involved and willing to engage in courageous conversations and create powerful communities of conscience.
We then recognized that our intellectual rigor needed to be matched with our development of a sense of our own community in order to build the relationships necessary for creating authentic dialogue. We continually transform our space to make meaning of our experiences and dialogue to continue to develop as outstanding scholars and teachers. We worked toward sharing power and analyzed our group dynamics as we started to retell, modify, delete or adapt the stories our group has created for our future goals. What we have created as an academic and humanizing learning community with Woodring is quite unique. These members embody the intrinsic motivation needed to commit time to the Multicultural community.
In addition, the faculty unanimously agreed to infuse Multicultural issues and philosophies throughout Woodring courses and curriculum to better meet the growing needs of U.S. Based on time, scheduling, and availability, seventeen faculty members were chosen and thirteen committed themselves to the two-year inquiry. The democratic principle that education should position every citizen to govern is essential in the co-construction of the goals and themes of the Multicultural Faculty Fellowship.3 Therefore, although we began with promising practices, the direction of the group depended on the needs of the faculty involved. Each Fellow brought and continues to bring a wealth of knowledge, experience, and wisdom to the group, which makes for the rich dialogue and reflexive learning. Very little has been written about critical inquiry groups of faculty members within colleges that have focused on Multicultural awareness and agency. Freeing ourselves from neocolonial domination in research: A Kaupapa Maori approach to creating knowledge.
Teacher research and urban literacy education: Lessons and conversations in a feminist key.
We began our collaboration by defining critical inquiry and generating a list of agreements that we have consistently revisited.
They actively attend meetings, bringing their whole selves, mindful of their multiple identities and the complexity of the identities of others.


Christensen creates a space through poetry in her classroom that grounds pedagogy in students' lived experience. Not only were we reading about the contemporary issues in Multicultural texts, we recognized that we were also the texts. The art of critical pedagogy: Possibilities for moving from theory to practice in urban schools.
The agreements provide opportunities to interact with our colleagues and approach the process with honesty and integrity. Their willingness to collaborate, grapple with difficult issues, while striving for solidarity is inspirational.
As the spiral continues, how can this experience become enduring as we move forward in our own courses, collegial relationships, and institutional change?
Patty Bode, authors of Affirming Diversity: The Sociopolitical Context of Multicultural Education, to continue our fundamental desire to learn about the ways faculty in Woodring and at Western Washington University can provide equitable education for all students. Presidential address at the American Educational Research Association Annual Meeting, San Francisco, CA. We learned about the complexity of our colleague's identities and our shared lived experiences, as well as the realities of our lives that were quite different. By providing rigorous demands, high expectations and above all support for one another,19 which includes forgiveness and pushing the possiblities of personal and collective transformation, we engaged in the enduring understanding that this is a lifelong process. In addition to our hopeful research agenda, we have discussed the possibilities of presenting at local and national conferences. Our list of agreements are dynamic; they may change or be added to at any time to meet the unique needs of the group. This extended welcome helped us to develop relationships of connectedness and responsibility to and for one another.



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