Leading on the EDJE (Education Deans for Justice and Equity)

This collection of essays trace how the “Framework for Assessment and Transformation” (the Framework)--developed by the Education Deans for Justice and Equity (EDJE)--has been implemented in a range of settings to promote new ways of performing the typical functions of a school, while at the same time prompting critical and essential conversations about the meanings of diversity, equity, democracy, and justice.

Many initiatives that claim to address issues of justice and equity focus solely on curriculum and pedagogy. The Framework addresses all of the major areas in a school including admissions, hiring, development, budget priorities, community engagement, the support of faculty, staff, and students of color, as well as curriculum and pedagogical practices.

Contributors to the book reflect on the issues and challenges that arose from this work, how they adapted the Framework for their unique contexts and goals, how they got started, challenges they encountered, initial outcomes, how the work can be translated to other settings within the university and in other educational settings, and provide concrete strategies for their colleagues.