Philosophy and Rationale

Amherst Regional Public Schools 1
Amherst Public Schools
Pelham Elementary School
Amherst-Pelham Regional School District
Social Justice Commitment
Social Justice Commitment:
Overview for the Amherst-Pelham Curriculum
Roger Wallace, Chair José Cantillo, Susan Kennedy Marx, Mary McCarthy, Lianne Suárez-Werlein
July 2006
Philosophy and Rationale
The philosophy and rationale for a social justice commitment is articulated in the opening pages of “Standards of A Multicultural School System.”
Page 1 is titled “Our Vision of Multicultural Education: ABC: Achievement, Belonging and Commitment to Transformation.” Page 1 is
foundational, current and comprehensive. (See attached reference) It continues to serve as the introductory context for the development of a social
justice commitment for the Amherst-Pelham Schools. The contents bridge past work of the BAMSS Committee and the district’s current call for
equitable instructional action “in every classroom, every day.” It is recommended that the title be amended to read ~
Our Vision of Multicultural Education and a Social Justice Commitment:
ABC: Achievement, Belonging and Commitment to Transformation
The “Standards of a Multicultural School System” are listed on page 2 of the same document. Institutional Practices, Curriculum, Instruction,
Assessment, Affirmative Action and Professional Development are the six indicators presented. Each focus area is defined and criterion referenced.
(See attached reference) Efforts to actively link social justice education across the standards have engaged the district’s educators and many
community members, as well, since the BAMSS Initiative was adopted in 1993. We can and should point to markers of meaningful multicultural
progress within the system and broader community since 1993. At the same time, we must assume responsibility for the collective efforts that have
 
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