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College of Education

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Our Mission and Vision

The University of South Carolina College of Education supports education professionals working for justice, equity and transformation.

Mission

Supporting professional educators in working for justice, equity, and transformation, the College of Education at the University of South Carolina:

  • Promotes scholarly excellence, intellectual spirit, and disciplinary expertise for all learners;
  • Examines educational policies and practices to understand local and global histories of oppression while working in solidarity to address intersectional injustices across all social groups;
  • Centers the experiences of traditionally omitted, marginalized, and misrepresented groups; and
  • Acts as change agents to dismantle, eliminate, and replace institutional and individual injustices.

Vision 

Our vision to contribute, through education, to a more informed and just society encompasses teaching, advising, and counseling; conducting research; designing and administering programs and policies; operating college offices; and serving our students and their communities. This vision and our mission anchor our ongoing commitments to:

  1. Engage in our own ongoing professional growth by learning from diverse scholars in and beyond our disciplines, thereby supporting our roles as equity-oriented leaders who attain and sustain deep content knowledge; conduct rigorous, timely, cutting-edge research; and disseminate research to the wider population. 
  2. Prepare the next generation of scholars by encouraging timely investigations and cutting-edge methodologies and developing students’ abilities to design, conduct, and report world-class research. 
  3. Develop our own and our students’ abilities to identify individual and systemic privilege, disenfranchisement, oppression, and silencing while affirming individual and collective expertise, healing, and joy regarding race; class; ethnicity; indigeneity; sexual orientation; gender identification; nationality; language; immigration; religion; physical, cognitive, social, and emotional abilities; and rural, urban, and suburban communities.  
  4. Examine our programs, policies, and practices to identify and replace those that silence (through omission or otherwise) traditionally marginalized and oppressed groups and to prepare our students to engage in similar examinations and actions in their own professional spaces.  
  5. Build expertise and solidarity with each other and our students to identify racism and know how to counter it with pro-Black, Brown, and Indigenous policies and practices.  
  6. Broaden definitions of knowledge, knowledge production, and knowledge representation in our respective departments and disciplines by centering marginalized, misrepresented, and/or omitted knowledges, including but not exclusive to those that are Indigenous, arts-based, oral, and intergenerational.  
  7. Help students develop abilities to critically assess print and other media for accuracy, transparency, and reliability in addition to understanding implications of the digital divide.  
  8. Foster and maintain partnerships with local, national, and global communities to learn from their insights in ways that inform collaborative participatory research, teaching, service, policies, and practice, as we prepare educators to advocate for communities most omitted, misrepresented, unheard, and/or marginalized.  
  9. Regularly review processes for recruitment, hiring, retention, and promotion to determine and enact effective strategies for departments, units, and offices to continue building a diverse and knowledgeable community. 

(Adopted 4/26/22 by vote of College of Education faculty)


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