Image Description: Flyer for CME 785: Restorative Justice Practices in Schools and Communities course in lavender, black, dark gray, gold, turquoise, and cream. There are two photos of Black women teachers: one, at the top right, engaging a group of adult learners comprised of three Black women and one white woman--the teacher is dialoguing with the students in a circle; the other, in the middle left, engaging a group of elementary students comprised of a Black girl, an Asian girl, a white girl, and two white boys--the teacher is reading a book to the students at a table. At the top the flyer reads “Fall 2023, CME 785 Restorative Justice Practices in Schools and Communities, Thursday 4-6:45 p.m., @ UNLV, Room TBD, Dr. Tonya Walls.” In the middle it reads, “Within the context of transformative justice frameworks, and drawing on the ancestral knowledges of indigenous peoples across the global diaspora, course participants will examine the increasing call to return to restorative justice practices to eradicate the inequities that minoritized and marginalized youth experience in school and community spaces. Restorative justice practices aim to increase racial awareness, sharpen culturally relevant pedagogies, and inform justice-focused advocacy. Beginning with an examination of the core principles and theories shaping restorative justice education, participants explore the role of restorative justice practices in peace-, relationship-, and community-building, and evaluate their potential to address school-induced violence, workplace conflict, family conflict, social problems marked by human conflict, oppression, power, and harms connected to racial and other kinds of injustices.” At the bottom it reads, CME 785: Restorative Justice Practices in Schools and Communities employs critical reflection, analysis, the dialogic process, and experiential learning, as well as lecture, videos, case analyses, flexible group work, student presentations, and ethnographic field study exercises. All are utilized to help build participants' capacity to employ restorative justice practices and principles in their work in K-12 schools and communities. Course reading material and exercises will also be supplemented with live, in-person dialogues with restorative justice (RJ) practitioners currently employing RJ practices in school and community spaces. Through readings and direct engagement with those in the field, we will ask: 1) How, when, and in what ways, might we collectively employ a transformative justice framework to address the unequal practices and opportunities in K-12 school and community spaces?; and 2) What from the application of restorative justice practices prove effective to address inequalities associated with school-induced violence, particularly that connected to race, class, and gender?"

CME 785 is a required course for students in the Department of Teaching and Learning’s Post-Bachelor's (M.S. to Ph.D.) program in Cultural Studies, International Education, and Multicultural Education (CSIEME). The course also fulfills elective course credit for any graduate student, including graduate students in the Department’s other Doctoral (Ph.D./Ed.D) programs in CSIEME, master’s (M.S./M.Ed.) programs in Multicultural Education, and graduate certificate programs in Social Justice Studies (http://csieme.us/certificate/sjs/) and Multicultural Education (http://csieme.us/certificate/me/), and any non-degree graduate student.

Image Description: Flyer for CME 700: Social Justice Education course in black, green, cream and rainbow colors (red, orange, yellow, green, blue, and purple). An illustration by @BLKmoodyboi on Instagram on the right side of the flyer depicts three Black women sitting on a stack of six books in rainbow colors with the words, "Pedagogies for social justice" on four of the book spines from top to bottom. The women are on the top, middle, and bottom of the stack, all reading books. All are dressed casually, two in pants and long-sleeved t-shirts, and one wearing kameez and hijab. There are three green leaves coming from behind the woman sitting on the right top side of the stack and two green leaves coming from behind the woman sitting on the right bottom of the stack. There is a Djembe drum on the left bottom side of the stack, a sun coming from behind the women sitting on the left middle of the stack, and an incense burner with a tuft of smoke sitting on the top of the stack. From behind the right side of tuft of smoke and the left side of the woman sitting at the top of the stack there is a rainbow.

CME 700 is a required course for students in the Department of Teaching and Learning’s Social Justice Studies graduate certificate program in Cultural Studies, International Education, and Multicultural Education (CSIEME). The course also fulfills elective course credit for any graduate student, including graduate students in the Department’s Doctoral (Ph.D./Ed.D./M.S. to Ph.D.) programs in CSIEME, master’s (M.S./M.Ed.) programs in Multicultural Education, and graduate certificate program in Multicultural Education (http://csieme.us/certificate/me/), and any non-degree graduate student.

Image Description: Flyer for CME 780: Critical whiteness Studies in Education course in black, read, and white. On the left side, in the middle top, and on the lower right side of the flyer are several images: four on the left include book covers for The possessive investment in whiteness: How white people profit from identity politics by George Lipsitz, White fragility: Why its so hard for white people to talk about racism by Robin D'Angelo, Surviving Becky(s): Pedagogies for deconstructing whiteness and gender by Cheryl Matias, and an infographic from the National Museum of African American History and Culture (NMAAHC) on "Aspects & Assumptions of whiteness, & white Culture in the United States;" two in the middle include book covers for Critical whiteness studies: Looking behind the mirror edited by Richard Delgado and Jean Stefancic, and white by law: The legal construction of race by Ian Haney López; and two on the right include an image of a base of a confederate era monument with Black Lives Matter and Black power fist protest signs in front of it and the words, leaning to the right, "white lies matter" on top of it as if in place of the missing monument and as if being toppled, and the book cover for The making of American whiteness: The formation of race in seventeenth century Virginia by Carmen Thompson. In the middle at the top the flyer text states: " Fall 2023, CME 780: Critical whiteness Studies in Education, IN PERSON @ UNLV, Thursdays 7-9:45 p.m., Dr. Christine Clark, chris.clark.unlv@me.com, 702-985-6979." In the middle midway down the flyer text states: "CME 780 seeks to build critical transformative race consciousness in societal actors so that these actors can apply this consciousness in ways that reveal, interrupt, and eliminate racially discriminatory and oppressive practices impacting Peoples of Color, including PK-12 and higher education Students of Color (and their families). This course especially examines teachers and teacher educators as societal actors in PK-12 and higher education." Finally, in the middle at the bottom the flyer text states: "CME 780 is an elective course for students in the Department of Teaching and Learning’s Doctoral (Ph.D./Ed.D) programs in CSIEME, master’s (M.S./M.Ed.) programs in Multicultural Education, and graduate certificate programs in Social Justice Studies (http://csieme.us/certificate/sjs/) and Multicultural Education (http://csieme.us/certificate/me/), and any non-degree graduate student." On the top right side the flyer text states: "This course engages principles for Critical whiteness Practice and major goals of Critical whiteness Pedagogy as follows: 1. Makes whiteness visible. 2. Builds a power literacy of whiteness as a set of discursive practices that produce racialized subjects. 3. Analyzes what whiteness is and how it works in schools and society. 4. Understands the material effects of white privilege. 5. Views race as a social construction. 6. Reads history in order to understand its continuing impact on the present, especially its racial impact. 7. Resists, challenges, and seeks to eliminate racial injustice on micro-macro levels."

CME 780 is an elective course for students in the Department of Teaching and Learning’s Doctoral (Ph.D./Ed.D./M.S. to Ph.D.) programs in Cultural Studies, International Education, and Multicultural Education (CSIEME), master’s (M.S./M.Ed.) programs in Multicultural Education, and graduate certificate programs in Social Justice Studies (http://csieme.us/certificate/sjs/) and Multicultural Education (http://csieme.us/certificate/me/), and any non-degree graduate student.

Image Description: Flyer for CME 705: Multicultural Education in blue, green, and yellow. There is an image, by artist Ernesto Yerena Montejano, of a young Latinx male, wearing a brown and orange sweatshirt with the words “Knowledge is Power! Ganas!” in green turquoise, and orange outlining him against a backdrop of orange stripes arranged like sunshine and with a small green image of an anatomical human heart. The flyer reads “CME 705: Multicultural Education,” followed by this 2010 quote from DiAngelo & Sensoy, “Critical multicultural education challenges our worldview and our sense of ourselves in relation to others. It asks us to connect ourselves to uncomfortable concepts such as prejudice, privilege, and oppression. It challenges the self-delusion in simplistic platitudes such as ‘I don't see color’ and ‘I treat all my students as unique individuals.’” Below the quote the flyer reads “Fall 2023” and lists meeting days, times, modalities, and instructor names for the four offered sections of the course as follows: “Tuesdays, 4-6:45 p.m., IN PERSON (Room TBD), Dr. Marla Goins; Tuesdays, 7-9:45 p.m., VIA ZOOM, Dr. Norma A. Marrun; Wednesdays, 4-6:45 p.m., IN PERSON (Room TBD), Dr. Danielle Mireles; and Mondays, 7-9:45 p.m., VIA ZOOM, Dr. Kyle Rogers.”

CME 705 is a required course for students in the Department of Teaching and Learning’s master’s (M.S., M.Ed., and M.S. to Ph.D.) and an elective course in the department’s Doctoral (Ph.D./Ed.D./M.S. to Ph.D.) programs in Cultural Studies, International Education, and Multicultural Education (CSIEME). The course also fulfills required credit for any graduate student in the graduate certificate in Multicultural Education (http://csieme.us/certificate/me/), and elective course credit for any graduate student in the graduate certificate in Social Justice Studies (http://csieme.us/certificate/sjs/). The course also fulfills elective course credit for any graduate student, including any non-degree graduate student.

This course has been approved by the Nevada Department of Education as satisfying Regulation 130-18 and NRS 391.0347 requirements for relicensure.

Image Description: Flyer for EDU 280: Valuing Cultural Diversity in peach, teal, and black. There is an image, by Jonathan Soren Davidson for Disabled and Here of three Black friends sitting in comfortable chairs and supportive recliners during an evening conversation. In the middle, a friend with narcolepsy falls asleep smiling while clouds drift behind her head. Her girlfriend sits to the left, holding her hand while talking to another sleepy friend across the table. This friend cups hot cocoa to their chest. Everyone is dressed in colorful t-shirts and there is cozy, warm light throughout the room. The top of the flyer reads “EDU 280: Valuing Cultural Diversity,” followed, below the image, by this quote from Audre Lorde, “…we have all been programmed to respond to the human differences between us with fear and loathing and to handle that difference in one of three ways: ignore it, and if that is not possible, copy it if we think it is dominant, or destroy it if we think it is subordinate. But we have no patterns for relating across our human differences as equals…it is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences.” Below the quote the flyer reads “Fall 2023” and lists meeting days, times, modalities, and instructor names for the four offered sections of the course as follows: “Section 1001, Mon/Wed, 8:30-9:45 a.m., IN PERSON @ UNLV (Room TBD) Wynn Tashman, CSIEME Ph.D. Student; Section 1003, Web-based (Asynchronous via WebCampus Canvas) Dr. Norma A. Marrun; Section 1004, Mon/Wed, 10-11:15 a.m., IN PERSON @ UNLV (Room TBD) Joseph Castellaños, CSIEME M.S. to Ph.D. Student; Section 1005, Mon/Wed, 1-2:15 p.m., IN PERSON @ UNLV (Room TBD) Raina Ladislao, CSIEME M.S. to Ph.D. Student; Section 1006, Tu/Th 10-11:15 a.m., IN PERSON @ UNLV (Room TBD) Acacia Dorsey, CSIEME Ph.D. Student.”

EDU 280 is a required course for students in the Department of Teaching and Learning’s bachelor's degree programs. The course fulfills the general education diversity course requirement for any undergraduate student, and elective course credit for any undergraduate student, including any non-degree undergraduate student.

This course has been approved by the Nevada Department of Education as satisfying Regulation 130-18 and NRS 391.0347 requirements for relicensure.