About Us


Our History

In 2002, the Praxis Institute for Early Childhood Education (“Praxis-ECE” or “Praxis”) grew out of the vision of a core group of early childhood/elementary educators and activists in Seattle (many of whom have been associated with Pacific Oaks  College Northwest). The educators wanted to create a college and a demonstration lab, which also served as a school for children, focused on social change, social justice, cultural relevancy, leadership, and empowerment.

We want to create a multiracial, multicultural, multilingual teaching and learning community that is:

  • Developmentally appropriate for children

  • Professionally relevant to the adults who touch their lives

  • Racially and economically accessible

    Especially to those children and adults who have the fewest resources when it comes to navigating and negotiating our educational systems.        


3 Educational Tenants of Praxis

1. Learning and growth are dynamic and life-long processes, not a series of isolated events

2. Every individual has a fundamental worth and we have a responsibility to discover it

3. Each person, no matter how young or old, has a unique identity and human potential which they contribute to the lives of all those with whom they come in contact

The learning style emphasized is unique.  At Praxis ECE, you are encouraged to find your own voice and to take a stand in the face of oppression, both for yourself and for others. You are expected to work together and learn from faculty, staff, and other students. Emphasis is on growth and development of students in the  social and cultural context of their own lives and the larger world. The faculty work with students individually to help them obtain an education that meets their own needs.  



The Praxis Faculty developed (and continue to refine) these Core Themes in order to articulate the concepts, knowledge and values that we endeavor to have reflected in all areas of the teaching-learning process.  



  • Theory, Action, Reflection

  • Creating Meaning

  • Making Connections

  • Experiential Learning

Cultural Relevance & Diversity

  • Inclusion

  • Culture-Centric Education

  • Bilingualism

Cultural Democracy

  • Community of Learners

  • Shifting the Center

  • Human Relationships

Developmental Issues

  • Uniqueness of the Individual

  • Developmental Stages

  • The Life Cycle


  • Effectiveness

  • Usefulness

  • Value/Worth

  • Competence

Multiple Forms of Communication and Learning

  • Sociolinguistics

  • Multiple Intelligences

  • Learning Styles

  • Learning Opportunities

Reflective Practitioner

  • Self-Knowledge

  • Teacher as Researcher

  • Critical Analysis

Social Constructivism

  • Process

  • Collaboration

  • Participatory

Social Justice

  • Critical Pedagogy

  • Action

  • Power and Bias

Social/Cultural Context Of Learners

  • Social Group

  • History

  • Language

  • Culture