What historical and contemporary approaches to U.S. public education support underserved students and schools? How can we generate an educational framework that rejects inaccurate representations of human difference and educational inequities, while valuing significant knowledge? In this program, we will pursue answers to these questions by examining history and the multiple perspectives of educational leaders. We will also consider multi-media representations to help us develop curriculum and instructional strategies to support a more equitable school learning environment.
We will begin by identifying what frames intentional, as well as unintentional, inequitable school practices. We will consider depictions in history, education, literature, and the mainstream media which may promote the stereotyping of diverse students. In order to break down such assumptions, students will engage in seminars, writing, and media analysis. In addition, we will investigate specific everyday actions that educators and community leaders generate to support K-12+ students. By incorporating writing and teaching workshops in this program, students will document ways to affirm and support diverse identities and communities.
In addition, with the introduction of qualitative research methods, we will examine the experiences of diverse groups whose identities are informed by local campus and community organizations. Students will take part in new learning through community-building and education by joining, observing and participating in a student activity group or club at Evergreen. Students will present their new learning in a culminating project at the end of winter quarter.
Anticipated Credit Equivalencies:
4 - Educational and Multicultural Foundations
4 - Media Studies
4 - Collaborative Teaching Project and Presentation
4 - Qualitative Research and Community Building
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Academic Details
Cultural studies, education, media studies, literature, English language arts, gender, sexuality & queer studies.