159 Hills South
Brenda Juarez, Graduate Admissions Chair
School of Education
All courses are 3 credits unless specified otherwise
Focus on awareness of leader's social group memberships and impact of these identities upon leadership skills, personal awareness of multiple forms of oppression and impact on leadership ability. Discussion of leadership strengths and challenges: managing conflict, resistance, and group-leader dynamics. Prerequisites - Educ 691E, 624, 648 (Core option, offered every Spring)
EDUC 609: MULTICULTURAL GROUP PROCESSES
Exploring theories of group dynamics, which facilitate understanding of key small group processes (e.g., communication, conflict and cooperation, leadership and decision-making), and group development. Applying key concepts and conceptual maps about group dynamics to experiential learning activities in small groups. Identifying own interpersonal style in multicultural groups, practicing group observation and diagnostic skills, and group feedback and dialogic skills, and developing own perspective for working in multicultural groups. (Core option, offered every Fall semester.)
EDUC 615B: SJE DOCTORAL PROSEMINAR
The SJE Proseminar brings together the SJE faculty and doctoral candidates, both advanced and pre-comp students, to survey and discuss recent research trends in the study of SJE issues and concerns. A typical session will find a faculty member or graduate student presenting and describing an important research article, an on-going research project, or a research idea, which, in turn, will simulate brain storming, critique, and analysis by the group as a whole. (This course is taken in the Fall semester by incoming doctoral students.)
EDUC 624: CONTEMORARY AND HISTORICAL CONSTRUCTIONS OF SJE
This course is a requirement for all first semester SJE masters and doctoral students and is also open to other graduate students. All students enrolled in this course will have taken EDUC 691E in an earlier semester or concurrently. The course focuses on a range of theoretical issues related to different manifestations of oppression. We will explore the historical roots and the contemporary constructions of social justice issues as they play out in educational contexts.
EDUC 627: SOCIAL JUSTICE EDUCATION CURRICULUM DESIGN AND FACILITATION.
This course describes, compares and contrasts different social justice education curriculum models (goals, philosophy, content, process, target audience) and different processes for the planning, implementation and evaluation of social justice education curricula. The course presents teaching, training and consultation design models. Students will have an opportunity to observe social justice education classes and to design, implement and evaluate different models of social justice education curricula in collaboration with classmates. Prerequisites - Educ 691E, 624 and 648 (Core requirement for masters students, offered every Spring semester; recommended for doctoral students planning to teach 210.)
EDUC 648: HISTORICAL AND PEDAGOGICAL FOUNDATIONS Of SJE
Explores historical and socio-cultural contexts of the specific manifestations of oppression and social liberation movements. Examines the disciplinary underpinnings of social justice education: content roots in cognitive, developmental and social psychology, anthropology and sociology; and pedagogical roots in experiential education, feminist pedagogy, group dynamics, critical pedagogy. Develops social justice education teaching materials and/or interventions. Prerequisites - Educ 691E and 624 or both taken concurrently (Core requirement for all SJE students, offered every Spring semester)
EDUC 691E: SOCIAL JUSTICE ISSUES IN EDUCATION
This course offers an introduction to the dynamics of oppression at the individual, institutional and socio-cultural levels. The course provides a theoretical framework for understanding social oppression and an opportunity to apply this framework to two specific forms of oppression in relationship to students' identities. The course focuses on students' multiple social identities and the interconnections among these identities and varying privilege and disadvantage related to different social group membership. Core concepts discussed include social power, privilege, dominance and subordination, prejudice, discrimination and liberation. Students are required to attend two all day Friday sessions, one at the beginning and one at the end of the semester and two weekend experiential and interaction seminars each focused on a different form of social oppression (sexism, heterosexism, anti-Semitism, ableism, and classism). (Core requirement for all SJE students, offered every semester with different weekend options.)
EDUC 713: DEVELOPMENTAL FOUNDATIONS OF SJE
An introductory overview of developmental theory and its roots in social psychology. A focus on different models of social identity development and the usefulness of these models as theoretical frames for understanding agent and target group member's responses to addressing various manifestations of social oppression and for designing social justice education. Prerequisites - Educ 691E, 624, 648 (Core requirement for doctoral students, offered every Fall.)
EDUC 746: SOCIAL JUSTICE EDUCATION WITH YOUTH IN EDUCATIONAL SETTINGS
The primary premise of this course is that formal and non-formal settings are potential sites of youth empowerment and liberation. Education 746 is the first half of a year-long course sequence that focuses on social justice education (SJE) formal and non-formal educational settings including school based programs and community based youth centered settings. Its purpose is to develop a historical, theoretical, conceptual, pedagogical, scientific and curricular foundation for SJE formal and non-formal education, as well as prepare students for a spring semester practicum with youth in a variety of educational settings. During the fall semester, students examine systemic, historical and theoretical approaches to SJE in educational settings, with youth and in communities. Regardless of educational roles, students will conduct a series of observations in local educational or youth based settings. Students will conduct a curricular analysis, design implementable work that may be delivered in their professional work with a youth or student population. Students will explore the relationships among state and federal education mandates, social justice education, and students’ academic, behavioral/motivational, and attitudinal outcomes. Prerequisites: Educ 691E and 624 (or a related course). (Restricted elective, offered every Fall)
EDUC 766: MULTICULTURAL ORGANIZATION DEVELOPMENT
The theory and practice of Multicultural Organization Development (MCOD) is a little more than twenty years young. Yet in this relatively short period of time, it has developed into an accepted conceptual and operational model for facilitating change within systems, mostly corporate, who wish to become more like “multicultural (a.k.a. fully inclusive) organizations”. This course will focus on the introduction and integration of the core elements of MCOD, organization development, and data-based systems change, social justice and social diversity in schools and/or school systems. Students will come away from this course experience with an understanding of MCOD and knowledge derived from the exposure to and implementation of various aspects of the practice of MCOD in schools.
Students are expected to come to this course with 1) a solid grounding in the theory and practice of social justice education, 2) a basic understanding of organization development and systems change, and have at least completed an internship in either teacher preparation, counselor education, or educational administration. Experience working in schools is recommended. Prerequisites: 691E, 624, 648 and/or permission of instructor. (Elective, offered every fall semester)
ED 795E Theory, Research and Practice of Intergroup Dialogue in Schools, Colleges and Communities
Intergroup dialogue is an increasingly recognized and fast-growing social justice education practice model in K-16, higher education and community settings. This practice model encourages diverse groups of students to learn from each other and gain the intercultural competence they will need to effectively participate as citizens, leaders and professionals in our increasingly diverse and stratified society. This course is part of a two-semester sequence that provides students with foundation knowledge and familiarity with relevant literature, and awareness, understanding and skills for planning, facilitating and evaluating intergroup dialogue activities in schools and communities. Pre-requisites: ED 691E; ED 648; ED 627; It can be taken concurrently with ED 609.
In addition to the core and elective courses experiences that make up the Social Justice Education Graduate Program each graduate student is required to participate in the programs core practicum (Social Justice Education Reflective Practice) and one of three other practicum experiences (Social Justice Education in Schools; Intergroup Dialogue Facilitation; Classroom teaching in Higher Education; or an individualized practicum project. Here are brief descriptions of each Practicum track.
PRACTICUM: SOCIAL JUSTICE EDUCATION REFLECTIVE PRACTICE (EDUC 691G)
This practicum is focused on the application of reflective practice to undergraduate social justice education workshops (EDUC 392) on specific manifestations of oppression (ableism, anti-Semitism, classism, heterosexism, sexism and racism). Team collaboration, educational design and facilitation, supervision and feedback. Prerequisites 691E, 624, 648, 627. Core requirement for masters students, offered every fall semester.
EDUC 392, Social Issues in Education (1 cr.) consists of six different undergraduate weekend workshops, focused upon issues of ableism, anti-Semitism, Classism, heterosexism, racism, or sexism. Prerequisite: Practicum 1 A and/or B.
PRACTICUM: SOCIAL JUSTICE EDUCATION WITH YOUTH IN EDUCATIONAL SETTINGS (EDUC 693N)
This practicum is the second half of a year-long course focused on Social Justice Education with Youth in formal and non-formal educational settings. Its purpose is to guide and support students in the planning, implementation, evaluation of social justice education initiatives in a range of settings including schools or with school based youth (i.e. after school programs) and in communities (i.e. youth organizations, pre-college transition programs). Students will work in sites to explore the interaction of social systems and socially just curriculum. This course offers students an introduction to action research methods, and facilitates students' development and revision of a publication-ready manuscript or a professionally relevant portfolio relating to their professional implementation of Social Justice Education in formal and non-formal education settings. Prerequisites: Educ 691E, 624 and 746 (and/or permission of the instructor).
PRACTICUM: INTERGROUP DIALOGUE FACILITATION (EDUC 692B)
This practicum track focuses on the application of intergroup education and consciousness raising models to the facilitation of undergraduate (EDUC 395) inter-group dialogue courses. In this practicum, participants facilitate a ten-week intergroup dialogue course across race/ethnicity and other social group boundaries (People of Color/White People, Blacks and Latinos, White Women/Women of Color, Men/Women, Lesbians, Gay, Bisexual and Heterosexual People, etc.). The practicum focuses on educational design and facilitation of intergroup encounters, dialogic and bridge-building skills, process consultation and feedback, and supervision. Prerequisites 691E, 624, 609, 627, 691G and 795E and permission of the instructor.
EDUC 202, Intergroup Dialogue: Exploring Cultural/Social Differences and Common Ground (4 cr.), consists of eleven-week undergraduate general education intergroup dialogue course on topics such as White Women and Women of Color, White Students and Student of Color, Latinos and Blacks. Students of the designated identity groups participate in these dialogue courses [course website]. Prerequisite: Practicum 2
PRACTICUM: SOCIAL JUSTICE EDUCATION CLASSROOM TEACHING IN HIGHER EDUCATION
This practicum is connected with teaching a credited undergraduate course on multiple issues of social diversity and oppression. Educ. 210, which applies principles of social justice educational design, facilitation, and self-knowledge to of one's students. Practicum includes design and implementation of classroom research projects.
Prerequisites 691E, 624, 648, 627, 691G and/or permission of instructor.
EDUC 210 (for doctoral students) who have completed a teaching/learning practicum experience, Teaching Assistantship are available to supervise and/or teach sections of ED 210 which is a 3 credit general education diversity “core” course.
Prerequisite for teaching ED 210 include EDUC 627, Practicum in Reflective Practice or Practicum in Intergroup Dialogue. These practica provide experience in undergraduate teaching for different issues of social justice