Purpose of the Course:
The purpose of this course is to explore issues of diversity (the meaning of difference) that influence teaching, learning, and educational opportunities for disenfranchised cultural groups. In particular, we will be exploring issues of race, class, gender, sexual orientation, immigrant status, exceptionality, language, and religion. Part of our exploration of these issues involves seeing them in relation to the law, language and popular culture.
However, it is not simply exploration that we are trying to achieve. Instead, we are attempting to make a difference at the level of practice. To do so, we will consider how your individual views on diversity influence what you do in the classroom, how your teaching practice creates possibilities to further opportunities for disenfranchised groups, and finally how the issues discussed in class can expand your understanding of diversity and the possibilities for change.
- Understand the personal and social implications of knowing about different groups’ experiences in society and education
- Be able to relate the ideas of multicultural education to your specific discipline
- Develop an awareness of diverse experiences in schools and society
- Develop a personal vocabulary and voice for discussing and writing about difference
- Demonstrate a respect for beliefs different from your own
No Cost Materials:
Students are not required to purchase materials for this course, instead they will engage with a range of free, open, and library resources.
This site is organized by topic.
- Race / Ethnicity
- Class / Socioeconomic Status
- Gender / Sexual Identity
- Language, Immigration, and Geography
Under each topic you will find a list of the no-cost-to-student materials. These will be broken out into material types:
- USG GALILEO Resources
- Electronic Reserves
- Journal Articles
- External Resources
We linked out to the free and open resources. Library resources available through GALILEO at the USG level are linked using permalinks. Book chapters and journal articles that are not available USG-wide cannot be directly linked and can be made available to students via Electronic Reserves. We have provided the full citation so that you will be able to work with your library to request and acquire the material via your institution’s Electronic Reserves system. Instructors must complete a Fair Use checklist and request the materials be placed on reserve prior to the start of the semester, so check with your library for these dates. Electronic Reserves should be made available to students only for the duration of the class and terminated at the end of the course. USG has guidelines for Electronic Reserves, but you will need to work with your library to determine the specific requirements for your institution.
As this is a required Area F course in the University System for teacher certification in the state of Georgia, the Board of Regents has compiled a list of competencies that should be met in this course. Each of the readings provided addresses one or more of these competencies. We have provided the specific competencies addressed alongside each resource.
|Competency: Students will:||EDUC 2110||EDUC|
|a. Analyze historical and philosophical influences as they have an impact on current school trends, policies, and practices.||X|
|b. Critique the constitutional, legal, and ethical requirements, and dispositions of the education profession.||X|
|c. Use sociocultural perspectives to analyze the nature and function of culture and social class in schooling.||X|
|d. Articulate ethical strategies for observing, analyzing, and comparing differences related to ethnicity, race, class, persons with exceptionalities, gender and sexual identity, religion, and language used to develop a culturally responsive classroom.||X|
|e. Compare and contrast neurological research and various learning theories (e.g., Behaviorism, Social Learning, Cognitive Learning, Constructivism, and Information Processing) as they apply to classroom practice.||EDUC 2130||EDUC 2130|
|f. Explore how sociocultural differences impact use of technology in classrooms, and the ethical use of technology.||X||X|
|g. Define effective instructional design and delivery (including planning, organizing, and assessment), and differentiate between effective & ineffective instruction.||EDUC 2130||EDUC 2130|
|h. Identify major cognitive and socio-emotional/psychosocial developmental milestones in children and adolescents related to the learning process.||EDUC 2130||EDUC 2130|
|i. Define, identify, and use the concept of academic language within the context of educator preparation and schooling.||X||X|
|j. Demonstrate reflective writing and critical thinking within the context of educator preparation||X||X|
|k. Engage in field experiences.||X||X|