Simon Fraser University
Engaging the World

Course Outlines

Fall 2020 - EDUC 382 E100

Diversity in Education: Theories, Policies, Practices (4)

Class Number: 5088

Delivery Method: Remote

Overview

  • Course Times + Location:

    Sep 9 – Dec 8, 2020: Tue, 5:30–9:20 p.m.
    Burnaby

  • Prerequisites:

    60 units.

Description

CALENDAR DESCRIPTION:

An examination of the impact of social diversity on schooling in Canada exploring contemporary issues and perspectives on diversity education as they relate to cultural, ethnic, racial, linguistic, religious, economic, and gender differences.

COURSE DETAILS:

This course will be delivered remotely with a combination of synchronous and asynchronous activities.


The aim of this course is for students to develop the language with which to begin to understand and dialogue about issues related to diversity in education from a critical social justice framework.

A social justice approach to diversity refers to specific theoretical perspectives that recognize that society is stratified (i.e., divided and unequal) in significant and far-reaching ways along social group lines that include race, class, gender, sexual orientation, and ability. Critical social justice recognizes inequality as deeply embedded in the fabric of society (i.e., as structural), and actively seeks to change this. Specifically this course will introduce students to key concepts in social justice education including: critical thinking, socialization, group identity, prejudice, discrimination, oppression, power, privilege, and White supremacy.

COURSE-LEVEL EDUCATIONAL GOALS:

The course activities are organized with attention to the following learning objectives. By the end of the semester, students will be able to:

  • Articulate a social justice perspective, as a lens of academic inquiry;
  • Recognize and explain how relations of unequal social power are constantly being negotiated at both the micro (individual) and macro (structural) levels in institutions including but not limited to schools;
  • Understand and describe one’s own positions within these relations of unequal power;
  • Develop a vocabulary and understanding of the key concepts with which to examine issues of diversity in Canadian schools using the theoretical tools of critical social justice;
  • Improve one’s critical thinking skills.

Grading

  • Participation 15%
  • Identity/Positionality piece (critical self-reflexivity) 20%
  • Inquiry Project 35%
  • Identity/Positionality piece (revisiting initial response) 30%

NOTES:

There is no midterm or final examination for this course.

Materials

REQUIRED READING:

Sensoy, Ö. & DiAngelo, R. (2017). Is everyone really equal? An introduction to key concepts in social justice education, second edition. New York: Teachers College Press. eText is acceptable.

URL: https://www.tcpress.com/is-everyone-really-equal-9780807758618
ISBN: 9780807758618

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There will be additional required readings available via the SFU Library database -- Be certain you know how to use the SFU Library databases.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html

TEACHING AT SFU IN FALL 2020

Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.

Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (caladmin@sfu.ca or 778-782-3112).