Summer 2020 - EDUC 382 D100

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

Class Number: 1381

Delivery Method: Distance Education


  • Course Times + Location:

    Mo 1:30 PM – 5:20 PM

  • Prerequisites:

    60 units.



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.


This course will be delivered remotely through self-directed modules.  Apart from the first session (May 11, 1:30pm - 3:30pm (approx), students are not required to be online and available during scheduled class time.

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.


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.


  • Assorted module assignments (e.g. short answer quiz, multiple choice, brief reflection activity, reading response). 100%


There will be 9 modules with at least one assignment in each module. Each assignment will be worth 10 points.

At the end of the semester, your lowest 2 scores will be dropped. Your remaining (top) scored assignments will constitute your final course grade.

So let's say there end up being 12 assignments across the semester. Your lowest 2 scores will drop. Your remaining 10 will be converted to a percentage and lettergrade; and be your final course grade.

There is no midterm; there is no final.



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.

ISBN: 9780807758618

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:


SFU’s Academic Integrity web site 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.


Please note that all teaching at SFU in summer term 2020 will be conducted through remote methods. Enrollment in this course 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.

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 ( or 778-782-3112) as soon as possible to ensure that they are eligible and that approved accommodations and services are implemented in a timely fashion.