A focus will be on recognizing and proactively responding to issues of equity, diversity, and identity, considering education as a means to the development of cultural competence and advocacy. Teacher Candidates will explore the marginalization of various groups and the implications/impetus for change in education and schooling and consider our own sociocultural positionality and what it means for teaching. This class may include students from multiple sections.
Must be seeking a Bachelor of Applied Science in Teacher Education degree to enroll. If interested, visit pencol.edu/bas
Prerequisites
Teacher Education BAS Program Admittance; Concurrent enrollment in EDUC 365
Course Outcomes
- Demonstrate the knowledge, skills, and dispositions necessary to participate in a broad spectrum of culturally responsive and relevant educational practices.
- Identify and utilize effective research-driven instructional techniques, strategies, and planning within the context of various racial, ethnic, cultural, socioeconomic, gender, and linguistic student populations.
- Plan to integrate students' culture into classrooms in a responsible, respectful, and relevant way, grounded in sociohistorical contexts, diverse ways of knowing, being, and doing, and considering Funds of Knowledge.
- Reflect on and critically analyze their own identities, positionality, attitudes and beliefs to challenge assumptions and stereotypes about students, families, communities, and traditionally marginalized groups.