Middlebury

 

Courses

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDST 0102 - English Lang in Global Context      

English Language in Global Context
In this course, we will discuss and write about the dominance of English in the global landscape. The course reader, The Handbook of World Englishes (2006), offers an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity. Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world.

CMP SOC

Spring 2011, Spring 2012, Spring 2014

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EDST 0105 - Education for Sustainability      

Foundations of Education for Sustainability
In this course we will examine how Education for Sustainability (EFS) has become an interdisciplinary field that embodies a holistic and critical approach to the role of education in informing human interactions with the environment and the economy through the lens of equity & social justice. We will use place-based education as our context and service-learning as our pedagogy, while sustainable communities will remain our overarching goal. In collaboration with a community partner, students will identify an authentic need in Addison County and design and participate in EFS through a community-based project. This course will take an active approach to learning and will consist of activities, workshops, projects, and guest speakers, to provide students the opportunity to experience EFS in practice. 3 hrs. lect.

SOC

Spring 2014

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EDST 0107 - Introduction to TESOL      

Introduction to TESOL
In this course we will study theories and practices relevant to Teaching English to Speakers of Other Languages (TESOL) in the U.S. and abroad. We will examine curricular resources used with adolescent and adult learners, and practice developing materials applicable to a variety of classroom settings. We will also discuss critical issues in the field, such as linguistic prejudice, language maintenance, and social justice pedagogy. Class sessions are largely hands-on, and include student teaching demonstrations with peer feedback. Opportunities for community engagement are also available. The final project is a portfolio that includes a personal philosophy of teaching. (Not open to students who have taken LNGT/EDST 1003)

Fall 2013

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EDST 0109 - Mathematics for Teachers      

Mathematics for Teachers
What mathematical knowledge should elementary and secondary teachers have in the 21st century? Participants in this course will strengthen and deepen their own mathematical understanding in a student-centered workshop setting. We will investigate the number system, operations, algebraic thinking, measurement, data, and functions, and consider the attributes of quantitative literacy. We will also study recent research that describes specialized mathematical content knowledge for teaching. (Not open to students who have taken MATH/EDST 1005. Students looking for a course in elementary school teaching methods should consider EDST 0315 instead.)

DED

Spring 2014

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EDST 0115 - Education In the USA      

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. 3 hrs. lect./1 hr. disc.

NOR SOC

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014, Spring 2015

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EDST 0120 - Foundations of Peace Education      

Foundations of Peace Education
In this course, we will investigate the concept of a "culture of peace" as defined by the United Nations in 1998: “A set of values, attitudes, modes of behavior and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations.” Our focus questions will be: What do we know about the root causes of conflict? What knowledge and skills are required to become skilled negotiators and mediators capable of bringing about a culture of peace? What role can schools play in fostering a culture of peace given the extensive literature that argues that the current institutional structure of schools fosters apathy and fear-conditions unlikely to foster a culture of peace?

SOC

Spring 2012

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EDST 0185 - Writing For Children      

Writing for Children and Young Adults
This course is an introduction to writing for children and young adults through analysis of model short fiction and novels, and regular discussion of student writing. We will focus on craft and form with particular attention to the demands of writing for a young audience. Emphasis will be on composition and revision. 3 hrs. lect.

ART

Spring 2013, Fall 2013, Fall 2014

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EDST 0203 - Taboos and Trends in Lit      

Taboos and Trends in Literature for Children and Young Adults
In this course we will examine groundbreaking works of literature for children and young adults. From Mark Twain to contemporary authors such as Lowry, Myers, and Farmer, writers for young people have pressed hard on societal notions about what is acceptable for young readers. We will look at taboos that have existed and been broken, as well as current trends in the field. We will pay particular attention to developmental issues in youth and sociocultural mores, including censorship.

LIT

Fall 2011, Spring 2015

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EDST 0205 - L2 Acquisition & Ed. Tech.      

Second Language Acquisition (SLA) and Educational Technology
In this course we will study the relationship between second language acquisition (SLA) theory, foreign language (FL) instruction, and the use of educational technology. We will examine various aspects of first and second language learning/acquisition. SLA theories and research findings will then provide a framework to explore FL instruction and computer assisted learning (CALL) applications. Based on an experiential project development approach, this course will offer students opportunities to critically assess existing CALL applications and to design learning materials based on SLA current and relevant research. Class sessions are designed to be hands-on and interactive. (Not open to students who have taken LNGT/EDST 1004) 3 hrs. lect./disc.

Fall 2012, Winter 2015

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EDST 0210 - Sophomore Seminar/Liberal Arts      

Sophomore Seminar in the Liberal Arts
This course is designed for sophomores who are interested in exploring the meaning and the purpose of a liberal arts education. To frame this investigation, we will use the question "What is the good life and how shall I live it?" Through an interdisciplinary and multicultural array of readings and films we will engage our course question through intellectual discussion, written reflection, and personal practice. There will be significant opportunities for public speaking and oral presentation, as well as regular writing assignments, including a formal poster presentation. Readings will include reflections on a liberal arts education in the U.S. (Emerson, Brann, Nussbaum, Oakeshott, Ladsen-Billings, bell hooks); on "the good life" (excerpts from Aristotle, sacred texts of different traditions); on social science analyses of contemporary life; texts on the neuroscience of happiness; as well as literary and cinematic representations of lives well-lived.

CMP

Spring 2014, Fall 2014, Spring 2015

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EDST 0211 - Global Literature for Youth      

Global Perspectives on Literature for Youth
Literature in translation, post-colonial English literature, and the literature of immigrants are a growing part of literature available to American children. We will examine literature from Africa, the Middle East, Europe, and Asia originally written in English or in translation. What makes international literature distinct from multicultural literature? Do these literary traditions bridge cultural gaps? What issues arise in translating for children? What is the phenomenon of "Americanization?" What are the implicit and explicit cultural and/or ethnic expectations regarding authorship and criticism in international literature? In this class we will examine these questions through the lens of literature for children.

CMP LIT

Spring 2012

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EDST 0225 - Scenarios for Teaching Writing      

Scenarios for Teaching Writing
The purpose of this course is for students to understand how composition, reflective practice, and inquiry-based learning come together in K-12 education in both the classroom and online. Theoretical approaches to the teaching of writing will be put into practice in lesson plans. Students will serve as peer tutors-mentors for Media & Communications High School, in Washington Heights, NY. Readings will include Cross-Talk in Comp Theory, Composing a Teaching Life, The Art of Teaching Writing, Scenarios for Teaching Writing, and Life-Affirming Acts. (Approval Required)

CW

Spring 2011, Spring 2012, Winter 2013

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EDST 0226 - Boarding School Fiction & Fact      

The Boarding School in Fiction and Fact
From Tom Brown's School Days to Prep, writers have commemorated the boarding school experience. Through studying novels, short stories, memoir excerpts, and films, we will identify recurring archetypes and consider how these have changed over time. We will examine the reciprocal relationship between these schools and society. Do these schools have an agenda beyond their professed ones? How do they contribute to the formation of social power structures? We will look at not only the traditional Anglo-American experience but also that of Native Americans, Chinese, Indian, and others. Readings will include works by John Knowles, P. G. Wodehouse, Curtis Sittenfeld, Anita Shreve, and Han Han. (This course is not open to students who have taken ENAM/EDST 1019)

CMP LIT

Spring 2013

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EDST 0230 - Social Justice in Education      

Social Justice in Education
Schools can help break cycles of oppression. In this course students will learn how to enact social justice in education. We will take an interdisciplinary approach in examining interconnected social identities and how they complicate issues of privilege, access, and power in schools. Ultimately, we will explore social justice frameworks that promote equity and justice for all students. Service learning is an integral component of this course that will help students move from theory to action as advocates of social justice. 3 hrs.lect.

SOC

Spring 2011

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EDST 0300 - Models of Inclusive Education      

Models of Inclusive Education
In this course we will focus on strategies and techniques for including students with diverse learning styles in general education environments. Legal, theoretical, philosophical, and programmatic changes leading toward inclusive models of education will be approached through a historical overview of special education for students with disabilities. Additionally, the course works to expand notions of inclusion such that students' multiple identities are incorporated into all learning. Emphasis is given to the active learning models and differentiated curriculum and instruction to accommodate a range of learners with diverse disabilities, abilities, and identities. (EDST 0115 or SOAN 0215 or AMST 0105).

NOR SOC

Spring 2012, Fall 2012, Spring 2014, Fall 2014, Spring 2015

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EDST 0305 - Elem. Literacy & Soc. Studies      

Teaching of Literacy and Social Studies in the Elementary School
This course is designed to provide prospective elementary teachers with an understanding of literacy and social studies instruction for all learners in K-6 classrooms. In addition to the classes, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours) and design an individual education studies website. The course will view literacy development (reading, writing, speaking, listening, and viewing) in such a way that assessing and planning instruction fits naturally into everyday classroom activities. We will explore a variety of topics and issues related to social studies: Vermont and National Standards, interdisciplinary approaches, and assessment. 3 hrs. lect./1 hr. disc.

Fall 2010, Fall 2011, Fall 2012, Fall 2013, Fall 2014

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EDST 0315 - Elem Mathematics and Science      

Teaching of Mathematics and Science in the Elementary School
This course is an examination of current theory, research, methods, and materials of elementary school mathematics and science. In addition to the classes and lab, students will participate in a field experience of observing and helping out in elementary school classes in the Middlebury area (approximately 24 hours). Development of an individual education studies website will also be required. Students will construct a working knowledge of assessment and the scope and sequence of mathematics and science skills, concepts, and dispositions; how children learn mathematics and science; effective teaching skills and strategies; and the role of the national and Vermont standards in teaching and learning mathematics and science. 3 hrs. lect./3 hrs. lab

Spring 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015

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EDST 0317 - Children And The Arts      

Children and the Arts
This course will examine the integration of the arts into the elementary curriculum. Students will teach standards-based lessons that include the literary, performing, and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts can play in the curriculum through field placements in local schools (approximately 15 hours/week) and class discussions. (Pass/Fail)

ART non-standard grade WTR

Winter 2011, Winter 2012, Winter 2013, Winter 2014, Winter 2015

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EDST 0318 - Middle/Secondary Ed Methods      

Teaching and Learning in Secondary Schools
This course emphasizes the knowledge and skills necessary for effective teaching at the secondary level. Starting from a foundation in the liberal arts, students will develop lesson and unit plans based on instructional models that reflect "best practice" and that are grounded in key concepts from their respective disciplines. Concerns regarding "classroom management" will be addressed as opportunities to design challenging and engaging curriculum. Students will be required to integrate technology into meaningful, academic inquiry. This course requires 3 hrs/week of observation in local schools. 3 hrs. lect.

Spring 2011, Spring 2012, Spring 2013, Spring 2014, Spring 2015

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EDST 0320 - Literacy Across Secondary Curr      

Literacy Across the Secondary Curriculum
This course will acquaint prospective teachers with pedagogies that use literacy to help students learn subject matter, strategies, and skills in various secondary content areas. We will consider both the theory and practice of literacy through analysis of the nature of reading, writing, discussion, interpretation, and critical processes and practices. We will also consider the politics of literacy and the importance of socio-economic, linguistic, and cultural factors in making appropriate choices about methods and materials for diverse populations. Students will spend at least two hours per week observing and tutoring in secondary schools in the Middlebury area. 3 hrs. lect.

Fall 2010, Fall 2011, Fall 2012, Fall 2013, Fall 2014

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EDST 0327 - Field Exp Secondary/Special Ed      

Field Experience in Secondary Education and Special Education
In this course we will examine secondary teaching and special education at the middle school level. Working closely with practicing middle school teachers, students will spend five days a week in the schools, observing, tutoring, directing small-group learning, developing lessons, and assessing student work. In this seminar we will explore, through selected readings and a case study, the policy and pedagogy of special education for students with learning disabilities. Further topics in middle/secondary education will be addressed. Required for students seeking a minor in secondary education. (Pass/Fail)

non-standard grade WTR

Winter 2011, Winter 2012, Winter 2013, Winter 2014, Winter 2015

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EDST 0337 - The Urban Educ. Internship      

The Urban Education Internship
This internship provides teaching and learning opportunities in schools in Washington, D.C. During the term, each student will be assigned to work as an intern with a classroom teacher or program at a school in our nation's capital. Tasks will vary but may include: observing classes, tutoring, directing small-group work, working with special education students, working in the computer lab, and working with outreach programs. Students will spend four full days (M-Th) at the school each week, keep a journal, and complete a formal essay about their experience. On Fridays, students will engage in an extensive reflective seminar and work with staff in our Middlebury College, Washington, D.C. office. Lodging and a lunch stipend are provided. (EDST 0115 or SOAN 0215; Approval required, please contact Jonathan Miller-Lane or Trish Dougherty prior to registration). (Pass/Fail)

non-standard grade WTR

Winter 2011, Winter 2012, Winter 2013, Winter 2014

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EDST 0375 - International Education      

International and Cross Cultural Education
Who gets to own knowledge? Who can acquire it? How do we construct advantage and disadvantage? Comparative and international education examines the intersection of culture and education and the ways they are inextricably related through history, politics, and literature. In this course we will explore major concepts, trends, and methodologies across disciplines, focusing on the effects of globalization, the maintenance and dissolution of borders, the commodification of knowledge, the social creation of meaning, and the consequences of those constructions. We will examine global educational traditions and realities on the ground in case studies of Western and developing nations.

CMP SOC

Spring 2013, Spring 2015

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EDST 0405 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0406 - Elem Student Teach Practicum      

Student Teaching in Elementary School
See EDST 0405. (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0407 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
See EDST 0405. (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0410 - Student Teaching Seminar      

Student Teaching Seminar
Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: EDST 0405, EDST 0406, EDST 0407 or EDST 0415, EDST 0416 EDST 0417) (Approval required) 3 hrs. lect.

Fall 2010, Spring 2011, Fall 2011, Fall 2012, Fall 2013, Fall 2014

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EDST 0415 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0416 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0417 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required)

non-standard grade

Fall 2010, Spring 2011, Fall 2011, Spring 2012, Fall 2012, Fall 2013, Fall 2014

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EDST 0420 - Education for Sustainability      

Education for Sustainability
In this seminar we will design environmental education (EE) curricula and community service learning projects for use in public schools or in nonformal educational settings such as nature centers and recreation programs. Students will carry out internships in schools or other community settings in Addison County in order to foster both an enhanced sense of place and a broader perspective on environmental issues. Students will study the evolution, goals, and public attitudes towards EE. Guidelines from the North American Association for Environmental Education will be used to analyze, evaluate, and design EE curricula/projects. 3 hr. sem.

Spring 2012, Spring 2013

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EDST 0500 - Independent Project      

Independent Project
(Approval Required)

Fall 2010, Winter 2011, Spring 2011, Fall 2011, Winter 2012, Spring 2012, Fall 2012, Winter 2013, Spring 2013, Fall 2013, Winter 2014, Spring 2014, Fall 2014, Winter 2015, Spring 2015

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EDST 1001 - Educ/Sustainability in Action      

Education for Sustainability in Action
What skills, knowledge, and attitudes do young people need to meet the challenges and opportunities that await them? What role do educators play in preparing students for their future? In this course we will consider these questions as students explore, experience, and create Education for Sustainability (EFS) in Burlington, VT. During the third week of the semester, students will live at Shelburne Farms, a global leader in EFS, as they observe and participate in EFS in K-12 classrooms.

WTR

Winter 2014

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EDST 1002 - Teaching August Wilson      

Make Room: Teaching August Wilson
August Wilson has been hailed as “Theater's Poet of Black America,” yet many students have little exposure to this literary giant. In this course we will explore Wilson’s impressive cycle of 10 plays illustrating 20th century African-American experiences. We will take an interdisciplinary approach to reading, analyzing, and understanding Wilson’s work, exploring such influences as the blues, visual artist Romare Bearden, and playwright/poet Amiri Baraka. We will also use Critical Race Theory as an analytical tool for understanding Wilson’s significance within the larger context of race relations. The course will culminate with workshops at local schools and staged readings of Wilson’s work.

ART LIT NOR WTR

Winter 2011, Winter 2012, Winter 2015

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EDST 1003 - Introduction to TESOL      

Introduction to TESOL
In this course we will study theories and practices relevant to Teaching English to Speakers of Other Languages (TESOL) in the U.S. and abroad. We will examine activities and materials that are commonly used with adolescent and adult learners, and we will practice developing curricular units and activities that can be applied to a variety of classroom settings. Class sessions are designed to be hands-on and interactive, and will include teaching demonstrations with peer feedback. Opportunities for community engagement will also be available. The final project for the course will be a teaching portfolio that includes classroom resources, observation reports, and reflections.

WTR

Winter 2011

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EDST 1004 - 2nd Lang Acquisition & Ed Tech      

Second Language Acquisition and Educational Technology
In this course we will study the relationship between second language acquisition (SLA) theory, foreign language (FL) instruction, and the use of educational technology. We will examine various aspects of first and second language learning/acquisition. SLA theories and research findings will then provide a framework to explore FL instruction and computer assisted learning (CALL) applications. Based on an experiential project development approach, the course will offer students opportunities to critically assess existing CALL applications and to design learning materials based on SLA current and relevant research. Class sessions are designed to be hands-on and interactive. This course counts as elective credit towards the Linguistics minor.

WTR

Winter 2012

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EDST 1005 - Mathematics for Teachers      

Mathematics for Teachers
What mathematical knowledge should elementary and secondary teachers have? We will investigate recent research that describes specialized mathematical content knowledge for teaching. Participants in this course will also strengthen and deepen their own mathematical understanding in a student-centered workshop setting. Readings include Knowing and Teaching Elementary Mathematics by Liping Ma as well as readings from the Journal for Research in Mathematics Education. Anyone interested in mathematics education at any level is welcome. (Not open to students who have taken MATH 1003)

DED WTR

Winter 2012

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EDST 1019 - Boarding School Fiction & Fact      

The Boarding School in Fiction and Fact
From Tom Brown’s School Days to Prep, writers have commemorated the boarding school experience. Through studying novels, short stories, memoir excerpts, and film, we will identify recurring archetypes and consider how they have changed over time. We will also examine the reciprocal relationship between these schools and society. For example, is the experience of students in these schools fundamentally different from that of students who live at home? Do these schools have an agenda beyond their professed ones? Students will work on independent projects according to individual interest. We will read works by John Knowles, Louis Auchincloss, P. G. Wodehouse, Curtis Sittenfeld, Anita Shreve, and others. LIT (K. Kramer)

LIT WTR

Winter 2011

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EDST 1020 - Critical Race Theory/Education      

Critical Race: Theory in Education
In 1998 Gloria Ladson-Billings published a landmark piece entitled, “Just what is critical race theory and what is it doing in a nice field like education?” The piece revolutionized the field of education and helped bring an important lens of critique to understanding and working against inequity in schools. In this course we will examine the ways in which critical race theory has been utilized as a lens for interrogating past and current issues of systemic racism and other forms of oppression affecting our schools. We will focus specifically on curricula, funding, desegregation, special education, discipline practices, and federal laws affecting schools.

HIS NOR SOC WTR

Winter 2013

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