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Apr 18, 2024
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EDCS 6011 - Cultural Pedagogy for Historically Marginalized Peoples
Provides opportunity for in-depth study of various culturally-based pedagogies that have been developed for the education of historically marginalized peoples. May be couched in historical movements such as the Black Power Movement or the American Indian Movement of the 1960 and 70s, or may be more contemporary pedagogical approaches such as: (a) dual language immersion schools for Spanish and English speaking students, (b) centered education approaches for Native American and African American students in particular, (c) Freirean literacy approaches for adult learners from working class or working poor backgrounds, (d) gender segregated approaches or separate learning environments. In addition, explores other potential pedagogical strategies based upon understanding cultural contexts and the contemporary educational climate.
Requisites:
Credit Hours: 4
Repeat/Retake Information: May not be retaken.
Lecture/Lab Hours: 4.0 seminar
Grades: Eligible Grades: A-F,CR,PR,WP,WF,WN,FN,AU,I
Learning Outcomes:
- Students will become familiar with historical movements that developed culturally-based pedagogies.
- Students will examine current culturally-based pedagogies and their impact on educational success.
- Students will explore the connection between dominant culture ideology and educational practice and its implications for historically marginalized peoples’ education.
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