BA
/ MAT 4+1 Program
Course: |
MAT ED512 Identity, Culture and the Classroom |
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Professor: |
Michael Sadowski |
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CRN: |
15778 |
Schedule/Location: |
Tue Thurs
3:30 PM - 4:50 PM Henderson
Computer Ctr Annex 106 |
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Distributional Area: |
D+J Difference and Justice |
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Credits:
2 |
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Class cap: 18 |
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This course examines the myriad factors that influence
adolescent identity development, particularly as these have an effect on
students’ learning, interaction, and engagement in school. Drawing on various readings
in psychology, ethnography, and education research, the course places special
emphasis on power dynamics in American society with regard to race, gender,
sexual orientation, ethnicity, class, immigration, ability, and other factors.
We consider such questions as: “How might an
adolescent’s identity development be influenced by one or more of
these factors?” “What experiences with these cultural forces do students bring
to school, and how might these experiences affect their learning?” “How do
school cultures mirror and/or reinforce the power structures and attitudes that
exist around these issues in the larger society?” The purpose of the course is
not to come up with fixed answers to these questions; rather, it is to help
participants ask informed and essential questions about how these issues might
play out in schools, in society, and in individual adolescents’ lives.
This course is cross-listed with the MAT program for 3+2 students. Course
will run from February 1st – March 17th.
Course: |
HR 358 LGBTQ+ Issues in US Education |
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Professor: |
Michael Sadowski |
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CRN: |
15780 |
Schedule/Location: |
Tue Thurs
3:30 PM - 4:50 PM Henderson
Computer Ctr Annex 106 |
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Distributional Area: |
SA Social Analysis D+J
Difference and Justice |
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Credits:
2 |
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Class cap: 18 |
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Crosslists: Gender and Sexuality Studies |
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This course will examine both the history and
contemporary landscape of lesbian, gay, bisexual, transgender, queer, and related
(LGBTQ+) issues in U.S. education. Students will explore the legal, political,
pedagogical, and empirical questions that have been central to this field over
the last three decades, such as: What are the rights of LGBTQ+ students and
educators, and what are the obstacles to their being realized? What strategies
have been successful in advocacy for more LGBTQ+ positive schools, and what
lessons do they hold for future change? What do LGBTQ+ supportive school
environments look like, and what does research tell us about their
effectiveness? Although K–12 schooling will be the primary focus of the class,
we will also examine the landscape of undergraduate education vis-à-vis LGBTQ+
issues. As a final project, students will present an “educational change plan,”
in which they envision how they might contribute to positive change in an area
related to this relatively nascent field. Course
will run from March 29th – May 24th.