EDLPS 549 Section Varies by Quarter
Equity Studies is sponsoring a year-long colloquium in 2015-2016. We welcome all students and faculty to participate. We are also allowing students to enroll, via independent study, in the colloquium for 1 credit per quarter on a credit/no credit basis. Students are welcome to participate during one, two, or all three quarters. Each session will take up one of three themes:
● Growth Edges for Educational Equity
● Islamophobia and Educational Equity
● Disabilities, Equity, and Intersectionality
What we do
Equity Studies is an intellectual community that encourages faculty and students to explore the meaning, purpose and significance of education in diverse community contexts with the aim of contributing to local and global educational equity and social change. Combining strong disciplinary foundations with applied study and research we seek to uncover traditions of agency and collective action in education and to help students build upon those traditions by partnering with schools, social agencies, families and community networks to advance an equity agenda.
Who we are
We are an interdisciplinary group that draws on expertise in several disciplinary traditions and cultural contexts including history, philosophy, anthropology, sociology, psychology, political science, linguistics, multicultural education, curriculum studies, indigenous education, and comparative/international studies.
Requirements and Grading
Beyond completing all the assigned readings and attending all the colloquium sessions, students are required to:
1. For each colloquium with assigned readings, identify one main claim in the reading assigned for that day. State the claim in just one or two sentences. Be sure to provide page references. Bring a copy with you to the colloquium. And, upload it to the catalyst site in the collect it box labeled “Main Claims.” Be sure to label it with your last name.
2. Attend at least ONE additional event on a topic related to the colloquium. The colloquium organizers will offer a list of possible events, but students are encouraged to find events that fulfill the requirement. Before choosing an event to attend please check with EES Research Associate Jondou Chen (firstname.lastname@example.org).
3. Write ONE 2-3 page response paper to the readings, extra event he/she attended, or colloquia discussions during the quarter. Response papers should include a discussion of the readings and colloquia conversations or a meaningful discussion of the additional event he/she attended. The responses may reflect what you learned (or did not learn) from a particular source/discussion, what you found interesting and convincing (or the opposite), how it extended (or failed to extend) your knowledge and understanding of significant issues in education, or how it informed/complicated the way you will go about your work. The hope is that you will demonstrate that you have read/listened thoughtfully and considered seriously the merits of the ideas, perspectives, information, and proposals you have read/heard. Avoid the detailed recounting of the readings and discussions as well as the simple assertion of opinions. And, do not feel compelled to comment on each of the readings or an entire colloquial conversation. Choose a paragraph/concept/sentence from the reading or the conversation and ponder it in writing. This is meant as a self-reflective exercise to get you to think more deeply about how you view the world, the educative enterprise, and your research and teaching. The response paper should be submitted by the beginning of finals week. Upload it to the catalyst site in the collect it boxes labeled “Response Paper.” Be sure to label them with your last name.
Failure to complete one of these requirements may result in a grade of “no credit.”
October 13, 2015, 11:30-1:00 in Miller 112
Geneva Gay: Reflections on Equity in Multicultural Education: 2015 National Association for Multicultural Education Keynote Address
November 17, 2015,11:30-1:00 in Miller 112
Megan Bang, Beth West, and John Hopkins: On the Development and Significance of the COE's New Certificate for Indigenous Education
January 26, 2016, 12:00-1:30 in Miller 320
Ozlem Sensoy: Muslim Rrrhhhage!! Pop culture pedagogy and Islamophobia
February 23, 2016, 12:00 to 1:30 in Miller 320
Manka Varghese, Dafney Dabach, and Natasha Merchant: Islamophobia and Intersectionality: Exploring the tangled terrain of schooling in the age of contemporary Islamophobia
April 26, 2016, 12:00 to 1:30 in Miller 212
Beth West, Jake Hackett, Carlyn Mueller: Disability as Diversity
May 24, 2016, 12:00 to 1:30 in Miller 212
Beth West, Jake Hackett, Carlyn Mueller: Disability as a Socio-Political Concept in the Classroom