Using Theory to Tell It Like It Is

Autor/in	Waterman, Stephanie J.
Titel	Using Theory to Tell It Like It Is
Quelle	In: Urban Review: Issues and Ideas in Public Education, 45 (2013) 3, S.335-354 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0972
DOI	10.1007/s11256-012-0233-2
Schlagwörter	Graduate Study; Multicultural Education; Diversity (Institutional); Critical Theory; Cultural Pluralism; Social Justice; Course Content; Time Factors (Learning); Semester System + Suchen Sie Ihr Suchwort? Aufbaustudium; Graduiertenstudium; Hauptstudium; Multikulturelle Erziehung; Kritische Theorie; Kulturpluralismus; Soziale Gerechtigkeit; Kursprogramm; Semester; Semesterferien
Abstract	In this article a graduate level diversity course, "Diversity & Equity in Higher Education" that is based on Johnson's (2005) "Privilege, Power, and Difference," and Critical Race Theory (CRT) (Tate in "Rev Res Educ" 22:195-247, 1997) is described. Johnson's concepts, such as paths of least resistance, are explained, as well as CRT, and forms of multiculturalism. The course format, the instructor's philosophy toward this course, and course assignments are shared. Using the CRT analysis tool developed by former students of this course, an example from a student's paper is provided as an example of how to use the tool, and how theory is used to help students "see" injustice and oppression. Challenges, such as tackling a complex topic in one semester, are discussed and recommendations are made, such as extending the course for two semesters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10