Diversity: Constructing Social Realities
NOTE: To register for this course, please email email@example.com or call 250-377-6048.
Students investigate fundamental questions about the relationship between education and society. Inequalities based on class, gender, race, and sexual orientation and how they are socially constructed in contemporary society are considered, in addition to how they operate in educational environments. Students identify the effects of identity constructs such as race, class, gender, and sexual orientation on the educational experiences of students and how these constructs shape student access, achievement, and attainment. Students are challenged with the following questions: How do schools reproduce, reinforce, and challenge social inequalities? How do educational materials embrace inclusive approaches within the broader contexts of multiculturalism, globalization and cosmopolitanism? How can educators promote inclusive education that values diversity and equity?
Meets the admission requirements to the MEd.
After you have completed the work in this course, you will be able to:
- Identify your own social location and relate it to your past and current educational experiences.
- Articulate the ways in which identity constructs intersect and may affect the educational experiences of teachers, learners, and administrators.
- Analyze how educational approaches may advantage and disadvantage various social groups based on diversity characteristics like race, culture, language, social class, gender, sexual orientation, (dis)ability status, ethnicity, or religion.
- Reflect personally or professionally on an "out-of-your-comfort-zone" diversity experience and relate it to scholarship on specific diversity topic(s).
- Discuss the literature, including the methodology and findings of relevant research studies, on issues relating to the relationship between education and race, ethnicity, class, gender, and sexual orientation.
- * Critically review educational approaches to diversity within the broader context of multiculturalism, globalization, and cosmopolitanism.
Module 1: Canadian Diversity
- Demographic statistics
- Social location
- Difference and Education
Module 2: Concepts of Identity, Social Location and Intersectionality
Module 3: Concepts of Power and Privilege
- Power and privilege
- Aboriginal learners
- Social reproduction theory
- Social and cultural capital
Module 4: Immigrants, Refugees and Ethnocultural Communities
- Ethnic and cultural diversity
- Linguistic diversity
- Religious diversity
Module 5: Concepts of Race and Racism
- Anti-racist pedagogy
Module 6: Concepts of Gender, Gender Identity and Sexual Orientation
- Gender norms in education
- Hidden curriculum
Module 7: Ability and Inclusion
- Supporting students with disabilities
- Physical, mental, and learning disabilities
Module 8: Multicultural Education
- Canadian multiculturalism
- Policy and practice
Module 9: Critical Multicultural Education
- Critical pedagogy
- Critical approaches
Module 10: Education and Globalization
- Global influences on education
- Canadian responses
Module 11: Intercultural Learning and Global Citizenship Education
- Intercultural competence development
- Global Citizenship perspectives
Module 12: Cosmopolitanism, Inclusion, and Equity
- Universal design
- Inclusive pedagogy
Required Text and Materials
Online MEd students are responsible for sourcing and/or ordering their own books. Please see the list of required textbooks here: https://www.tru.ca/distance/courses/MEd_Textbook_List.pdf
You may be able to order the text through the TRU Bookstore at http://thebookstore.tru.ca. Please note, if you choose to source your own textbooks, publishers may offer several package options that include additional resource material not required in your course. You may choose to purchase any package as long as it includes the correct author, title and edition listed for your course.
If you have any questions about obtaining the correct textbook, please contact OLMaterials@tru.ca. They will be happy to assist you.
Open Learning Faculty Member
An Open Learning Faculty Member is available to assist students. Primary communication is through the "Mail" tool in the Learning Environment or by phone. Students will receive the necessary contact information when starting the course.
In order to successfully complete this course, students must obtain at least 50% on the final project and 70% overall. The following chart shows how the final grade is determined for this course.
|Assignment 1: Digital Autogiography Blog||10%|
|Assignment 2: Self Reflective Paper on Social Location and Educational Experiences||20%|
|Assignment 3: Moving out of your Comfort Zone||30%|
|Final Project *||30%|