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Global Educators Cohort Program - Teacher Education
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TE250 - Human Diversity, Power, and Opportunity in Social Institutions
This course introduces prospective teachers to the ways in which social inequality affects schooling and schooling affects social inequality. TE 250 is not a celebration of difference. Rather, this course is designed to allow students to examine how socially constructed categories (e.g., social class, race, gender, sexual orientation, disability, etc.) are used to privilege some individuals and groups and marginalize others. The course focuses mostly on one social institution, public schools in the United States; however, we examine how other social institutions influence opportunities for success and failure in schools. Central themes of the course include culture, power, and difference.
TE891 - Developing Effective Urban Educators (fully online course)
In this seminar, students explore major challenges that classroom teachers face in urban settings. We examine theoretical frameworks for understanding cultural difference as it impacts teaching and learning in the urban classroom. Students are introduced to historical perspectives and current research that highlights academic achievement patterns based on race, class, and other cultural identities. Finally, students examine educational cultures of excellence and examples of teaching for social justice as a way to provide equity in education for all students
TE891/TE991 - Teaching Across Cultural Differences (fully online course)
In this course students explore pedagogies and instructional strategies for educating culturally diverse students in various educational settings (e.g., suburban, urban, rural). Topics include, but are not limited to, culturally relevant pedagogy, equity pedagogy, and culturally responsive teaching. Specific attention is given to how race, class, and gender (as cultural identities) impact the teaching and learning process. Since the course is designed to inform teacher practice, course material will include teacher and student narratives and focus on teaching for social justice as a way to provide equity in education for all students.
TE822/TE982 - Issues of Culture in the Classroom and Curriculum
In this course students explore the sociocultural contexts and functions of schooling. We examine students’ cultural backgrounds in relation to classroom learning and school curriculum. Students also explore effective multicultural curricula for all students. Specific attention is given to how race, class, and gender (as cultural identities) impact the teaching and learning process. A focus on multicultural education as important for classroom learning and curriculum development is central in this course.
TE982 - Issues in Urban Education
The issues confronting urban public schools are inextricably connected to the social, cultural, economic, and political conditions present within the urban environment. Too often educational reform efforts have overlooked these connections and the problems confronting schools have been addressed without adequate consideration of the sociohistorical and sociopolitical. This course allows students to situate their study of urban education within conceptual frameworks that allow consideration for how the political economy and social conditions interact. By doing so, it is hoped that students will gain a greater understanding of the problems that must be confronted and be in a better position to formulate solutions. In this course, students explore the ways in which schools are influenced by the urban environment. Three main themes make up the course design: (1) historical and sociopolitical perspectives on urban education, (20) teaching and learning in urban schools, and (3) reforming/re-imagining urban education. These themes should provide multiple lenses through which to explore teacher, student, and theoretical perspectives on schooling and how researchers and policymakers propose to address particular challenges in urban education.
TE982 - Race, Identity, and Academic Achievement in Education
In this course, students examine the role of race in the identity formation of individuals of various racial and ethnic backgrounds and how race informs the adaptation patterns that students employ to navigate schooling. A specific emphasis is given to students of color (Black/African American, Hispanic/Latino(a), Asian American, Asian Pacific Islanders) and how their school behaviors inform academic achievement. In particular, we discuss theories of racial, ethnic and adolescent identity development to inform our understanding of minority students’ achievement patterns. We explore developmental theories to better understand the relative salience of race in relationship to other social identity markers (e.g., social class, gender, etc.). We will also cover bi- and multiracial identity development and White racial consciousness. The course provides students with a theoretical base for understanding theories of adolescent development, challenges to traditional developmental theory, and practice in applying theory to real life student case studies. Students are encouraged to bring personal experiences and perspectives to enrich class discussions.
TE963 - Examining Critical Race Theory in Education
This course allows students to explore Critical Race Theory as an analytical framework that provides race-based epistemological, methodological, and pedagogical approaches to the study of everyday inequalities in P-20 education. Key foci of this seminar are to help students understand CRT as a theoretical framework, examine its utility and limitations, and consider its application to students' own research and practice. We begin by exploring the historical development of CRT from Critical Legal Studies (CLS) and move through its contemporary nuances. In addition, we will work to expose the ideological construction of race and education in the U.S. As such, we also work through the oppressive nature of education and boldly confront notions of colorblindness. Throughout this course, we grapple with the challenges surrounding the inclusion of multiple voices and perspectives in the complex intersections among race, gender, class, and sexual orientation. Other intersecting analytical frameworks discussed include TribalCrit Theory, LatCrit Theory, Critical White Studies, AsianCrit, QueerCrit, and Critical Race Feminism.
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College of Education
Michigan State University
Board of Trustees, East Lansing, MI 48824
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