_UNDERGRADUATE CURRICULUM



University of Wisconsin-Whitewater

Curriculum Proposal Form #3

New Course

Effective Term:

Subject Area - Course Number: EDUINDP 250 Cross-listing: n/a

(See Note #1 below)

Course Title: (Limited to 65 characters) Race and Racism in Schools

25-Character Abbreviation:      

Sponsor(s): Julie Minikel-Lacocque & Lucinda Heimer

Department(s): C&I

College(s):

Consultation took place: NA Yes (list departments and attach consultation sheet)

Departments: Educational Foundations

Programs Affected:      

Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)

NA Yes will be at future meeting

Prerequisites: ENG 101, C or better

Grade Basis: Conventional Letter S/NC or Pass/Fail

Course will be offered: Part of Load Above Load

On Campus Off Campus - Location      

College: Dept/Area(s): C&I

Instructor: Lucinda Heimer & Julie Minikel-Lacocque

Note: If the course is dual-listed, instructor must be a member of Grad Faculty.

Check if the Course is to Meet Any of the Following:

Technological Literacy Requirement Writing Requirement

Diversity General Education Option:

Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Credit/Contact Hours: (per semester)

Total lab hours: N/A Total lecture hours: 48

Number of credits: 3 Total contact hours: 48

Can course be taken more than once for credit? (Repeatability)

No Yes If "Yes", answer the following questions:

No of times in major:       No of credits in major:      

No of times in degree:       No of credits in degree:      

Proposal Information: (Procedures for form #3)

Course justification:

This course, through an intercultural curriculum, meets the Inclusive Excellence “Long-Term Goals” by providing curriculum that is up-to-date and addresses current political and cultural issues affecting society, including schools. Specifically, this course addresses racism in the U.S., both from historical and current perspectives.

Relationship to program assessment objectives:

This course directly relates to UW-Whitewater’s inclusive excellence initiatives. This course meets diversity requirements and contributes to the UWW inclusive excellence goals by building on the notion that “1) equity goals cannot be reached without the commitment and involvement of the entire university, 2) a strong liberal arts education cannot be achieved without diversity education at its core, and, 3) none of our students can be prepared for a 21st century world without multicultural competencies” (UW-Whitewater Inclusive Excellence Guidelines).

Budgetary impact:

Part of current faculty members’ load.

Course description: (50 word limit)

This course is an interdisciplinary investigation of the historical, ideological, structural, institutional, cultural, and individual manifestations of race and racism in schools. The course also explores the theoretical lens of Critical Race Theory, and offers specific language and concepts with which to understand and discuss racism. Finally, the course explores race as a power dynamic embedded in the structure of schools as a social institution in the United States.

If dual listed, list graduate level requirements for the following: (N/A)

1. Content (e.g., What are additional presentation/project requirements?)

2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and undergraduates? )

3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)

Course objectives and tentative course syllabus:

Please see below.

Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two pages in length.)

Please see below.

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and    non-discriminatory learning environment.  It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17). 

Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):

Race and Racism in Schools

EDUINDP 250

Syllabus

Revised 10.2.2014

Lucy Heimer, Ph.D.

Julie Minikel-Lacocque, Ph.D.

(contact info and office hours to be added)

Course Description:

This course is an interdisciplinary investigation of the historical, ideological, structural, institutional, cultural, and individual manifestations of race and racism in schools. The course also explores the theoretical lens of Critical Race Theory, and offers specific language and concepts with which to understand and discuss racism. Finally, the course explores race as a power dynamic embedded in the structure of schools as a social institution in the United States.

Course Objectives:

1. Explore definitions of race and racism

2. Examine the notion of race as a socially constructed concept and racism and oppression within the context of U.S. history and society

3. Critically reflect on one’s own racial identity related to access to power and privilege

4. Apply critical theories of race and racism to develop an understanding of the intersections of power, privilege and oppression on individual and institutional levels specifically schools.

5. Explore racial and ethnic identity. In particular, explore the construct of whiteness and white privilege and the impact of racism on whites as well as persons of color.

6. Develop facility with specific language and concepts regarding various forms of racism.

7. Develop strategies for delivering instruction that is sensitive to racial considerations

8. Synthesize course content to impact classroom practice and work toward greater racial equality.

UW-W Policy Statement:

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the “Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures (UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures") (UWS Chapter 17).

Absence Policy

You must come to class. You are expected to attend every class session of this course. I plan class around you, the students. Your fellow students also plan on your being in class. My goal is that we form a learning community; and in order to do this, we all need to be consistently present. When life prohibits you from coming to class, you must notify me and turn in make-up work. (Unless otherwise noted, make-up work consists of a write-up an reflection on the readings for the class you missed). Anything more than two absences will cause your grade to be significantly lowered (this includes excused absences when make-up work was completed).

Plagiarism & Academic Misconduct

Plagiarism, the act of intentionally using the work of another writer without citation, intending the reader to believe that it is your own work, is a serious violation of academic conduct. Engaging in plagiarism will result in your failing the assignment, the course, or getting expelled from the University. See Chapter 14 of the student handbook for more information:

Other Rules:

Late work: Assignments are due at due dates and times noted in the syllabus. Please contact me if significant circumstances arise and you cannot turn in the work on time. Late work (unless there is a substantial issue) will be graded accordingly. Incompletes are reserved for students who have been doing passing work until near the end of the term, and because of illness or emergency, cannot complete the course.

Required Book:

Singleton, G.E. & Linton, C. (2006). Courageous conversations about race: A field guide for achieving equity in schools. Thousand Oaks, CA: Corwin Press.

Additional Readings to include but aren’t limited to: (on e-reserve and D2L):

Delpit, L. (1995). Other people’s children: Cultural conflict in the classroom. New York, New York: New Press. (selected chapters)

Ladson-Billings, G., & Tate, W.F. IV. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47-68.

Lee, S. (2001). More than “model minorities” or “delinquents”: A look at Hmong American high school students. Harvard Educational Review. 71(3), 505-529.

McIntosh, P. (2008) White privilege: Unpacking the invisible knapsack. In Rothenberg, P.S., White privilege: Essential readings on the other side of racism, (3rd ed.). New York: Worth Publishers. (123-127).

Minikel-Lacocque, J. (2013). Racism, college, and the power of words: Racial microaggressions reconsidered. American Educational Research Journal, 50(3), 432-465.

Sensoy, O. & DiAngelo, R. (2012). Is everyone really equal? An introduction to key concepts in social justice education. New York: Teachers College Press.

Solórzano, D.G., Villalpando, O., & Oseguera, L. (2005). Educational inequities and Latina/o undergraduate students in the United States: A critical race analysis of their educational progress. Journal of Hispanic Higher Education, 4(3), 272-294.

Singleton, G.E. (2013). More courageous conversations about race. Thousand Oaks, CA: Corwin Press. Chapter 6.

Sue, D.W., Capodilupo, C. M., Nadal, K. L., & Torino, G. C.. (2008). Racial microaggressions and the power to define reality. American Psychologist, 63, 277-279.

Thomas, K.R. (2008). Macrononsense in multiculturalism. American Psychologist, 63, 274-275.

Yosso, T.J. (2005). Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8 (1), 69-91.

Other Resources:

Howard, T.C. (2012). Why race and culture matter in schools: Closing the achievement gap in America’s classrooms. New York: Teachers College Press.

Mack, K. & Charles, G. (2013). The new black the old black: What has change and what has not with race in America. New York: The new press

Course Assignments:

• 15% Class Participation

• 20% Introductory Cultural Autobiography (3-5 pages tops – addressing heritage, language, race, SES and other social and identity groupings)

• 15% Leading Class Discussion using current event related to course material in pairs (1-2 times, depending on class size)

• 25% Midterm: Write-up of Critical Observation

• 25% Final: Praxis/ What Do I Do Now? [This ties into midterm, and addresses, in part, what am I going to do now, how am I going to make a difference? Write up an action/advocacy piece building on new understanding of self in a raced and racial context. For future teachers, links must be made to teaching and learning.]

COURSE SCHEDULE (subject to change):

|WEEK | DATES & TOPICS |READINGS & ASSIGNMENTS |

|1 |[dates here] |Singleton & Linton, 2006: Chapters 1 & 2 |

| | | |

| | | |

| |Introductions: What is a courageous | |

| |conversation? | |

|2 |[dates here] |Singleton & Linton, 2006: Chapter 9 |

| | |Video: Race the Power of an Illusion |

| | | |

| |What IS Race?? | |

|3 |[dates here] |Singleton & Linton, 2006: Chapter 3 |

| | |Cultural autobiography due |

| | | |

| |Is Racism Really an Issue? | |

|4 |[dates here] |Singleton & Linton, 2006: Chapters 4 & 5 |

| | |Sensoy and DiAngelo Chapter 2 - Socialization |

| |Where Do I Fit in the Conversation? | |

|5 |[dates here] |Singleton & Linton, 2006: Chapter 6 |

| | |Holloway in Mack & Charles. The Right Kind of Family: Silences in a civil |

| |Keeping the Spotlight on Race |right s narrative. |

|6 |[dates here] |Singleton & Linton, 2006: Chapter 7 |

| | |Singleton, 2013: Chapter 6 |

| |Beyond Black & White | |

|7 |[dates here] |Singleton & Linton, 2006: Chapter 8 |

| | |Sue, D.W., Capodilupo, Nadal, K.L., & C.M., Torino. 2008. Racial |

| | |microaggressions and the power to define reality. American Psychologist, 63,|

| | |pp. 277-279. |

| |Balancing Power in Conversations about|Thomas, K.R. 2008. Macrononsense in multiculturalism. American |

| |Race |Psychologist, 63, 274-275. |

|8 |[dates here] |Midterms due |

| | | |

| |Midterms Due | |

|9 |[dates here] |Singleton & Linton, 2006: Chapter 10 |

| | |Lee, S. 2001 (Stacey’s article here?) |

| |White Privilege |Video – True Colors |

|10 |[dates here] |Minikel-Lacocque, 2013. |

| | |Delpit, L. ‘codes of power’ |

| |-A Language for Racism | |

| |-Race & Social Justice | |

|11 |[dates here] |Singleton & Linton, 2006: Chapters 11 & 12 |

| | |Case studies to include: |

| |What Is My Role in Addressing Racism |Tenorio ‘Brown Kids Can’t be in Our Club’ |

| |in Schools? |Segura-Mora ‘What Color is Beautiful’ |

|12 |[dates here] |Singleton & Linton, 2006: Chapter 13 |

| | | |

| |Continued Conversations for Equity | |

|13 |[dates here] |Yosso, 2005 |

| | |Ladson-Billings, G., & Tate, W.F. IV. 1995. |

| | |Solórzano, D.G., Villalpando, O., & Oseguera, L. 2005. |

| | | |

| |Critical Race Theory | |

|14 |[dates here] |In class activity |

| | | |

| | | |

| |The Impact of Media on Conceptions of | |

| |Race | |

|15 |[dates here] |In-class peer workshops on Final Projects |

| | | |

| |“Beyond” Race | |

|16 |[dates here] |Meet during assigned exam time to present Final Projects |

|EXAM WEEK | | |

Recent Events that will be addressed (list subject to change):

-Shooting of Michael Brown (Ferguson, MO.)

-Wi Controversy: Delavan Darien high school class on Whiteness and the fallout (in the news Jan/Feb 2013)

-Duke University “Asian-Themed” Frat party: in the news Feb 2013

-Integrated/segregated proms in Georgia: in the news Spring 2013

-“ Menominee Language Controversy” in WI: in the news Jan-Feb 2013

- Affirmative action controversy – UT Austin/Fisher Oct 2012-present



................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download