Curriculum & Instruction: Critical Pedagogies

Explores the philosophical and sociological underpinnings of various critical social, decolonial, and anticolonial theories and how they have contributed to educators' pedagogical practice. Course themes include: education as the practice of freedom, the theorization of criticality and critical social theory, critical pedagogies in practice, and youth influence on critical pedagogical practices.

Open to Degree and PACE students. Synchronous online

In the wake of pedagogical and curricular restraints that have led to book banning, teacher dismissals, and ever-dwindling space for critiquing and shifting normative instructional practices, this course examines teaching as a political act. Across the semester, we will explore the philosophical and sociological underpinnings of various critical social, decolonial, and anticolonial theories and how they have contributed to educators’ pedagogical practice. We will participate through forum discussions, multimedia-based projects, written assignments, and presentations as a means of understanding, rethinking, constructing, and applying knowledge in this area. Throughout out the semester, we will explore the following major questions: What philosophical and sociological inquiries inform the theorization of “critical”? What does critical pedagogy “unsettle”? What is education as the practice of freedom? How has critical pedagogy been developed by scholars in the field of curriculum and instruction? How are educators practicing critical pedagogies? How are youth influencing critical pedagogical practices now and for the future? In completing this course, you will be able to (1) Outline cartographies within the field of critical pedagogy as part of social-justice oriented scholarship and professional practice; (2) Become familiar with pedagogical questions, practices, and ellipses relevant to collaborating with and learning with/from historically marginalized communities; (3) Read, Analyze, and Write critically in response to weekly questions, assigned readings, class tasks, and course assignments; (4) Understand the importance of critical pedagogies as a way to disrupt normative instructional practice; (5) Discuss and Evaluate curriculum in relation to critical pedagogical practice as well as present critical evaluations for a wider audience of peers; and (6) Make visible the politics of knowledge making about teaching and learning to stimulate shifts in practice.

This course emphasizes a blended approach to learning and teaching as supported by weekly course readings and assignments, video/audio technology, multimedia resources, relationship and context building, participatory activities, and forum discussion. In this course, we will engage disciplinary and interdisciplinary texts to discuss, analyze, critique, and rethink curriculum theory. Additionally, the course will be facilitated by everyone with activities and assignments that are online via Brightspace. This course is offered as a synchronous online course. Synchronous online class meetings and any asynchronous online class activities are outlined in the syllabus. This course combines lecture and discussion formats. Students should expect to spend 6-8 hours a week on coursework outside of class, with additional time for major assignments. Assignments and course paper/projects should be completed via Brightspace according to the tentative course schedule. It is highly recommended that you regularly review your e-mail, the tentative course schedule in our syllabus, and Brightspace to support your navigation to and completion of weekly assignments and course paper/projects.

Grades are based on attendance and participation, weekly discussion forum posts and responses, a multimedia introduction assignment, a midterm paper, one student-led class facilitation block, and a final project.