ERIC Number: EJ1039712
Record Type: Journal
Publication Date: 2013-Sep
Abstractor: As Provided
Reference Count: 35
Using Theory to Tell It Like It Is
Waterman, Stephanie J.
Urban Review: Issues and Ideas in Public Education, v45 n3 p335-354 Sep 2013
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.
Descriptors: Graduate Study, Multicultural Education, Diversity (Institutional), Critical Theory, Cultural Pluralism, Social Justice, Course Content, Time Factors (Learning), Semester System
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: email@example.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A