CCOG for ED 258 archive revision 202604
You are viewing an old version of the CCOG. View current version »
- Effective Term:
- Fall 2026
- Course Number:
- ED 258
- Course Title:
- Equity and Belonging in the K-12 Classroom
- Credit Hours:
- 3
- Lecture Hours:
- 30
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 0
Course Description
Addendum to Course Description
Explores historical and systemic inequities in US society and how our own identities are socially constructed. Considers our own role and responsibility in creating socially just and equitable schools where all students, families and communities are valued.
Intended Outcomes for the course
Upon successful completion of the course, students should be able to:
-
Provide a broad definition of culture that includes nationality, ethnicity, race, gender, age, sexual orientation, religion, physical ability, amongst others.
-
Articulate one’s own cultural framework and how that shapes one’s own pedagogical methods and communication styles.
-
Apply the critical elements to creating a sense of belonging and recognition of different identities in the classroom.
-
Describe and analyze systemic and historical inequities in US society and how these inequities impact students, families and communities.
Integrative Learning
Students completing an associate degree at Portland Community College will be able to reflect on one’s work or competencies to make connections between course content and lived experience.
General education philosophy statement
This course is grounded in the belief that education is a transformative force for equity and social justice, and that educators must develop both critical self-awareness and disciplinary knowledge to create inclusive learning environments. We recognize culture as multifaceted—including race, ethnicity, gender, age, ability, nationality, religion, and sexual orientation—and emphasize the importance of understanding how our own identities shape pedagogical choices and interactions. Through the examination of systemic and historical inequities in U.S. society, students learn to apply an equity lens to educational practices, fostering belonging and recognition for all students and families. By connecting course concepts to lived experience and reflecting on privilege, power, and positionality, students are encouraged to become culturally responsive educators who can thoughtfully analyze social contexts and actively contribute to more just and inclusive classrooms and communities.
Aspirational Goals
The classroom community will foster a sense of belonging and connectedness.
Students deepen their own cultural self-awareness , especially understanding where they experience privilege.
Using an equity lens, students will be able to recognize embedded systemic issues that impact K-12 students.
Course Activities and Design
Students will present their learning in the form of discussions, group presentations and writing assignments on diversity, equity and inclusion issues in K-12 schools (may vary- depending on modality of delivery).
They will view and analyze relevant films, research, articles and books.
The student will be able to articulate strategies that will help them to more appropriately meet the needs of culturally diverse learners.
Outcome Assessment Strategies
Students will be evaluated, and criteria developed for assigning a course grade using the following tools (depending on the modality):
- written assignments
- presentations
- participation in group and class discussion
- research project
- school and text analysis
- optional legacy assignments
Course Content (Themes, Concepts, Issues and Skills)
Cultural Self-awareness
Cultural Identity
Systemic and historic oppression in US schools
Culturally Responsive teaching
Equity vs Equality
Critical Pedagogy
Critical Race Theory