CCOG for ED 259 archive revision 202604
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- Effective Term:
- Fall 2026
- Course Number:
- ED 259
- Course Title:
- Culturally-Responsive Teaching and Learning
- Credit Hours:
- 3
- Lecture Hours:
- 30
- Lecture/Lab Hours:
- 0
- Lab Hours:
- 0
Course Description
Addendum to Course Description
Provides an analysis of systemic inequities in US society and how that impacts students and communities. Applies this knowledge to creating a classroom where students belong and thrive. Provides an overview of the ways in which educators can select culturally appropriate pedagogy, materials and curriculum in order to serve the needs of an increasingly diverse US educational system
Intended Outcomes for the course
Upon successful completion of the course, students should be able to:
1. Analyze systemic inequities and power dynamics within the structural and historical context of US education, including issues of access and exclusion.
2. Examine their own cultural identities and unconscious biases.
3. Articulate educational practices which inform anti-racist, culturally-responsive pedagogy and inclusive learning environments.
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
Liberatory Praxis