Course Content and Outcomes Guides (CCOG)

CCOG for ES 262 archive revision 202204

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Effective Term:
Fall 2022 through Spring 2024

Course Number:
ES 262
Course Title:
Applied Ethnic Studies II
Credit Hours:
4
Lecture Hours:
40
Lecture/Lab Hours:
0
Lab Hours:
0

Course Description

Places students in partnering middle and high school classrooms to facilitate participatory action research workshops and critical dialogue, and to support youth. Includes weekly meetings for continued support, community-building, and professional development. Participation in the Critical Educator of Color Pathway (CECP) required. Audit available.

Addendum to Course Description

This is a required course for the Critical Educator of Color Pathway (CECP).

Intended Outcomes for the course

Upon completion of the course students should be able to:

  1. Lead youth in participatory action research and critical dialogues.
  2. Critically self-reflect, share critique, and receive feedback.
  3. Recognize one’s positionality in relation to complex legal, social, and cultural issues that shape/influence racial inequities in educational systems.

Social Inquiry and Analysis

Students completing an associate degree at Portland Community College will be able to apply methods of inquiry and analysis to examine social contexts and the diversity of human thought and experience.

General education philosophy statement

This course challenges students to explore their multiple and intersecting identities as well as those of the younger students with whom they will be working. PCC students grow through constant self-reflection in their ability to help younger students address critical social issues while also recognizing their voice and ability to engage in social change through research, art, and advocacy.

Aspirational Goals

This course aspires to:

  1. Provide a supportive environment for bringing students into the field of education
  2. Benefit not only PCC students, but participating schools, and their youth, through critical collaboration centering social justice and ethnic studies
  3. Serve as a model for transformative collaboration and praxis

Course Activities and Design

In this course, PCC students are placed in partnering middle and high school classrooms once per week to support youth and facilitate participatory action research workshops and critical dialogue. PCC students also meet once a week at PCC as a group for continued support and professional development.

Outcome Assessment Strategies

Specific assessment strategies are at the discretion of the instructor but should include a variety of formative assessments to test student learning. Instructors are encouraged to integrate the following kinds of tasks that assess student achievement of course outcomes in a holistic and comprehensive manner:

  • Short synthesis or analytical papers on specific concepts, issues and themes

  • Research papers

  • Oral presentations

  • Group presentations of research or analysis projects

  • Participation in small and large group discussions

  • Admit and exit ticket assignments

  • Hosted gallery walks

  • Reflection journals

  • Portfolios

  • Digital media projects

  • Oral histories and interviews

  • Community or public history projects

Course Content (Themes, Concepts, Issues and Skills)

Themes, Concepts, and Issues:

  • Decolonizing pedagogy

  • Language policies and colonial education

  • Arts and cultural expressions, in multiple genres and media

  • Critical Race Theory 

  • Oralities and literacies

  • Social Justice curriculum design

  • Critical Pedagogy

  • Jim Crow and school segregation

  • Problem-posing education

  • Deficit approaches to schooling

  • Community cultural wealth 

  • Youth participatory action research