CCOG for ES 262 Winter 2024
- Course Number:
- ES 262
- Course Title:
- Applied Ethnic Studies II
- Credit Hours:
- Lecture Hours:
- Lecture/Lab Hours:
- Lab Hours:
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:
- Lead youth in participatory action research and critical dialogues.
- Critically self-reflect, share critique, and receive feedback.
- 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.
This course aspires to:
- Provide a supportive environment for bringing students into the field of education
- Benefit not only PCC students, but participating schools, and their youth, through critical collaboration centering social justice and ethnic studies
- 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
Group presentations of research or analysis projects
Participation in small and large group discussions
Admit and exit ticket assignments
Hosted gallery walks
Digital media projects
Oral histories and interviews
Community or public history projects
Course Content (Themes, Concepts, Issues and Skills)
Themes, Concepts, and Issues:
Language policies and colonial education
Arts and cultural expressions, in multiple genres and media
Critical Race Theory
Oralities and literacies
Social Justice curriculum design
Jim Crow and school segregation
Deficit approaches to schooling
Community cultural wealth
Youth participatory action research