Detailed study of theoretical and policy topics and issues related to education studies. May be repeated for credit with different topics. May not be taken pass/fail.
Fall Semester informationM McVorran
390A: Tps: Service & Learning
The course is a critical investigation of service learning and is an attempt to apply the principles of critical pedagogy to the concept of 'service' whether located in the local domestic or international context. The course interrogates existing models of service believed to reinforce the conditions and relationships that make service necessary in the first place. What are the historical, cultural, political economic considerations and ethical directions for those who wish to interpret service as the exercise of mutual transformation, healing and repair? (McLaren, 2007)
390B: Tps: Theorizing Back: Education Critique and Possibility
"I first came to theory as a close reader of poetry. Poetry contains for me a world that seeks to tell the truth about a given situation, a truth with no clear edges. I do not expect an answer to a problem when I read a poem, but I hope to find a new way of looking at something that I have been staring at or avoiding for a longtime" (Weiss, 2009). This course is about critical theory and identifies the works of selected theorists for analysis and discussion. The logic, strengths and limitations of the theoretical framework are investigated. Moving from a 'language of critique' to a 'language of possibility', the course explores strategies of critical pedagogy that educators use in classrooms and alternative learning spaces.
Fall Semester informationRebecca Alexander
390A: Tps:Border Pedagogies
This course immerses students in an exploration of core pedagogical concerns and possibilities raised by the US-Mexico and other borders. Focused on critical questions of mobility, difference, exclusion, production, reproduction and resistance, it pushes students to consider the relationship between nationalism, capitalism and education; center the praxis of migrants; and interrogate the epistemological and ontological bases of pedagogical practice.