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Section 11B - Course Syllabus Template
Part II – Class Agenda
Instruction: This section of the syllabus presents a detailed outline of course activities by
date and session. The number of class sessions is dependent on the format of the class; therefore,
the number of sessions may vary. In all cases, a total of 37.5 contact hours is required for each
3-credit course in the Undergraduate Programs and Licensure Courses in the Graduate Programs.
A total of 30 contact hours is required for all other Graduate courses.
(When preparing syllabus on-line, please delete this box)
CLASS AGENDA
Seeking Educational Equity and Diversity
Session I: November 19, 2013
Topic: Introduction to the Mirrors/Windows and Single Story frameworks for looking at issues
of diversity
Course Number and Title: Seeking Educational Equity and Diversity
Required Readings: Style, Emily. "Curriculum as Window and Mirror." Seeding the Process of
Multicultural Education. Wellesley: Wellesley Centers for Women, 2010. 149-56.
Activities and Assignments:
 Chimamanda Adichie TED Talk: “The Danger of a Single Story.”
 How can windows/mirrors framework be used to relate academic literature to personal
and/or school experiences?
 Windows/Mirror partner activity
 Name stories
 Circles of Identity Activity
Assessment: Journal Reflection (complied entries due throughout the course)
Session II: December 3, 2013
Topic: Dominance and Oppression in Academic Systems and Academic Experiences
Required Readings: DiAngelo, Robin. "My Class Didn't Trump My Race: Using Oppression to
Face Privilege." Multicultural Perspectives 8.1 (2006): 51-56.
Activities and Assignments:
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“Birdcage” analogy of oppression, as explained by Marilyn Frye
Systems of oppression – both in personal experiences and at school site
Internalized messages of superiority and inferiority
Video clips of school experiences, discussion of windows/mirrors
How do teachers both reinforce and interrupt systems of oppression?
Assessment: Journal Reflection
Session III: December 17, 2013
Topic: Issues of Race: Part 1
Required Readings: Yamato, Jenny. "Racism: Something about the Subject Makes It Hard to
NAme." Race, Class, and Gender in the United States: An Integrated Study. New York: St.
Martin's, 1998.
McIntosh, Peggy. "White Privelege: Unpacking the Invisible Knapsack." 1988. Seeding the
Process of Multicultural Education. Wellesley: Wellesley Centers for Women, 2010. 138-44.
Activities and Assignments:
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Identifying personal social location cross-over activity
Presentation of definitions and underlying assumptions regarding race in the context of
this course
Video/Personal Experience series (accompanied by discussions and journaling)
Small group discussion relating academic readings to video series
Windows/Mirrors between readings/videos and school site
Assessment: Journal Reflection
Session IV: January 7, 2014
Topic: Issues of Race: Part 2
Required Readings: Adelman, Larry. "Racial Preferences for Whites: The Houses That Racism
Built." San Fransico Chronicle 29 June 2003.
Smith, Robert G., Alvin L. Crawley, Cheryl Robinson, Timothy Cotman, Jr., Marty Swaim, and
Palma Strand, eds. Gaining on the Gap: Changing Hearts, Minds, and Practice. Lanham:
Rowman and Littlefield, 2011.
Activities and Assignments:
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History of race and housing opportunities in the U.S.
Personal housing stories
Introduction of “Ally Work”
What do you want someone not of your race to know about your experience of race?
Where do you see yourself doing ally work? Where could you see yourself doing more
ally work? What do you need from others to support you in this work?
Assessment: Journal Reflection. Synthesis of Journal Reflections due at next course meeting,
February 4th. Begin forming specific ally-work-goals, and record instances (both small and
large) and results of your ally-work at your school site.
Session V: February 4, 2013
Topic: Issues of Class
Required Readings: Collins, Chuck. 99 to 1: How Wealth Inequality Is Wrecking the World and
What We Can Do about It. San Francisco: Berrett-Koehler, 2012.
Activities and Assignments:
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When did you first become aware of your class?
Socio-economic data and statistics
Data in the room activity: Questions of class
TED Talk: “Roses in the Concrete”
Video clip of children speaking about class
Windows/Mirrors in video clips, readings, and school site experiences
Reflections on messages about poverty
Assessment: Journal Reflection. Continue cataloging “ally work”.
Session VI: February 13, 2013
Topic: Issues of Gender
Required Readings: Kincaid, Jamaica. "Girl." At the Bottom of the River. New York: Farrar,
Straus, Giroux, 1984.
Lester, Julius. "Being a Boy." Long Journey Home; Stories from Black History. New York: Dial,
1972.
Activities and Assignments:
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Boy/Girl personal experiences and messages
Spoken Word video clips on gender
“Gender Box” activity – “Be a Man” or “Act Like a Lady”, based on personal
experiences
Gender data and statistics
Data in the room: Questions of Gender
Gender Disparity in school-site: How do we contribute to and/or interrupt gender
oppression in our school?
Assessment: Journal Reflection
Session VII: March 4, 2014
Topic: Issues of Sexuality
Required Readings: Nielson, Matt, and Janet Bystrom. "Targets of Oppression: GLBT Students."
Seeding the Process of Multicultural Education. By Michael Williams. Wellesley: Wellesley
Centers for Women, 2010. 64-72.
White, Michael. "So Are You Gay?" Seeding the Process of Multicultural Education. Wellesley:
Wellesley Centers for Women, 2010. 79-85.
Activities and Assignments:
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Video clip series highlighting GLBTQ experiences
How does recognizing heterosexual privilege inform your GLBTQ ally work?
GLBTQ data and statistics
What messages have our students internalized about the GLBTQ community?
“Did You Know That…?” - Hopeful facts about GLBTQ-community progress
Assessment: Journal Reflection. Synthesis of Journal Reflections due at next course meeting,
May 6th.
Session VIII: April 1, 2014
Topic: Issues of Ability and Disability
Required Readings: Morrissey, Melinda. "Changing Expectations: Shifting Narratives on
Disability." Seeding the Process of Multicultural Education. Wellesley: Wellesley Centers for
Women, 2010. 17-28.
Offut, Jeff. "Living LD." Seeding the Process of Multicultural Education. Wellesley: Wellesley
Centers for Women, 2010. 86-89.
Redmond-Brown, Yvonne. "Special Education and Students of Color: Time to Lift the Fog."
Seeding the Process of Multicultural Education. Wellesley: Wellesley Centers for Women, 2010.
90-94.
Activities and Assignments:
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Personal Schooling Experiences
Presentation of disability data and statistics
Disability and the Law
Disability in our school: How do we handle it? How do we segregate it? What
messages to both disabled and non-disabled students receive?
Interruption: How do we work as allies for the disabled community?
Assessment: Journal Reflection.
Session IX: May 6, 2014
Topic: Issues of Immigration and Language
Required Readings: Takaki, Ronald T. "New Waves of Newcomers." A Different Mirror: A
History of Multicultural America. Boston: Little, Brown &, 1993. 317-36.
Activities and Assignments:
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What do you know about your own family’s immigration story?
Immigration data and statistics
Windows/Mirrors in data: Identify privileges your family was given or denied because
of your immigration status
Economics of Deportation
Read poem etched on Statue of Liberty. How does message of poem compare to
messages our students may receive from media, legislation, and curriculum in our
schools?
Assessment: Journal Reflection
Session X: June 5, 2014
Topic: Exploring Systems Within Our School
Required Readings: Delpit, Lisa D. "The Silenced Dialogue: Power and Pedagogy in Educating
Other People's Children." Other People's Children: Cultural Conflict in the Classroom. New
York: New, 1995. 21-47.
Activities and Assignments:
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Re-visit previous lists of oppressive systems in our school
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Identify instances of adult oppression and adult support in personal experiences
Identify a teacher/mentor who inspired you. What were their qualities?
Statistics about high school drop out rates and the necessity of engagement
Student gifts: Recognized v. Missed Opportunity?
Assessment: Journal Reflection. Final compilation of reflections and experiences of ally-work,
with final reflection on growth due at June 16th course session. Presentations of ally-work
during final session.
Session XI: June 16, 2014
Topic: Ally Work: Final Reflections and Presentations
Activities and Assignments:
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Reflect on the end of the school year: How have you experienced the past few weeks?
How have the topics of this course been visible in the final days of school (exams, final
projects, demands on teachers and students, summer school notifications, awards nights,
college acceptances, scholarships, graduation, etc.)?
Proud moment from this year
Sharing of Final Presentations on Ally-Work
Course evaluation