EDPS 578 - Learning through Struggle: Social Movements, Resistance, and Popular Education

3 units (fi 6)(EITHER, 3-0-0)

This course deals with historical and contemporary theories and practices of adult education as it is practiced in social movements and social action both locally and internationally. The study of the pedagogical dimension includes theories of experiential learning and emphasizes the role of popular education and theories of conscientization in diverse social movements.

EDPS 545 - Learning and Work

3 units (fi 6)(EITHER, 3-0-0)

This course will focus on critical analysis of theories, trends, policies, and issues related to informal and formal learning of adults in, for, and through the experiences of labor and work. Topics include critical analysis of theories of labor, human capital, and workplaces, with special focus on experiences of race, gender, and class.

EDU 100 - Contexts of Education

3 units (fi 6)(EITHER, 3-0-0)

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. This course may not be taken for credit if credit has already been obtained in EDU 250, 300 or equivalent. [Department of Elementary Education, Department of Secondary Education]

EDU 300 - Contexts of Education

3 units (fi 6)(EITHER, 3-0-0)

This course focuses on the different contexts of professional practice within education. It critically examines the complex social relationships among educators as professionals and learners as participants in educational institutions. Teacher identity will be explored as a dynamic, reformative process in response to competing tensions that require an awareness of the positionality of educators. Preservice teachers will learn about the relationships between education and practice that are nested in social relations of learning that are also economic, political, and cultural. Engagement from a variety of perspectives they will develop professional knowledge for critical reconstructive practice. Note: EDU 300 is for After Degree students only. This course may not be taken for credit if credit has already been obtained in EDU 100, 250 or equivalent. [Department of Elementary Education, Department of Secondary Education]