California Polytechnic State University (CorruptED)

California Polytechnic State University School of Education courses feature topics such as critical pedagogy, queer theory, and white privilege. Course texts include Paulo Freire’s Pedagogy of the Oppressed.

COURSES

EDUC 405: Social, Historical, and Cultural Influences on Latino/a Students in Education

The course EDUC 405: Social, Historical, and Cultural Influences on Latino/a Students in Education includes topics such as critical pedagogy and cultural oppression. Course texts include Paulo Freire’s Pedagogy of the Oppressed.

The description states that it “examines the sociocultural background and historical, political, economic, and educational factors that converge to shape a Latinx group identity in the U.S. Perspectives are suggested and developed for understanding Latinx migrations, the plight of Latinxs in urban and rural areas, and the unique problems faced by the diverse Latinx subgroups in California and the U.S.”

The course also reviews ethnic studies in K-12 schools with a focus on Liberated Ethnic Studies Model Curriculum.

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EDUC 412: Access to Learning in a Pluralistic Society

The course EDUC 412: Access to Learning in a Pluralistic Society includes content such as queer theory, power pedagogy, and white privilege.

The course description states that it is “an inquiry into the role of race, social class, gender, sexuality, and other identities that impact public schooling.”

Course readings include White Privilege: Unpacking the Invisible Knapsack & Some Notes for Educators, Becoming Queerly Responsive Culturally Responsive Pedagogy for Black and Latino Urban Queer Youth, and “Power Pedagogy Through Cultural Responsiveness.” In Culturally Responsive Teaching: Theory, Research, and Practice (pp. 21-44).

Course assignments include students write a “Racial Autobiography” where they will describe “the experiences that inform her or his racial identification” and requires “students to explore the moments, lessons, people, and other influences that shape the way they identity racially and understand race, color, culture, and ethnicity.” Additionally, students are “asked to consider the ways that gender, social class, and sexuality intersect with their racial identity” and “reflect on the moments that race or racism played a role in their education.” It also states that the assignment “may conjure feelings of discrimination, invisibility, or privilege.”