Stanford University (CorruptED)

Stanford University School of Education courses feature topics such as critical pedagogy critical race theory, oppression, restorative justice, transformative social emotional learning, white privilege, and white supremacy culture. Course texts include Angela Davis’s Are prisons obsolete?, Michel Foucault’s Discipline and Punish: The Birth of the Prison, bell hooks’ Teaching to transgress: Education as the practice of freedom, Paulo Freire’s Pedagogy of the Oppressed, and Peggy McIntosh’s White Privilege: Unpacking the Invisible Knapsack.

COURSES

EDUC 224: Building Classroom Communities

The course EDUC 224: Building Classroom Communities (2024) includes content such as social emotional learning, restorative justice, and white supremacy culture. Course texts include Dena Simmons’ Why we can’t afford whitewashed social-emotional learning.

The course description states that it “will draw upon our growing vision of our classroom community. Using what we learned about building authentic and meaningful relationships with students,” it will “develop an understanding of what cultural, pragmatic, and research implications underlie our responses to students’ behavior,” and will “explore tools to better understand children’s behavior, identify when and how to redirect students, explore ways to repair harm and restore community, and address difficult emotions and conflict in the classroom.”

The course EDUC 224: Building Classroom Communities (2018) content includes restorative justice. Course texts include William Ayers, Rick Ayers, and Bernadine Dohrn’s Zero Tolerance: Resisting the Drive for Punishment in Our Schools, Angela Davis’s Are prisons obsolete?, and Michel Foucault’s Discipline and Punish: The Birth of the Prison.

---

EDUC 240: Adolescent Development & Learning

The course EDUC 240: Adolescent Development & Learning includes content such as critical race theory and transformative social emotional learning.

The course will focus on “principles of adolescent development and learning in family, school, and
community contexts” and “examine adolescents from psychological, cognitive, social, and academic
perspectives.”

---

EDUC 246: Elementary Teaching Seminar (Practicum)

The course EDUC 246: Elementary Teaching Seminar (Practicum) includes content such as white privilege. Course readings include Peggy McIntosh’s White Privilege: Unpacking the Invisible Knapsack.

The course description states that it “serves as the official Stanford University course for three elements of the STEP Elementary curriculum: (1) the student teaching experience, (2) the supervisory program, and (3) the ‘Seminar’ sessions.”

---

EDUC 285: Developmental Foundations, Dis/ability, Access, & Inclusion

The course EDUC 285: Developmental Foundations, Dis/ability, Access, & Inclusion includes content such as critical race theory.

The course description states that it seeks to “increase STEP candidates’ knowledge related to (a) evidence-based practices for providing high-quality, inclusive instruction for students with disabilities, and (b) successfully coteaching and collaborating with special education teachers.”

---

EDUC 289: Civic Literacies in Learning & Teaching

The course EDUC 289: Civic Literacies in Learning & Teaching includes content such as critical race theory. Course texts include readings from Paulo Freire.

The course description states that it is “designed to build a socio-cultural grounding in how literacies are enacted and supported both in secondary classrooms and in out-of-school settings.”

---

EDUC 299: (Beyond) Equity and Schooling

The course EDUC 299: (Beyond) Equity and Schooling course includes content such as critical pedagogy and oppression. Course texts include bell hooks’ Teaching to transgress: Education as the practice of freedom and Paulo Freire’s Pedagogy of the Oppressed.

The course description states that it “approaches issues of equity in teacher education by simultaneously cultivating conceptual and pedagogical tools for existing within and beyond current institutions. To do so, we will engage in the work of developing our lenses on four levels of systemic oppression: individual, interpersonal, institutional, and structural.”