Public education is a democratic right for all children in the U.S.; however, not all children succeed in school systems equally.  This program explores the tension between current attempts to educate all students in the same way and the fact that individual children develop differently.  A broad program theme is that a one-size-fits-all model of education does not work well, particularly when we consider how such constructs as race, class, gender and ability impact students’ capacity to learn and succeed academically. We will use the contemporary frameworks of critical pedagogy, critical race theory, social justice, as well as brain research and neurodiversity in our investigations.

At the heart of our nation’s debate about public education and “effective” teaching practices are the ideological differences about its purpose and intent. We will examine these differences from the perspectives of our personal experiences, observations of teaching and learning in public school classrooms, teaching opportunities, and a complex understanding of learning and learners.

During fall quarter, in readings and in field experiences, in schools and non-profit agencies, we will consider education as a complex and contested field of knowledge and practice, one that draws on theories about the self and society.  We will call into question the philosophy, purpose and structure of educational systems as they illuminate, for example, the contradiction between the ambition to create critically-minded individuals, on the one hand, and standardized, assessment-based educational institutions, on the other.

During winter quarter, we will focus on the interconnections between education and critical pedagogy.  In addition to a six credit, in-program internship, students will have an opportunity to combine their newly gained knowledge, integrated with field experiences/internships, and apply it to a real, practical format. This quarter will provide students with an opportunity to teach (in program) and gain experience first-hand.  Participants will collaborate with other critical thinkers and develop creative solutions for the problems they see in education by developing original, meaningful ideas and approaches. The major culminating project of these two quarters is an opportunity to reflect upon and design a model school that shifts philosophy and theory to practice.  A final presentation will demonstrate the conclusions of the study and the internship.