EDU 211
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EDU 211D examines the idea that “we teach who we are,” and this reality carries both light and shadow in its implications. We all have a beautiful “broken wholeness,” which we bring to our classrooms when we teach. For example, Parker Palmer suggests, we often discuss what we should teach to students; however, when the conversation goes more in-depth, we might consider how we should teach. Even as discussions go more in-depth, we must reflect on why we teach; however, rarely do we discuss who teaches. This course examines teacher Identity and examines the school-society relationship in the United States and the many issues and variables embedded in this relationship, including equal opportunity, human diversity, ideology, politics, and social change. Foundational perspectives (historical, political, social, and policies) are explored (3 credits; pre-requisite: EDU 222 or 223 and sophomore standing).
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