Racial Equity & Educational Justice Graduate Certificate Program

12 Credits, 100% Online

The Racial Equity & Educational Justice Graduate Certificate Program aims to provide the groundwork to help teachers create a more equitable and inclusive schooling experience for all students. The fully online program offers four courses that touch on themes of antiracism, reflexivity, and collective liberation to help teachers gain cultural competence as they work towards earning a graduate certificate. Students can take all four courses to complete the certificate or can take either GED-571, GED-526A or GED-526C without enrolling in the program.

Students will earn 12 credits over four fully online courses starting in the summer and finishing in the spring semester. The REEJ program is designed to be completed as a cohort in one to two years but students can work with Program Coordinator Rebecca Haslam to determine a plan that works best for individual students.

 

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Learn more about the courses below:

GED 571 - Antiracism: Critical Theory & Praxis

Professor Rebecca Eunmi Haslam
3 credits
Summer Remote via Zoom
June 7-8, June 14-15 – 4:30 to 7:30 p.m.
June 20-23, June 27-30 – 1 to 4 p.m.

This fully online course employs racial reflexivity to explore the ways in which we are all stakeholders in the advancement of antiracist policies, ideologies, and social ways of being. We will employ critical reflexivity to intentionally attend to the context of knowledge construction, confront our own assumptions, and consider how social positionality affects one’s analysis of inequity and racism. Drawing upon critical consciousness theory (Friere, 1973) this course examines the dynamics of marginalization and oppression in creating and sustaining social inequity. Antiracist educators must reveal and disrupt racist and inequitable systems, policies, behaviors, language, and ideologies in the name of collective liberation. To this end, we will read and discuss the work of critical theorists, scholars, and authors to explore the fundamental questions they ask and address, and how they are relevant to antiracism in our own lives and pedagogical practice.

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GED 526A - African American History for Teachers

Professor Abigail Henry and Dr. Tiffany Mitchell Patterson
3 credits
Fall 2022 Remote via Zoom
Mondays, August 29 – December 5 – 5:15 to 7:45 p.m. (mix of sync/async)

African American History for Teachers, a fully online course, will provide a deep dive into Black history from Ancient Africa through the present. This course will look at the ways in which African Americans have contributed to ideas of American democracy and the role Black resistance has played in response to institutional oppression. Model lessons will be provided on lesser-known Black history topics so that students can understand and develop pedagogical skills related to the subject.

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GED 526C - Indigenous Perspectives: Culturally Sustaining Pedagogies, Curriculum, and the Arts

Professor Melody Walker Mackin
3 credits
Fall 2022 Remote via Zoom
Wednesdays, August 31-December 7 – 5:15 to 7:45 p.m. (mix of sync/async)

This fully online course will explore the theories and applications of culturally sustaining pedagogies and integrative approaches through an Indigenous lens grounded in explorations of identity, culture, intersectionality, and the arts. Concepts addressed include: institutional culture; culturally relevant and responsive teaching; decolonization of land, minds, bodies, curriculum; intersectionality; art and storytelling as pedagogy; cultural traditions; representation and normalization throughout curricula; cultural erasure; and the dynamics of social dominance and marginalization.

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Inquiry in Equity & Educational Justice

Professor Rebecca Haslam
3 credits
Spring 2023 Remote via Zoom
Wednesdays, January 18-May 10 – 5:15 to 7:45 p.m. (mix of sync/async)

The goal of this culminating fully online course is to engage in a cycle of inquiry around equity and educational justice. Students will work with an advisor to identify an issue in the field and then engage in a cycle of inquiry. This will include identifying the issue, reviewing existing research and gathering information, planning and implementing a change or intervention, and analyzing outcomes. A major goal of this practicum is to focus on a change within one’s own practice, presence, or thinking and to synthesize the learning throughout the REEJ Certificate program. The cycle of inquiry will be personalized and could focus on leadership, curriculum, reflexive self-study, or something else.

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