The underrepresentation of certain groups in gifted programs persists. This course will examine the enrollment disparities that exist in gifted and advanced programs, critically review the assessment practices used to identify gifted students, and explore educational policy designed to reconcile equity and access issues in education.
The course considers the question, "How can we fix poverty?" It begins by exploring the nature of poverty through a variety of descriptive metaphors (for example, poverty as a "trap" or a "disease"). It then considers the word "we," and in doing so introduces several basic understandings of ethics (deontology, utilitarianism, virtue ethics, etc.) Finally it considers the word "fix" and offers three models for responding to poverty: working for, working with, and being with.
In this course, we will come to understand the nature of giving—the means and mechanisms, problems and solutions, successes and failures—even as we study the history, theory and structure of civil society. We will pay special attention to how specific religious traditions and communities have understood personal-societal obligations through time. In our exploration of this material, we will draw examples from the Jewish traditions (highlighting a premodern model of social organization and mutuality, and exemplifying minority-majority dynamics over time) and American traditions (with a foc
This course examines the role of critical pedagogy in developing learning environments that engage and empower youth. Emphasis is placed on the context of Hip Hop as a foundation for instructional decision-making and social justice advocacy/activism. Students will explore the historical and socio-cultural aspects of education initiatives, teaching and learning strategies, federal and state mandates and educational policy issues that contribute to marginalization.
Exploration of health issues in the Spanish-speaking world shaped by social, cultural, political, ethnic, and economic determinants. Topics: cultural competency, community beliefs, medical practices and policies, preventive medicine, mental health. Projects include presentations, writing, research, and conversations with local and global contacts. Evaluation on knowledge of content, oral and written proficiency in Spanish. One 300-level Spanish course recommended prior to enrolling. Prerequisite: Spanish 204 or equivalent.
Designed for Chinese as a foreign/second language. Follows Chinese 204 or 224A as part of the language sequence. Increases students' knowledge of more complex forms of the Chinese vocabulary system and competencies in speaking, aural comprehension, reading, and writing. Exposure to a speech variety appropriate to formal and informal speech situations. Materials drawn from newspaper articles, essays, and other readings concerning social and cultural issues in contemporary Chinese society. Emphasis on the active use of the language for communication in written and spoken forms.
Community-based interaction with Durham Public Schools. Topics: Latino/a identity, access to education for immigrants, academic performance, assimilation, general pressures of family and peers, bilingualism, configurations of ethno-racial consciousness. Required 20 hours outside of class with assigned community partners. Assessment on knowledge of content, oral and written Spanish, and participation in service. Recommended students take 300-level Spanish course prior to enrolling. Pre-requisite: Spanish 204 or equivalent.
Explores global history of soccer with focus on Europe, Africa, and Latin America. Examines development and spread of the game, institutions such as FIFA, biographies of legendary players, and economics of the sport. Examines philosophical and ethical issues raised by soccer, and ways the sport condenses, channels, and at times transforms politics. Materials include works of history, anthropology, literature, journalism, memoirs, documentary films, and footage of classic games. Students will contribute to Soccer Politics blog and pages.
Materials from public media used to analyze diverse social phenomena and cultural issues in contemporary China. Major focus on developing literary reading and writing skills along with learning methods of writing academic Chinese essays on a wide range of complex topics. Topics include popular culture, food, marriage outlooks, Cultural Revolution, Confucianism, and social issues after the economic reform in China. Analysis of cultural and literary texts from variety of media and genres providing a basis for practice in discussion and writing.
Continuation of Chinese 232, Literacy in Chinese. Designed for Chinese as a second language. Practice in formal and informal speech and discourse in speaking and writing. Content drawn from newspaper articles, essays, TV and radio broadcasts concerning social and cultural issues in contemporary China. Develops fluency and skills in writing expository essays and short stories (narrative) while continuing to advance understanding of heritage culture and aural/oral proficiency. Prerequisite: Chinese 232 or equivalent proficiency.