Presentation by: Haruho Kubota, Dr. Jason Ellis
Session: Session C| Time: 11:00AM – 11:20AM | Location: Room 208
This session will offer insight into a professor and new teaching assistant’s experience teaching a required course for the teacher education program, EDST 401: Education, School, and Social Institutions, at the University of British Columbia.
We will discuss how we have approached the topics of “race” and “diversity” within a social justice framework, by intersecting sociological and historical analyses. After introducing select sociological theories on the roles of education and understanding “race” and “diversity,” we will share two historical examples of how these topics can be discussed from a historical perspective.
We will argue that historical analysis is an important aspect for practicing social justice education, as Deidre Kelly states, “a focus on social and historical context reveals multiple inequalities which influence access to, treatment in, and outcomes of schooling” (Kelly, 2012, p. 135).
We are interested in hearing from participants how “race” and “diversity” have been taught in their own teaching or practice and receiving feedback about our approach.
The content of this session has been drawn from the TA’s experience on preparing and delivering a lesson on “race” and “diversity” utilizing this approach, which intersects sociological theory and historical analysis. We are currently developing a unit resource reflecting this approach.
Source: Kelly, D. (2012). Teaching for Social Justice: Translating an Anti-Oppression Approach into Practice. Our Schools/Our Selves, 21(2), 135-154.