EDUC 6232. Supervision of Curriculum, Instruction, and Assessment. 3 Credits.

Preparation to lead and assess curriculum, instruction, and assessment practices in educational settings.

The inaugural Cross Disciplinary Research Team (CRT) will study the intersection of power, race, place, and identity as key areas informing consideration of education and inequality. Areas of inquiry include race, gender, sexuality, citizenship, (dis)ability, and power as these concepts relate to identity and intersect with access to k-20 education, out of school learning, and social services. We focus on understanding the intersections of communities, families, schools, service providers and children as part of the larger society and world in which they exist. Example topics that students and faculty in the Education and Inequality Cross-Disciplinary Team may explore include:

    Communities, Youth and Schools
  • How do students experience systems of privilege and oppression differently as they move between their institutions and home communities and how does navigating these different spaces impact their learning and development?
  • How does the history and practices of white supremacy and settler colonialism continue to find resonance in the lives and schooling experiences of students in the United States?
  • How do families, communities and schools contribute to the identity development and socialization of minoritized children, adolescents and young adults?
  • How do queer students and faculty navigate heteronormative academic spaces?
  • Higher Education
  • What policies and structures facilitate higher education retention, performance and completion for marginalized, minoritized, (im)migrant, and/or BIPOC student populations?
  • How do student affairs practitioners develop an anti-oppressive praxis to counteract systems of oppression that have been historically embedded within institutions of higher education?
  • (Dis)Ability & Capability
  • What are the experiences of individuals identified with (dis)abilities in educational spaces?
  • How do socio-political constructions of (dis)ability and normative ideologies influence the educational and developmental experiences of individuals identified by others (or self-identified) as being (dis)abled ?
  • How do hierarchies of capability interact with race, class, and/or gender over the course of an individual’s educational and developmental experiences?
  • Global Difference and Belonging
  • How do schools and educational programs influence adolescent national and racial identity, and perspectives of belonging?
  • How do indigenous and subaltern peoples as well as members of other marginalized groups (minoritized communities, working children, children-affected by conflict) experience and make sense of the education system of the majority, in countries outside the US?
  • Educational Policy and Leadership
  • How have educational institutions (k-20) responded to the ongoing national protests against racial violence?
  • How do the projects of policing, militarism, and carcerality structure the learning and teaching experiences of teachers, families and students in and out of the United States?
  • How might narratives of leadership practice inform mechanisms to counter hegemonic systems, policies and unjust practices in schools and/or educational institutions?
  • Pedagogy
  • How can anti-oppressive pedagogies inform how we teach and learn, how we make choices regarding teaching and learning enactments of inclusion and exclusion, of marginalized and minoritized people and communities in education?
  • What is the experience and impact of stereotyping on student performance?
  • Inner-Lives in Educational Spaces
  • What is the subjective experience and inner meaning of racialization, gendering, and other forms of social normalization for particular students, teachers, and community members?
  • How might practices of self-analysis, self-reflexivity, and subjective reconstruction (e.g., autobiography, psychoanalysis, and aesthetic creation and perception) inform educational projects committed to understanding and dismantling systems of oppression?

Join our CRT and search for ways to create opportunities for understanding, disrupting and dismantling systems of oppression that have adversely and disproportionately affected the lives of marginalized, minoritized (im)migrant and BIPOC student populations.

For more information, please request information or contact our admission office at gsehdadm@gwu.edu or 202-994-9283.