coe-staff: Winter Course: Leading for Equity

[Jennifer McGovney]

The following announcement is being sent on behalf of Charles Martinez, department head for Educational Methodology, Policy, and Leadership. Please forward to any students you think may be interested. Thanks!

[EMPL 450]



EDLD 410<http://classes.uoregon.edu/pls/prod/hwskdhnt.p_viewdetl?term=201302&crn=27990> / 510<http://classes.uoregon.edu/pls/prod/hwskdhnt.p_viewdetl?term=201302&crn=27987>: Leading for Equity

Winter 2014 | Wednesdays 1:00pm-4:50pm | Lokey Ed 115



This course is designed to provide advanced exposure to current research and practice in leading for equity and inclusion within professional educational settings. The course will provide students with a strong conceptual foundation in leadership theories that enhance equity in terms of access, student outcomes, and institutional culture, with an emphasis on application of leadership approaches to real-world administrative settings in educational and human service contexts. Students are expected to have had prior exposure to issues of diversity in education.

More about the course


The course is practice-oriented and uses class discussion, personal reflections, and real-world case studies in leadership to prepare students for taking actions in their practice that promote equity and inclusion.

Critical Questions:

  *   What are the system-level and individual- level factors that hinder equity and maintain social injustice in education and related areas?
  *   How do effective leaders promote equity in their work, create belongingness in their organizations, and inspire others to act?
  *   How can leaders use data to detect inequity and to drive innovative practices?
  *   How do leaders become more personally prepared to advance equity?

Objectives:

  *   Anticipate and recognize patterns that perpetuate inequities within organizations and apply this knowledge to practices that enhance multicultural inclusion in real-world settings
  *   Demonstrate increased awareness about how factors such as race, ethnicity, social class, exceptionality, gender, sexual orientation, religion, power and privilege impact outcomes in schools and professional organizational settings
  *   Develop leadership styles and skills that promote inclusion
  *   Advance self-awareness about how personal cultural issues, biases, values and beliefs impact professional practice

Questions?

Jennifer McGovney<mailto:jmcgov at uoregon.edu>, 6-5171



University of Oregon College of Education
Department of Educational Methodology, Policy, and Leadership
5267 University of Oregon
Eugene, OR 97403


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