This fall, you’ll find me teaching two courses at the University of Michigan: Teaching in a Multicultural Society (EDUC 392) and Learning for Social Change (EDUC 200). In this post, I want to provide a look inside the latter, which examines education in both formal and non-formal educational environments. 

In the class, students examine the social and cultural contexts for learning, basic theories of learning and intelligence, and their uses/misuses to advance or suppress social change. Within this broad framework, the course supports students to

• Define a vision of social change and a desired future

• Describe local, national, and global “grand challenges,” influences, and solutions

• Articulate the contexts and influences on learning, with a focus on the role of culture, community, and family

• Compare and contrast definitions of “intelligence” and the implications for social change.

• Describe the role of framing and narratives in shaping beliefs and movement away and/or towards social change. 

• Critically reflect on worldviews, frames of reference, biases and their potential impact on professional practices.

To apply course concepts, students also design an educational experience (e.g., workshops or training) to address local or global challenges such as food security, climate change, environmental justice, or discrimination. To model course principles, students' experiences, cultures, communities, and interests will serve as a foundation.

Among other resources, the courses uses my book, Reframing the Curriculum, and the UN Sustainable Development Goals. 

I’ll be Tweeting updates with examples of activities and student work. Follow me to catch the action.