Culture, Power and Education [Pilot]

Recommended Course Description for High School Registration Guides

This course explores the manifestations of culture, most specifically in regards to race and power in education. Students will examine the ways in which culture is a mediating factor in the educational achievement of students of color. The course curriculum explores the theories and research that have shown the importance of integrating students’ interests, knowledge and experiences — cultures — for increasing student engagement and achievement. A core assumption of the course is that culture involves histories, interests, experiences and practices of students’ lives and communities. As such, course content will not only focus on classroom contexts, but extend outside of school spaces to explore the educational practices and insights of communities. Throughout, CI 4121 will underscore the possibilities of culturally relevant practices for making school “relevant” to the lives of students, innovating pedagogy, engaging students academically and fostering civic engagement and social consciousness.

Student Eligibility

Grades: 11, 12

One of the following:

• Cumulative GPA: 2.5
• Class Rank: top 50%
• Approval: Interest in social justice work in education, demonstrated by in-school or out-of-school activity or through an interview with CIS instructor

This course is part of the Entry Point Project. Schools offering Entry Point Project courses are encouraged to promote these courses to students from populations that are traditionally underrepresented in higher education, including those who are:

• first-generation college bound
• English language learners
• from families of low-to-moderate income
• in the academic middle (between the top 50% and the top 20%)

Instructor Qualifications

Instructors apply and are selected by faculty in accordance with the UMN policy governing Academic Appointments with Teaching Functions. Once approved, an instructor is appointed as a Teaching Specialist 9754 (University Job Title and Code) in the College of Continuing and Professional Studies. Instructor qualifications are determined by the sponsoring University department.

Visit the Apply to Teach a Course page for course-specific qualifications and application steps.

Textbooks

Coates, T. (2015). "Between the world and me." New York City, NY: Spiegel & Grau.

Baker-Bell, A. (2020). "Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy." Milton: Taylor & Francis Group.

Frequently Asked Questions

Are the texts and readings specified or mandated by the University of Minnesota? If not, what are some of the choices? 

The text and readings are required, but may be augmented by the instructor

Do teachers have a choice in assignments? Are there required assignments?

Teachers must use all of the same assignments as the on-campus version of the course. Note there may already be some choice available in assignments.

Who creates the exams?

There is no exam for CI 4121.

Is there a training and mentoring system for teachers new to CIS

The faculty coordinator welcomes phone or email check-ins with individual teachers during the term to supplement the workshops during the school year and summer. A cohort listserv facilitates easy communications. New teachers also benefit from an orientation to College in the Schools that will familiarize them with the support available through CIS as well as prepare them for administrative tasks such as registering students and posting grades.

High school class schedules vary; can a teacher in the block system teach the courses?

CI 4121 cannot be taught on a normal trimester schedule, but schools may be able to alter their schedule to offer the course. Unless applicants are planning to teach the course over a full 15-week semester or longer, they should contact the faculty coordinator before submitting any part of their application to confirm that their high school’s schedule will work. For instance, a year-long approach to teaching CI 4121 and CI 3101, over three trimesters, is possible, and will benefit from planning. For block scheduling, contact the instructor.

What happens at typical teacher workshops?

CIS teachers attend professional development workshops each term and in the summer to stay current with UMN curriculum and the CIS program, to learn about innovative research and developments in the field, network, and share materials. Workshops serve as faculty meetings with course and program development discussions with special attention dedicated to content, pedagogy, and assessment of the college courses.

What happens at your typical student field days?

Student field days provide an opportunity for CIS students to meet their peers, practice skills they have learned in class, and explore the Twin Cities campus. Teachers typically help to plan and evaluate field day activities.