EDUCATION AND WHITE SUPREMACY

EDPOL 355

Public education in the United States is an inherently political site that offers an important institution to understand politics, power, and injustice broadly. Explore these themes from multiple angles: (a) the layered histories of injustice at the intersection of race, class, gender, and more in historical and present cases; (b) the power of ideas in shaping policy possibilities; (c) shifting levels of governance and questions of injustice; and (c) perspectives of key actors, interests, and stakeholders. Consider the politics of education in relation to broader social, spatial, historical, and political economic contexts. Develop critical analytic and conceptual tools to deeply understand and analyze how power and politics are impacting contemporary educational policy events. By drawing from grassroots and subjugated perspectives, cultivate a policy imagination towards more just educational possibilities, and explore the necessary policy infrastructure and movements to sustain them.

EDPOL 222

Examines concepts of sovereignty and educational policy formation for First Nations Peoples in the U.S. and key educational policies, practices, and contexts that have shaped American Indian education. Explores the 11 federally recognized tribes of Wisconsin, their sovereignty, and educational issues facing them and other tribal nations. Examines Wisconsin's Act 31, the contexts leading up to its creation, and its implementation. Considers the educational policy implications of state curriculum policy and common instructional materials for First Nations Peoples, land-grant universities, and broader society.

EDPOL/HISTORY 903

Selected topics, issues and themes concerning the history of education of various groups of people of color in the United States, as well as selected issues, topics and themes focusing on immigration and ethnicity.

EDPOL 163

Uses histories of discrimination and resistance in higher education and American to society to frame how discrimination and resistance transpired at the University of Wisconsin-Madison and in Madison with particular focus on race and racial inequalities. Discrimination which has and continues to hinder marginalized peoples and groups from receiving a quality education, living and representing their authentic selves, and learning, teaching, and working at this institution. Explores how structural discrimination and discriminatory policies manifested within higher education and society, which impacted students, staff, and faculty's experience at UW and in Madison.

EDPOL 200

Explores the complex relationships among race, ethnicity and inequality in U.S. public education through theoretical, historical, social, and cultural frameworks and perspectives. Specifically, examine how schools serve are sites where racial/ethnic inequality is produced, reproduced, and resisted through institutional structures and the "everyday" practices of teachers, students, parents, and community members. Examine how race and ethnicity intersect with other identities (e.g. gender, social class, sexual orientation, etc.). It is centrally focused on K-12 education and working in multicultural contexts.