Exploring Culture, Identity, and Diversity in Teaching with Special Education Majors
Location
PARB 227 (Second Floor)
Proposal Track
Practice Report
Session Format
Presentation
Abstract
In 2022, faculty from the Department of Teacher Education at Georgia College & State University were charged with redesigning the course Culture, Identity, and Diversity in Teaching. The course was delivered to a cohort of Special Education majors during Spring Semester 2022 amidst a public atmosphere in which teaching complex topics such as race and gender had come to be viewed as political, divisive, and controversial. The faculty member explored course topics via an open and transparent examination of a variety of resources spanning the political spectrum. During the initial course meeting and prior to engagement in group discussion, students designed their own set of ground rules and expectations to govern group discourse on course topics. At the beginning of each class meeting, all in attendance together reviewed the student-designed ground rules and expectations, which resulted in a collegial and civil discourse throughout the semester. In addition, guest speakers representing diverse populations held candid discussions of their personal perspectives for the students’ consideration on course topics. Anecdotal data from students indicated they viewed the course’s student-designed ground rules and expectations as key to the success of the course.
Keywords
Teaching Diversity, Special Education, Teacher Education
Professional Bio
Rob Sumowski, Associate Professor of Special Education, GCSU Rob Sumowski earned a Doctorate in Educational Leadership at the University of Georgia. His research areas include behavior management, ethics, and professional development school partnerships. Roddran Grimes, Associate Professor of Special Education, GCSU Roddran Grimes earned a Doctorate of Philosophy in Curriculum and Instruction with a concentration in Special Education at Indiana State University. Her research areas include male underachievement and teacher effectiveness. Kim Muschaweck, Assistant Professor of Special Education, GCSU Kim Muschaweck earned a Doctorate of Philosophy in Educational Psychology at Texas A&M University. Her research areas include collaboration and inclusive education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Sumowski, Rob; Grimes, Roddran; and Muschaweck, Kim, "Exploring Culture, Identity, and Diversity in Teaching with Special Education Majors" (2022). Georgia Educational Research Association Conference. 27.
https://digitalcommons.georgiasouthern.edu/gera/2022/2022/27
Exploring Culture, Identity, and Diversity in Teaching with Special Education Majors
PARB 227 (Second Floor)
In 2022, faculty from the Department of Teacher Education at Georgia College & State University were charged with redesigning the course Culture, Identity, and Diversity in Teaching. The course was delivered to a cohort of Special Education majors during Spring Semester 2022 amidst a public atmosphere in which teaching complex topics such as race and gender had come to be viewed as political, divisive, and controversial. The faculty member explored course topics via an open and transparent examination of a variety of resources spanning the political spectrum. During the initial course meeting and prior to engagement in group discussion, students designed their own set of ground rules and expectations to govern group discourse on course topics. At the beginning of each class meeting, all in attendance together reviewed the student-designed ground rules and expectations, which resulted in a collegial and civil discourse throughout the semester. In addition, guest speakers representing diverse populations held candid discussions of their personal perspectives for the students’ consideration on course topics. Anecdotal data from students indicated they viewed the course’s student-designed ground rules and expectations as key to the success of the course.
