The Critical Educational Change and Leadership concentration aims to develop critical, social justice-oriented educational leaders from across professional and community-based contexts, early childhood through adult education settings, and the K-12 system. Through a critical understanding of education and its functions, the CECL concentration prepares educators for a collaborative approach to creating educational spaces which are inclusive and prioritize the needs, knowledge, and voice of the most vulnerable individuals and communities in our society.
The Critical Educational Change and Leadership Concentration is comprised of the following courses. Students can complete this program in 4 quarters of full-time coursework, or extend the program by attending part-time.
B EDUC 512: Social Justice Education: Oppression, Resistance, and Liberation
Surveys the roots and manifestations of social injustices in communities and society, with a particular lens on how education has perpetuated these injustices. Builds an understanding of the complex matrices of injustice, examining the creative and subversive acts of communities to leverage education as a tool of resistance and liberation.
B EDUC 557: Curriculum Studies and Progressive Education
Focuses on critical inquiry into contemporary beliefs about knowledge, learning, and teaching by exploring how educational systems are manifestations of culture and politics. Introduces progressive pedagogies that challenge dominant cultural paradigms and are models for transformational educational change.
B EDUC 5XX:* Critical Pedagogy in Education
Explores critical education theory through a variety of traditions and perspectives. Examines self reflexive practices that are essential to contemplating theory and its enactment in educational settings and practices.
*course number forthcoming
B EDUC 504: Enacting Agency for Social Justice
Focuses on building a social justice ethos through practice, examining a variety of models and methods embodying social justice principles within educational settings. Develops a knowledge base of practices for social justice education, including: multicultural group processing, anti-oppressive organizing, and effective dialogue strategies across difference.
M.Ed. courses are scheduled to meet the needs of working professionals. Students can expect to attend evenings on the UW Bothell campus. The following scheduling scenarios may help prospective students plan their enrollment and projected completion timeline. Once admitted, the M.Ed. advisor will work with students to plan their coursework.
Courses will meet 1-2 times per week. Generally, courses that meet once per week are 3-4 hours in length. Courses meeting twice per week are generally 2 hours long.