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Graduate Course Proposal Form Submission Detail - ADE7677
Tracking Number - 2917

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Current Status: Approved by SCNS - 2013-01-08
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 12/3 - for C&I PhD Adult Ed Conc. Elective. GC approved 12/4/12. to SYS 12/4/12. to SCNS 12/12/12. SCNS approved effective 2/1/13. entered in Banner

Detail Information

  1. Date & Time Submitted: 2012-08-29
  2. Department: Adult, Career and Higher Education
  3. College: ED
  4. Budget Account Number: 173100
  5. Contact Person: Rosemary B. Closson
  6. Phone: 8139748330
  7. Email:
  8. Prefix: ADE
  9. Number: 7677
  10. Full Title: Emerging Trends in Adult Education: Critical Race Theory
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): Critical Race Theory
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 100
  21. Grading Option: -
  22. Prerequisites: NONE
  23. Corequisites: NONE
  24. Course Description: Seminar for doctoral students(master's students by permission of the professor) where we critically examine and explore critical race theory regarding the degree of its theoretical relevance and contribution to educational practice.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed to compete with national trends
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Racial disparities plague our country and its educational system. A continuous examination of why this issue persists despite the considerable efforts mounted to eradicate it is warranted because a country where two-thirds of children 13-14 years old sentenced to prison are African American (; and where Black youth are referred 2.7 times the rate of White youth to the Florida Juvenile Justice system (Juvenile Justice Disproportionate Minority Contact Report, 2011); and when 38 per cent of children under 18 living in poverty are Black ( alludes to an endemic system of racism. This course on critical race theory provides an opportunity for doctoral students to examine the inequities within their respective fields focused specifically on race using a critical race lens and further it provides an opportunity for them to determine their personal and professional position regarding race and racism.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Research expertise in the area of race and racism and knowledge of critical theory research and literature.
  29. Objectives: 1) Describe the social movements and historical conditions in which CRT is rooted

    2)Identify and discuss the essential tenets of CRT

    3)Explain the benefits and pitfalls of CRT in the field of education

    4)Critically appraise the relevance and analytical power of CRT in education

    5)Judge the nature of his or her own beliefs, biases, and desired future regarding issues raised by CRT

  30. Learning Outcomes: At the end of this course participants will: 1) demonstrate a thoughtful analysis of CRT through considerable reading, discussion, and sieving of CRT scholars' ideas ideas through their own beliefs and experiences with race and racism; 2) describe the extent to which CRT may be relevant to their respective fields.

    (Specific outcomes are listed below. Objective is in parentheses.)

    Learners will complete graded summaries based on course readings about the issues and elements in U.S. history that seem to have given rise to CRT (Objective 1).

    Learners will complete graded summary of how, or whether, CRT could be applied to their academic discipline (Objective 2).

    Learners will complete graded summary of their evaluation of CRT (Objectives 3 &4).

    Learners will be asked to complete at least 5 reflective journal entries spread throughout the term. These entries provide an opportunity for learners to examine their beliefs about CRT, race, and racism. A summary reflection where the learner reviews and considers all of their journal entries is to be included in the learner's portfolio (Objective 5).

    Learners will complete a Racial Autobiography that lays out their personal experiences with race (Objective 5).

    Learners will complete an electronic Course Portfolio where they will have the opportunity to creatively express their beliefs about CRT and their desired future regarding issues raised by CRT (Objective 5).

  31. Major Topics: 1)Critical Theory: The fundamentals

    2)U.S. Historical Dialogues on Race

    3)Social Construction of Race and Racism

    4)CRT Origins & Evolution

    5)CRT Seminal Writings in Education

    6)Experiential Knowledge & Racism as endemic

    7)Whiteness as property & Critique of Liberalism

    8)CRT & the Law

    9)Interest Convergence


    11)Social Justice Orientation

    12)CRT in Selected Areas

    13)Critiques of CRT

  32. Textbooks: Selected Readings from:

    Session 2: Critical Theory: The fundamentals

    Brookfield, S. (2005). Power of Critical Theory, Thousand Oaks, CA: Jossey-Bass.

    Preface, Ch. 1 Exploring the meaning of critical theory and Ch. 2 The learning tasks of critical theory, pp. vii-65.

    Marshall & Gerstl-Pepin, (2005). Re-framing educational politics for social justice, Boston: Pearson/Allyn & Bacon, pp. 69-98.

    Foster, (1986). Paradigms and Promises, NY: Prometheus, Ch. 4 pp. 71-91.

    Session 3: U.S. Historical Dialogues on Race

    Fredrickson, G.M. (1988). The arrogance of race: historical perspectives

  33. Course Readings, Online Resources, and Other Purchases: Session 2: Critical Theory: The fundamentals

    Brookfield, S. (2005). Power of Critical Theory, Thousand Oaks, CA: Jossey-Bass.

    Preface, Ch. 1 Exploring the meaning of critical theory and Ch. 2 The learning tasks of critical theory, pp. vii-65.

    Marshall & Gerstl-Pepin, (2005). Re-framing educational politics for social justice, Boston: Pearson/Allyn & Bacon, pp. 69-98.

    Foster, (1986). Paradigms and Promises, NY: Prometheus, Ch. 4 pp. 71-91.

    Session 3: U.S. Historical Dialogues on Race

    Fredrickson, G.M. (1988). The arrogance of race: historical perspectives on slavery, racism, and social equality (1st ed.) Middletown, CT: Wesleyan University Press. Ch. 13, pp. 189-206.

    DuBois, W.E.B. (1903/1989). Souls of Black Folk, NY: Bantam, Ch. 1-4.

    Session 4: Social Construction of Race and Racism

    Omi & Winant (1994). Racial formation in the United States: From the 1960s to the 1990s (2nd ed.), NY: Routledge. Ch. 4.

    Lopez, H. (1994). The social construction of race: some observations on illusion, fabrication, and choice, Harvard Civil Rights-Civil Liberties Law Review, 29(1), 1-53.

    Jay, G. (2007). Who invented white people? (pp. 96-102). In R. Yagelski (Ed.), The Thomson Reader: Conversations in context . Boston: Thomson/Henle. [optional].

    Media: “What makes me white?”.

    Session 5: CRT Origins and Evolution

    Delgado, R. & Stefancic, J. (2001). Critical race theory: An introduction, pp. 1-35. NY: New York University Press.

    Tate, L. (1997). Critical race theory and education: History, theory and implications. Review of Research in Education, 22, 195-247.

    Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. Ch. 9 The space traders, 158-194.

    Media: “Space Traders”.

    Session 6: CRT Seminal Writings in Education

    Ladson-Billings, G. and Tate, W. (1995). Toward a critical race theory of education. Teacher’s College Record 97(1), 41-62. [Scan].

    Ladson-Billings, G. (1998). Just what is critical race theory and what is it doing in a nice field like education? Qualitative Studies in Education 11(1), 7-24. Read with an eye toward understanding what critical race theorists mean by “critiquing liberalism.”

    Solórzano, D., Ceja, M. & Yosso, T. (2000). Critical race theory, racial microagressions and campus racial climate: The experiences of African American college students. Journal of Negro Education 69(1/2), 60-73.

    Session 7: CRT Seminal Writings in Education (cont’d)

    Iverson, S. (2007). Camouflaging power and privilege: A critical race analysis of university diversity policies, Education Administration Quarterly, 43(5), 586-611.

    Closson, R (2010). Critical race theory and adult education. Adult Education Quarterly 60(3), 261-283.

    Session 8: Experiential Knowledge & Racism as endemic

    Bergerson, A. (2003). Critical race theory and white racism: Is there room for white scholars in fighting racism in education? International Journal of Qualitative Studies in Education, 16(1), 51-64.

    Johnson-Bailey, J. & Cervero, R. (2000). The invisible politics of race (pp. 147-160). In A. Wilson & E. Hayes (Eds.), Handbook of adult and continuing education. San Francisco, CA: Jossey-Bass.

    Media: “Unnatural Causes”: Episode 2, When the bough breaks.

    Session 9: Whiteness as property & Critique of Liberalism

    Harris, C. (1995). Whiteness as property. In Crenshaw, K., Gotanda, N, Peller, G and Thomas, K. Critical race theory: The key writings that formed the movement (pp. 276-291). NY: New Press.

    Baumgartner, L. (2010). White whispers: Talking about race in adult education. In V. Sheared, J. Johnson-Bailey, S. Colin, E. Peterson, & S. Brookfield (Eds.) The handbook of race and adult education. San Francisco, CA: Jossey-Bass.

    Solorzano, D., Villalpando, O., & Oseguera, L. (2005). Educational inequities and Latina/o undergraduate students in the U.S. Journal of HispanicEducation, 4(3), 272-294.

    Be prepared to bring facets of the discussion from Ladson-Billings (1998), Session 6, into our examination of how critiques of liberalism are made.

    Media: “Brazil in Black & White: Skin color and higher education,” (58 min.).

    Session 10: The Law

    Solorzano, D., & Yosso, T. (2002). A critical race counter story of race, racism and affirmative action. Equity and Excellence in Education, 35(2), 155-68.

    Donnor, J. (2005). Towards an interest convergence in the education of African-American student athletes in major college sports. Race, Ethnicity and Education, 8(1), 45-67.

    Dixson, A. & Rousseau, C. (2005). And we are still not saved: Critical race theory in education ten years later, Race, ethnicity and Education, 8(1), 7-27.

    Media: “Banished” The Stricklands in Forsythe Co.,(84 min).

    Session 11: Interest Convergence

    Castagno, A. & Lee, S. (2007). Native mascots and ethnic fraud. Equity & Excellence in Education, 40(3), 3-13. [SD]

    Taylor, E. (1999). Critical race theory and interest convergence in the desegregation of higher education (181-204). In L. Parker, D. Deyle, S. Villenas (eds.) Race is…Race isn’t: Critical race theory and qualitative studies in education. Boulder, CO: Westview Press.

    Session 12: Inter-disciplinary

    McDowell, T., & Jeris, L. (2004). Talking about race using critical race theory: Recent trends in the Journal of Marriage and Family Therapy. Journal of Marriage and Family Therapy, 30(1), 81-94.

    Session 13: Social Justice Orientation

    Villalpando, O. (2004). Practical considerations for critical race theory and Latino Critical Theory for Latino Students. New Directions for Student Services, 105, 41-50.

    Yosso, T. (2006). Whose culture has capital? A critical race theory discussion of community cultural wealth. In Dixson, A. & Rousseau, C. (Eds.), Critical race theory in education: All God’s children got a song. (pp.167-189). New York: Routledge.[SD]

    Session 14: CRT in Selected Areas

    Love, B. (2004). Brown plus 50 counter-storytelling: A critical race theory analysis of the “majoritarian achievement gap” story. Equity & Excellence in Education, 37(3), 227-246.

    Jay, M. (2003). Critical race theory, multicultural education, and the hidden curriculum of hegemony. Multicultural Perspectives, 5(4), 3-9.

    Lopez, G. (2003). The (racially neutral) politics of education. Educational Administration Quarterly 39(1), 68-94.

    Session 15: Critiques of CRT

    Brown, E. (1995). The tower of Babel: Bridging the divide between critical race theory and “mainstream” civil rights scholarship. Yale Law Journal 105(2), 513-547.

    Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. Ch. VI Critiques and responses to criticism, 87-96.

  34. Student Expectations/Requirements and Grading Policy: Assignments

    Racial autobiography 15pts.

    Weekly journal (in BB) (at least 5 entries 1 must be after the 1st class, the final entry must be made early enough so that you can reflect over all your entries and include that reflection in your portfolio)15pts.

    Course portfolio [electronic] 25pts.

    Student directed discussion 12pts.

    Summary reflections (3 @ 8 pts)24pts.

    Contribution to class discussion 9pts.

    TOTAL 100pts.

  35. Assignments, Exams and Tests: Assignments

    Racial autobiography.

    Weekly journal (in BB) (at least 5 entries 1 must be after the 1st class, the final entry must be made early enough so that you can reflect over all your entries and include that reflection in your portfolio).

    Course portfolio [electronic].

    Student directed discussion.

    Summary reflections (3 @ 8 pts).

    Contribution to class discussion.

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: I do not provide for "make-up work." Late assignments will be docked points: 2 points for each week that it is late. No assignment submitted later than 2 weeks beyond the due date will be accepted unless it is a dire circumstance (e.g. student is hospitalized etc.). A "dire circumstance" is up to the discretion of the professor.
  38. Program This Course Supports: Ph.D., Curriculum & Instruction, Adult Education
  39. Course Concurrence Information:

- if you have questions about any of these fields, please contact or