LLS 449

Fall 2021

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Issues in Latina/o Education
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Credit: 2 TO 4 hours.

Same as CI 449. See CI 449.

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CRN Type Section Time Day Location Instructor Section Details
63267
Lecture-Discussion
G2
1:00PM -3:50PM
R
301 Architecture Building
Gonzalez, M
Part of Term:
1
Date Range:
08/23/21-12/08/21
Credit:
2 hours
Section Info:
The Educational Pipeline of the Latina/o Diaspora Reserved for Graduate students. 2 hours. This course is a survey of the dominating theoretical frameworks used in Education research to discuss the educational achievement (or lack thereof) of diverse Latina/o students throughout the P-20 pipeline. There are four main goals for this course: 1) to deconstruct each framework by assessing whether social, political, economic, cultural, etc. factors are taken into consideration, 2) to examine how these frameworks are used to prepare pre-service and in-service educators (teachers and counselors), 3) to explore alternate frameworks that challenge problematic theories, and 4) to gain a critical understanding of the connection between theory, research, and practice. Throughout the semester, we will read and discuss work that discusses the influence of such frameworks in educational structures, processes, and discourses, in order to better understand the teaching and learning experiences of Latina/o youth.
Restriction(s):
Restricted to Graduate - Urbana-Champaign.
63270
Lecture-Discussion
G4
1:00PM -3:50PM
R
301 Architecture Building
Gonzalez, M
Part of Term:
1
Date Range:
08/23/21-12/08/21
Credit:
4 hours
Section Info:
The Educational Pipeline of the Latina/o Diaspora Reserved for Graduate Students. 4 hours. This course is a survey of the dominating theoretical frameworks used in Education research to discuss the educational achievement (or lack thereof) of diverse Latina/o students throughout the P-20 pipeline. There are four main goals for this course: 1) to deconstruct each framework by assessing whether social, political, economic, cultural, etc. factors are taken into consideration, 2) to examine how these frameworks are used to prepare pre-service and in-service educators (teachers and counselors), 3) to explore alternate frameworks that challenge problematic theories, and 4) to gain a critical understanding of the connection between theory, research, and practice. Throughout the semester, we will read and discuss work that discusses the influence of such frameworks in educational structures, processes, and discourses, in order to better understand the teaching and learning experiences of Latina/o youth.
Restriction(s):
Restricted to Graduate - Urbana-Champaign.
63266
Lecture-Discussion
UG
1:00PM -3:50PM
R
301 Architecture Building
Gonzalez, M
Part of Term:
1
Date Range:
08/23/21-12/08/21
Credit:
3 hours
Section Info:
The Educational Pipeline of the Latina/o Diaspora This course is a survey of the dominating theoretical frameworks used in Education research to discuss the educational achievement (or lack thereof) of diverse Latina/o students throughout the P-20 pipeline. There are four main goals for this course: 1) to deconstruct each framework by assessing whether social, political, economic, cultural, etc. factors are taken into consideration, 2) to examine how these frameworks are used to prepare pre-service and in-service educators (teachers and counselors), 3) to explore alternate frameworks that challenge problematic theories, and 4) to gain a critical understanding of the connection between theory, research, and practice. Throughout the semester, we will read and discuss work that discusses the influence of such frameworks in educational structures, processes, and discourses, in order to better understand the teaching and learning experiences of Latina/o youth.
Restriction(s):
Restricted to Undergrad - Urbana-Champaign.
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