Diversity and Dissent in Education and the Media

As communities continue to reflect the country's increasingly diverse population, what media representations challenge and support discrimination in our communities, schools, and institutions? How can we generate a framework for actions that reject inaccurate representations of human difference, value diverse forms of knowledge, and question institutional inequalities. In this program, we will pursue answers to these questions by examining identity, educational history, cultural studies, and the media in order to design strategies to support a more equitable school system and to create diverse forms of media expression.

We will begin by analyzing a working definition of racism that frames intentional, as well as unintentional, normalized acts of inequality over time. We will challenge depictions in history, education, literature, and the media that promote the stereotyping of diverse groups. Through an analysis of anti-racist research, literature, and media, we will also explore the lived experiences of diverse populations whose identities are often impacted by assumptions and disparities found in communities and school settings based upon the social construction of race, gender and the stereotyping of immigrant communities. In order to break down such assumptions, students will engage in seminars, writing, and media analysis over the course of the program. In addition, we will investigate specific everyday actions that media artists, activists, and educators generate to confront these inequalities. By incorporating media and writing workshops, we will document counter-narratives can that affirm and support diverse identities and communities. Writing workshops will help students develop skills in critical analysis and media analysis, while media workshops will help students develop skills in visual literacy and expression.

In addition, with the introduction of qualitative research methods, we will examine the experiences of diverse groups whose identities are informed by local campus and community organizations. Students will take part in community-building and education by joining, observing and participating in a student activity group or club at Evergreen. Students will present their new learning and research findings about diversity in culminating projects in the fall and winter quarters.

Lastly, we will demonstrate our understanding of everyday anti-racist practices by creating teaching presentations that merge readings, film analysis and writing. Possible themes that may emerge through our own study include examining the community and students' funds of knowledge, as well as the use of alternative media and the arts as tools of empowerment that specifically recognize our collective cultural hybridity.

This program is coordinated with  for first-year students. Greener Foundations is Evergreen’s in-person 2-quarter introductory student success course sequence, which provides first-year students with the skills and knowledge they need to thrive at Evergreen. Students expected to take GF should use CRN 20167 to register for a 2-credit Greener Foundations course in addition to this 14-credit program.

First-year students who are not expected to take Greener Foundations or have been granted an exemption should use CRN 20166 to register for this program for 16 credits. Find more details about who isn't expected to take Greener Foundations on the website.

Anticipated Credit Equivalencies:

4 - Educational and Multicultural Foundations

4 - Media and Visual Arts Studies

4 - Collaborative Project Design and Community Building

2 - Introduction to Qualitative Research Strategies

2 - Evergreen Community Club/Student Activity Project (for students not in Greener Foundations)