The course is specifically designed for those students who are committed to the study and practice of social justice in their personal and professional lives. Social justice can be a very difficult concept through which to navigate and learners will be expected to build a community within the class that will enable all members to feel supported and empowered when facing daily social justice dilemmas. This course is intended to equip students with skills to bring about positive social change within local communities and on a global level.

This course is designed to examine the complex intersections of race, class, gender, sexual orientation, religion and ability, and how they shape the experiences of diverse groups of people. We will explore each of these concepts as social phenomenon: as socially constructed systems of meaning and corresponding social structures. Through exploring how race, class, gender, sexual orientation, religion and ability are social constructions we will see how such constructions affect each of our identities, our relationships, and our overall perceptions of the world and our place in it.

The course will highlight societal problems and current issues related to leadership focusing particularly on those pertaining to racism, classism, sexism, heterosexism, ableism, and religious oppression. The goals for this class include: increasing personal awareness, expanding knowledge, and encouraging action.

*本学の教育ミッションを具現化する形で設定されています。

 Students will explore the ways in which race, class, gender, sexual orientation, religion and ability have been constructed
 Students will understand the characteristics of social identity, social group membership and social status
 Students will understand systemic power and privilege
 Students will recognize the levels and types of oppression
 Students will understand the cycle of socialization and the cycle of liberation
 Students will explore the continuum of action and consider various strategies for serving as allies and advocates
 Students will enhance their written and oral communication skills through reflective paper writing, written assignments, projects and class presentations

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		40 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	30 %
	フィールドメソッド Field Method	30 %
合計 Total		100 %

COURSE EXPECTATIONS:
I like a lively classroom. Therefore, most classes will be a mix – discussion enhanced by group participation, content delivered by me in an informal lecture, reflection, hands-on activities, and media presentations. A key component of this class is to learn with and from others. It is expected that students will attend all sessions and come prepared and on time. It is also expected that you will make regular contributions related to course readings, contribute, but not dominate discussions, be clear and succinct in your comments and listen actively to others. Practicing the art of active listening and working collaboratively with others are important skills for all social justice leaders.

IN-CLASS PARTICIPATION (25%)
For each class you attend you will be able graded on participation. This means coming to class prepared to discuss relevant readings, with the appropriate materials. In the event that you miss a class for whatever reason, it is your responsibility first to check with two or three other students to learn about the missed class. Collect notes from lectures or presentations, find out about any activities that were undertaken, determine what assignments were given and what plans were made for the next classes. After you have checked with other students, then you may pose questions to me and request any handouts that were distributed.

ASSIGNMENTS:
#1.0 BLOG ENTRIES (20%)
Students will write 5 reflections on the weekly readings throughout the semester (4 points each). Each week, we will be covering a different topic in each class (ex. race, gender, class, etc.). The readings for the sessions correspond to each topic. In this assignment, you will analyze the readings for the week and select 3 concepts that emerge for you. For example, for the week of Ability and Ableism, a concept might be “deaf culture.” You are to discuss how each of the three concepts affect your perceptions and your day-to-day life. For example, how does your understanding of “deaf culture” affect your perceptions of the deaf community, society at large, and/or ability in general; how does “deaf culture” impact your day-to-day life? I am looking for a well thought out reflection of how the readings relate to you and the world around you. I am not looking for a summary of the readings. This is your chance to create your own dialogue with the readings and I strongly encourage you to make this journal your own. Each reflection should be formally written, be roughly 500 words in length and be uploaded to the class webpage within three days of class.

#2.0 MIDTERM ADVOCACY REPORT & PRESENTATION 15%)
The first half of the semester you will begin working on a project related to advocacy for an oppressed social group that no one in the class or group belongs to. Groups and/or individuals will write a three-five page paper using a minimum of three legitimate sources (at least 2 need to be from outside class readings). Your group is to draft a description of one issue facing a marginalized group and how you plan to advocate for the best interest of the group. You will need to select a particular method of advocacy considering why this is the best course of action. For the social group you have selected for the Advocacy Project, your paper should also include:
• History of oppression
• How they are oppressed
• Current issues they face
• What milestones have been reached
Due Session 4

#3.0 GROUP ADVOCACY PROJECT (25%)
Advocacy in Action
Your group is to enact your Advocacy Plan.

Advocacy Showcase
Your group is to showcase your Advocacy Project. You will have 30-45 minutes as a group to share with the class your Advocacy Plan and why you chose that group to advocate for. The bulk of the presentation should include a creative way of sharing your Advocacy in Action. You may incorporate video you recorded from an event, copies of letters you wrote, social media sites you built, music you wrote, etc. Your group presentation should address the following:

What you did
Why you chose that method
Who did what
The outcome

Note: As a group you may need to select one (or more) of the following experiential learning options to gain a better understanding of the social group you are advocating for in your Advocacy Project.

Visitation-This may include attending a religious service, a meeting, a rally, an event, going on a tour, etc.
Shadowing-This may include shadowing someone from the culture in their participation in both cultural experiences and everyday life.
Participation-This may include participating in rituals/traditions/experiences, wearing attire, etc. that are associated with the culture.

Due Session 6

#4.0 SOCIAL IMAGE PORTFOLIO/GALLERY WALK (15%)
This project is designed to increase your awareness when it comes to the way certain social groups are represented/misrepresented in society. You will collect examples from the media and social settings that illustrate the way the social groups you have chosen are portrayed. An image could be an advertisement, a picture, or an article. It could also be a verbal behavior: a joke, a proverb, or a story about a certain group of people. The Social Image Notebook will be a collection of examples around issues related to this social group. You must have a minimum of 20 examples in your electronic portfolio (be creative). This portfolio will be presented to the class and critiqued by the students and the professor.
Due Session 7

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。

講師用内規準拠 Method of Assessment	Weights
コールドコール Cold Call	10 %
授業内での挙手発言 Class Contribution	25 %
クラス貢献度合計 Class Contribution Total	35 %
予習レポート Preparation Report	10 %
小テスト Quizzes / Tests	0 %
シミュレーション成績 Simulation	0 %
ケース試験 Case Exam	20 %
最終レポート Final Report	25 %
期末試験 Final Exam	0 %
参加者による相互評価 Peer Assessment	10 %
合計 Total	100 %

評価の留意事項　Notes on Evaluation Criteria

• Adams, M., Blumenfeld, W., Castañeda, R., Hackman, H., Peters, M., Zúñiga, X.「Readings for Diversity and Social Justice: An Anthology on Racism, Anti-Semitism, Sexism, Heterosexism, Ableism, and Classism. 」New York: Routledge.（2013）

Appiah, A. (2006). Cosmopolitanism: Ethics in a world of strangers. New York: W.W. Norton

Das, V. (2007). Life and words: Violence and the descent into the ordinary. Berkeley: University of California Press.

Cases and other articles to be selected and distributed by the instructor.

I hold students to a high standard of performance on all assignments. This suggests I expect that your performances (written and oral) to be thoughtful and will display sophisticated understandings of the topics and issues we address. I will review your written assignments carefully for the quality of your writing, the substance of your ideas, and the forms of your expression. I will review it for correctness in grammar and usage, spelling and punctuation. I expect that you will include lists for references for sources used in forming or supporting your ideas.

Comment on Plagiarism & Cheating:
Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in quotation marks, with the source identified.
Any form of cheating will immediately earn you a failing grade for the entire course. By remaining enrolled, you consent to this policy.

Your One and Only Warning: Zero Tolerance of Cheating & Plagiarism

Refereed Articles

• (2018) The Cultural Dimensions of Principals’ Instructional Leadership: An Exploratory Analysis. Journal of Research on Organization in Education 2
• (2017) Managing the Ebb and Flow: A Case for Calling Forth Student Voice. Journal of School Administration Research and Development
• (2017) Rethinking leadership education: narrative inquiry and leadership stories. Reflective Practice: International and Multidisciplinary Perspectives 18(2): 14701103
• (2016) Unlocking Students' Perspectives of School Leadership: Toward a Theory of Engaging Students in School Leadership. International Journal of Student Voice
• (2014) Engaging Students in School Leadership: Creative Approaches to Empowerment. Journal of Exceptional People