IDST 228/RLST 220. Martin Luther King, Jr.: Quest for Social Justice, spring 2011
Debra Majeed, email@example.com
Student Commitment: varied
Developmental Stage: advanced
Resources: Course Syllabus (pdf)
Quote from faculty:
Edward Kennedy said on the Senate floor as the chamber considered the Civil Rights Act of 1964. "We should use our powers not to create conditions of oppression that lead to violence, but conditions of freedom that lead to peace."
Assignment: Voice of Conscience Project
This assignment directs you to engage an issue/concern of your choice in a way that leads to positive change for our campus/community in the Stateline area.
- To explore the role that racial and ethnic differences play in identity formation, and frameworks for understanding the relationship between socialization and social inequality.
- To consider culturally-based actions and perceptions within specific cultural contexts.
- To provide opportunities for students to examine their political, social, and cultural location and reflect on how their cultural lenses affect how they understand and operate in the world.
- To provide intellectual space for students to challenge their own beliefs and ideas about justice, equality, and privilege, and to encourage expressions of difference so that they can create or engage in activities to foster positive change in Beloit.
- To analyze the role of white privilege, and/or whiteness in the articulation and constitution of raced categories.
- To enable students to critically reflect on how their social and political perspectives matter as they actively engage across cultural, social, political boundaries in the US and abroad and in other contexts.
- To provide opportunities for students to reflect on intercultural literacy as a lifelong process.
After completing their project, students were required to make a presentation of their work and findings.
Points of interest:
- Students were required to find and evaluate sources related to their chosen project topic in order to situate their work within a broader context. In addition, students were required to think about their sources arguments in relation to what Dr. MLK Jr. believed.