Published In
The Journal of General Education
Document Type
Article
Publication Date
2018
Subjects
Higher Education -- Social aspects, Portland State University -- Curriculum
Abstract
Senior Inquiry is a dual-credit bridge program partnership between University Studies and regional school districts. The partnerships with Portland Public Schools have prioritized serving first-generation students and other underserved populations. As the program has grown, equity concerns among the collaborative teaching teams prompted experimenting with a whole-school model at Jefferson High School Middle College for Advanced Studies while working within the frame of the course theme of Race and Social Justice. This article documents how the Jefferson Senior Inquiry team attempts to authentically address the accumulated systemic inequities encountered by students in our classrooms. Student-centered pedagogy must be modified and adjusted to meet students where they are. Using the example of a summer assignment and engagement with visionary fiction, we show how we implement the inquiry model with our collaborative and iterative planning.
Rights
Copyright © 2018 by The Pennsylvania State University. All rights reserved.
The publisher grants exclusive permission to the author and PDXScholar to distribute this article.
Locate the Document
DOI
10.5325/jgeneeduc.67.1-2.0122
Persistent Identifier
https://archives.pdx.edu/ds/psu/33301
Citation Details
Kulak, A., Dougher, S., Lupro, M. M., & Taylor, S. (2018). Modify and Adjust: Senior Inquiry as a Transformative Whole-School Program for Race and Social Justice. The Journal of General Education, 67(1), 122-135.