Issues of race, privilege and white power are the foundation of this lesson. The CTE standard we are addressing involves looking at expressions of art in society. Students will complete activities examining different forms of media/arts and look at the lack of diversity in most media. For many students, this lesson may be a first introduction to the concept of white privilege and we will provide space to digest and express this idea. We will be sharing our experiences and journeys to greater awareness. An underlying goal of this lesson is for students to be able to form independent opinions around these issues, perhaps different from ideas or opinions they were raised with. 

International student exchanges are an increasingly popular aspect of the internationalisation of higher education around the globe. Whether as short-term mobility projects or semester long ‘study abroad’ opportunities, the benefits of such international study experiences have been well documented.

Higher education institutions, departments and disciplines, or individual academics are often tasked with preparing students for such international experiences. Such preparation often focuses on the practical and logistical aspects of student travel, overlooking a crucial dimension of student learning.

Intercultural learning: Critical preparation for international student travel aims to take students beyond practical preparation, to equip them with a critical lens through which to view and understand their international experiences. The book leads students toward a deeper understanding of culture and cultural difference through an exploration of challenging concepts such as imperialism, racism, privilege and intercultural practice.

As an adjunct to traditional approaches, the book adds a significant and valuable dimension to the process of preparing students for international study, increasing the potential for meaningful and transformative learning experiences.

This course explores the ways in which various American artists view race and class as performed or performable identities. Discussions will focus on some of the following questions: What does it mean to act black, white, privileged, or underprivileged? What do these artists suggest are the implications of performing (indeed playing at or with) racial identity, ethnicity, gender, and class status? How and why are race and class status often conflated in these performances?

This is a list of essential questions about economics to use in your social studies or history class. These questions can be the basis of a particular lesson (i.e. a group discussion, a brief writing assignment) or they can be incorporated into the design of your curriculum (i.e. a basis for selecting topics and a form of summative assessment). There are also links to a powerpoint presentation and to additional readings on the topic.