Equity Literacy in Education: Cultivating Justice-Oriented Praxis

N/A Units
Online Self-Paced
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Course Description

Gain the Knowledge, Skills, and Tools Needed to Meaningfully Address Inequities in Educational Settings

This course engages educators and educational leaders in developing equity literacy—the knowledge, skills, and dispositions necessary to recognize, respond to, and redress inequities in educational contexts. Participants will critically examine deficit ideologies, analyze systemic inequities through multiple theoretical lenses, and apply justice-oriented pedagogies. Emphasis is placed on critical self-reflection, scholarly dialogue, and applied praxis, enabling participants to connect theory with practice in their own professional and research contexts.

 

Course Details

Number of Units: 3.0 graduate level extension credit(s) in semester hours
Who Should Attend: This course is designed for educators and education leaders committed to advancing equity by addressing systemic injustices rather than locating deficits in students.
Required Materials: 

  • Gorski, P. C., & Swalwell, K. (2020). Fix Injustice, Not Kids and Other Principles for Equity Literacy. ASCD. (134 pp.)
    Establishes the central equity literacy framework, emphasizing systemic transformation over deficit-based views of students.
  • Selected scholarly articles and chapters will be provided through the course platform. (~50–75 pp. total)
    Offer current research, case studies, and applied scholarship to complement the core texts.

Recommended/Supplemental Texts

  • Freire, P. (2000). Pedagogy of the oppressed (30th anniversary ed.). Continuum. (183 pp.)
    Frames education as a practice of liberation, foundational for critical pedagogy.
  • Gorski, P. C., & Pothini, S. G. (2014). Case studies on diversity and social justice education. Routledge. (180 pp.)
    Provides practical case studies to apply equity literacy concepts, encouraging critical reflection and problem-solving in realistic educational scenarios.
  • Gorski, P. C., & Swalwell, K. (2015). Equity literacy for all. Educational Leadership, 72(6), 34–40. (7 pp.)
    Concise introduction to equity literacy principles for practitioners, highlighting their relevance across educational roles.
  • Gorski, P. C., & Swalwell, K. (2023). Moving from equity awareness to action. Educational Leadership. Advance online publication. (Approx. 6 pp.)

Prerequisites:

No formal prerequisites are required. Prospective students are expected to possess prior professional experience in educational or related contexts, or to demonstrate clear intent for future engagement in teaching, advising, program administration, or comparable roles. A foundational grounding in pedagogy and learning environments is assumed. Sustained commitment to critical self-reflection, scholarly dialogue, and equity-oriented practice is required.

Course Options

Course Date Units Price
EDU-X731V – 001 01 Jan 2026 – 31 Dec 2026 N/A $504

Equity Literacy in Education: Cultivating Justice-Oriented Praxis

01 Jan 2026 – 31 Dec 2026
N/A
$504
Online Self-Paced

Number of Units: 3.0 graduate level extension credits in semester hours

Who Should Attend: This course is ideal for students, educators, community leaders, and professionals seeking to deepen their understanding of social justice and apply it in personal, academic, and civic contexts.

Refund Policy: To receive a refund, students need to drop the course through the MyPCE@USD student account portal before midnight (11:59PT) on the third day of the course. The refund of the course fee will be returned less a processing fee of 10% of the course tuition. No refunds will be issued after this deadline.

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What You Will Learn

  • Develop and Theorize Foundational Equity Literacy: Equip educators and scholar-practitioners with the knowledge and skills to recognize, respond to, and redress inequities in educational settings, drawing on equity literacy, critical theory, postcolonial/decolonial perspectives, and justice-oriented pedagogy
  • Critically Analyze Educational Practices, Structures, and Discourses: Enable participants to apply research and theory to critically examine curricula, instructional practices, institutional policies, and dominant narratives, identifying both systemic barriers and opportunities for transformation in both scholarship and practice
  • Apply and Extend Equity Literacy through Praxis: Support participants in designing and implementing equity-driven strategies—such as curriculum revisions, policy interventions, research studies, and reflective teaching practices—that advance justice in their professional contexts and contribute to the broader scholarly discourse

Instructors

Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

Why USD?

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

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Learning Method Information

Courses offer a convenient, yet rigorous style of learning that allows you to structure your education to suit your schedule while keeping you on pace toward achieving your educational.

Online Self-Paced

Our online self-paced courses are designed to provide flexibility and autonomy for learners. Unlike traditional classroom methods, which require attendance at scheduled times, self-paced courses allow you to progress through the material at your own speed within a six-month period from the time of enrollment.  Your instructor will provide feedback via written responses on your assignments and exams. Grades are based on completed projects, assignments and exams.

Key differences from traditional classroom methods:

  • No scheduled class times or required attendance.
  • No assigned due dates for assignments; you set your own schedule.
  • Asynchronous learning, meaning you can work on assignments anytime.
  • No discussion forums and no interaction with others enrolled in the course.
  • No scheduled class times or required attendance.

Structure of Online Self-Paced Courses:

The content is divided into learning modules, each covering one or more topics. Within each module, you can expect the following components:

  • Module Introduction: Outlines what you can expect to learn in the module.
  • Required Readings and Presentations: Includes textbooks, articles, journals, websites, and audio/video presentations.
  • Assignments: May include written assignments, quizzes, blogs, and other activities based on the readings and presentations.
  • Module Conclusion: Reviews the topics covered and what you should have learned.

Typically, there is a final project, paper, or exam due in the last module that synthesizes all the topics covered throughout the course. The design of the learning modules follows a consistent rhythm to help you manage your time effectively. Grades will be available within two weeks of final submission, transcripts will be automatically mailed out following grades being posted and approved. Please allow 3-4 weeks from when final grades are posted to receive a transcript.

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