HUM 302 Oral History and Social Justice
Learning Objectives
By successfully completing this course you will:
- Understand the ways anti-oppression language and approaches inform the field of oral history;
- Analyze the ethical approaches used in oral history and the importance of sharing authority;
- Evaluate foundational projects in the field and detail the best practices that will later inform your own methodology; and
- Develop a critical lens for thinking about historical narratives and consider the significance of amplifying historically excluded voices.
Syllabus
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Contributors
+23 enrolled college, graduate, professional development
Civic Education for the Common Good
We adhere to the best practices outlined by the Oral History Association.
In our research and curriculum design, we apply the four key elements of oral history work:
▸ Preparation
▸ Interviewing
▸ Preservation, and
▸ Access.
We apply the U.S. Department of Education’s Consensus Statements about Constitutional Approaches for Teaching about Religion
▸ Our approach to religion is academic, not devotional;
▸ We strive for student awareness of religions, but do not press for student acceptance of any religion;
▸ We sponsor the study about religion, not the practice of religion;
▸ We expose students to a diversity of religious views, but may not impose any particular view;
▸ We educate about all religions, we do not promote or denigrate any religion;
▸ We inform students about religious beliefs and practices, it does not seek to conform students to any particular belief or practice.
We apply the American Academy of Religion’s “Religious Literacy Guidelines”
▸ “Religious Literacy Guidelines for College Students.” American Academy of Religion, 2019.
▸ “Teaching About Religion: AAR Guidelines for K-12 Public Schools.” American Academy of Religion, April 2010.
Special Thanks
The Institute for Diversity and Civic Life’s certificate in oral history for social change was made possible by the generous support of the Henry Luce Foundation and the American Council of Learned Societies. Onboarding and technical support came from the staff of ReligionAndPublicLife.org, thanks to funding from 1791 Delegates, The Foundation for Religious Literacy, and the Arthur Vining Davis Foundations.
The continuation of this work depends on contributions from generous supporters like you. Please consider making a tax-deductible donation to the Institute for Diversity and Civic Life, a 501(c)(3) non-profit organization (EIN 47-3265073).
