College of Education
Department Office: SAEC 3280
Department Chair: Edward Buendia, Ph.D.
Director of Graduate Studies: Wanda Pillow Ph.D.
The Department of Education, Culture, and Society (ECS) seeks to promote exemplary teaching, scholarship, and service as crucial components in the achievement of social justice in education. To help foster this goal, the Department has a vital part of its mission, the creation of an environment devoted to the study of questions about the social, economic, political, and cultural context of past and contemporary educational policy and practice and supportive of pedagogical, research, policy, and service commitments to national organizations, educational institutions, and local communities concerned with the pursuit of equity and social justice in and through education. Our research, teaching, and service shares a common interest in examining the sources of educational inequality and in exploring educational approaches and strategies intended to counter these social and historical inequities and to offer working class students and students of color more equal educational opportunities.
Please see the Education, Culture and Society M.A., M.Ed., M.S., M.Phil, and Ph.D. listed in the Program and Course Offerings section.
The Master of Education (M.Ed.) program is a 30 credit-hour program of study, designed primarily for those who want to develop an interdisciplinary framework for understanding contemporary questions of educational policy and practice in primary, secondary, and postsecondary settings. It considers education in its social, cultural, and institutional context, inclusive of districts, schools, teachers, administrators, parents, students, community organizations, community leaders, tribes and nations.
The M.Ed. program in the Department of Education, Culture, and Society seeks individuals with an interest in equity and diversity issues in educational settings inside and outside of schools at the primary, secondary, or postsecondary levels. This includes students who plan to pursue doctoral studies as well as practicing teachers and administrators. The ESL Endorsement through this degree program is intended for students who already have their teaching certification or plan to obtain it. This is because this degree does not include a teaching certification which is required to teach in K-12 settings.
The M.Ed. with Secondary Licensure is a joint program between ECS and the Urban Institute of Teacher Education, designed to prepare and work with teachers to be effective educators for the increasingly diverse classrooms of the Salt Lake region. The required coursework in the program focuses on areas such as family and community partnerships, the meaning and art of teaching and learning in urban contexts, and linguistically diverse classrooms and communities. The goal of this joint program is to provide practical and conceptual frameworks that teachers can use in the classroom to create equitable and academically challenging learning spaces.
The Master of Arts (M.A.) and Master of Science (M.S.) programs are 30-credit hour thesis degrees aimed more toward the acquisition of research skills. “Research” covers a broad range of activities in various kinds of study, including experimental methodology, qualitative or ethnographic methodology, and/or including conceptual or theoretical natures.
The Doctor of Philosophy (Ph.D.) in education is a 66 credit-hour academic degree designed primarily to provide students with the intellectual background and research skills of a scholar. It emphasizes disciplinary training and research methodology, culminating in a dissertation, and is a degree that connotes advanced study in theoretical and research issues.
These criteria represent minimal requirements. The committee does not merely look for candidates for the program to meet the requirements, but looks for evidence that the student will bring strong learning skills to the department, is interested in learning from the department and participating in the department’s mission, will work well with faculty and students, and will be well served by the department.
- GPA: 3.0 for undergraduate work, 3.5 for master’s work (if the GPA is lower, but the most recent two years are at this level or above, the department does not need to write a letter to University admissions requesting that an exception be made).
- TOEFL score (if applicable) should be 650 or above.
- Strong writing skills, as evidenced by the personal statement. In addition to being well written, the statement should clarify the fit between the student’s goals and interests and the department’s offerings.
- Research interests that are compatible with the strengths and emphasis of the faculty.
- For students planning to write a thesis: evidence of theoretical sophistication, good research skills, and a relevant educational background (that is, a background that helps prepare the student for the kind of scholarly work that ECS does, especially with regard to studies in disciplines relevant to ECS courses. Work in the schools and social justice work may also be relevant).
- For students planning to write a thesis: reason to believe that two or more faculty would be interested in working closely with the student.
- For students planning to write a dissertation: a writing sample that provides evidence of the student’s ability to conduct research at an advanced level (usually, a master’s thesis is assumed to provide the best evidence of this, but if the student did her or his thesis in a language other than English, or if the thesis was not particularly theoretical, a class or conference paper can be submitted. It should be as recent as possible).
- Three strong letters of recommendation (for Master’s applicants from at least one, preferably two, college-level instructors; for Ph.D. applicants from at least two college level instructors) that do not merely say positive things about the student but provide the committee with specific and detailed reasons to think that the student would be a good fit with the department and would do well in the department.
Program and Course Offerings
CoursesEducation, Culture, and Society
- ECS 2150 - Introduction to Multicultural Education
- ECS 3180 - Home, School, & Community Relations
- ECS 4111 - School and Society
- ECS 5634 - Foundations of Bilingual Bicultural Education for Linguistically Diverse Students
- ECS 5645 - Assessment of Linguistically Diverse Populations
- ECS 5709 - Building Family-School Partnerships for Youth Success
- ECS 5715 - Urban Education
- ECS 5940 - Workshops in Education, Culture & Society
- ECS 5950 - Special Topics in Education
- ECS 5960 - Undergraduate Research and Directed Study
- ECS 6600 - Introduction to Critical and Cultural Studies in Education
- ECS 6605 - Race, Gender, and the Curriculum
- ECS 6606 - Curriculum and Critical Inquiry: From Theory to Practice
- ECS 6612 - Issues in African American Education
- ECS 6615 - School, Work, and the State
- ECS 6617 - Global Knowledge, Text, and Performance in Education
- ECS 6619 - Indigenous Epistemologies in Education
- ECS 6620 - Seminar in Philosophy of Education
- ECS 6622 - Feminist Epistemologies and Pedagogies
- ECS 6624 - Whiteness Theory and Education
- ECS 6625 - Critical Race Theories: A Focus on FemCrit and LatCrit
- ECS 6627 - Race, Culture, & Representation and Education
- ECS 6628 - Whiteness in Cross-Race Classroom Relationships
- ECS 6629 - The Writing Wars: Scholarship and the Construction of Knowledge
- ECS 6632 - Research in Multicultural Education
- ECS 6634 - Foundations of Bilingual Bicultural Education for Linguistically Diverse Students
- ECS 6635 - Perspectives in Comparative Education
- ECS 6636 - Literacy as Cultural Practice
- ECS 6639 - Language and Community
- ECS 6640 - Sociology of U.S. Higher Education
- ECS 6641 - Social Inequality in U.S. Higher Education
- ECS 6643 - Affirmative Action & Diversity Policies in U.S. Higher Education
- ECS 6644 - Education & Racial Stratification
- ECS 6645 - Assessment of Linguistically Diverse Populations
- ECS 6646 - Racial Battle Fatigue in Education
- ECS 6647 - Instructional Methods for Linguistically Diverse Populations
- ECS 6654 - Language and Power
- ECS 6655 - Critical Pedagogy
- ECS 6662 - Seminar on Gender and Sexuality in Education
- ECS 6665 - Visual Arts and Social Justice Inquiry
- ECS 6709 - Building Family-School Partnerships for Youth Success
- ECS 6711 - Language Policy and Planning
- ECS 6715 - Urban Education
- ECS 6720 - College Teaching and Social Justice
- ECS 6750 - W.E.B. DuBois and Democratic Education
- ECS 6813 - Heritage/Community Language Education
- ECS 6815 - Discourse Analysis
- ECS 6823 - Immigration & Education
- ECS 6826 - Youth & Action Research
- ECS 6830 - Anthropology and Education
- ECS 6832 - Refugee Students/Education
- ECS 6833 - Latin@s and Education
- ECS 6834 - Borderlands Theory
- ECS 6835 - Testimonios
- ECS 6854 - Neoliberal Educational Policy
- ECS 6855 - Relational Philosophies of Education
- ECS 6856 - Neoliberal Restructuring and Education
- ECS 6857 - Education and Sustainability in Biocapitalist Society
- ECS 6860 - Memory, Storytelling, & Trauma
- ECS 6950 - Special Topics in Education
- ECS 6955 - Field Projects in Education
- ECS 6960 - Directed Reading and Research for Master’s Students
- ECS 6961 - Master’s Comprehensive Exam Preparation
- ECS 6970 - Thesis Research: Master’s
- ECS 6980 - Faculty Consultation: Master’s
- ECS 7606 - Curriculum and Critical Inquiry: From Theory to Practice
- ECS 7610 - Social Movements and the History of Education in the United States I
- ECS 7611 - Social Movements and the History of Education in the United States II
- ECS 7612 - Issues in African American Education
- ECS 7615 - School, Work and State
- ECS 7617 - Global Knowledge, Text, and Performance in Education
- ECS 7618 - Colonial Post Colonial Theory in Education
- ECS 7619 - Indigenous Epistemologies in Education
- ECS 7620 - Seminar in Philosophy of Education
- ECS 7622 - Feminist Epistemologies and Pedagogies
- ECS 7624 - Whiteness Theory & Education
- ECS 7625 - Critical Race Theories: A Focus on FemCrit and LatCrit
- ECS 7627 - Race, Culture & Representation and Education
- ECS 7629 - The Writing Wars: Scholarship and the Construction of Knowledge
- ECS 7634 - Foundations of Bilingual Bicultural Education for Linguistically Diverse Students
- ECS 7635 - Perspectives in Comparative Education
- ECS 7636 - Literacy as Cultural Practice
- ECS 7639 - Language and Community
- ECS 7641 - Social Inequality in U.S. Higher Education
- ECS 7644 - Education & Racial Stratification
- ECS 7646 - Racial Battle Fatigue in Education
- ECS 7654 - Language and Power
- ECS 7655 - Critical Pedagogy
- ECS 7662 - Seminar on Gender and Sexuality in Education
- ECS 7665 - Visual Arts and Social Justice Inquiry
- ECS 7670 - Conceptual Issues in Qualitative Research
- ECS 7671 - Qualitative Research Methods
- ECS 7672 - Ethnographic Research Methods
- ECS 7711 - Language Policy and Planning
- ECS 7720 - College Teaching and Social Justice
- ECS 7750 - W.E.B. DuBois and Democratic Education
- ECS 7813 - Heritage/Community Language Education
- ECS 7815 - Discourse Analysis
- ECS 7823 - Immigration & Education
- ECS 7826 - Youth & Action Research
- ECS 7830 - Anthropology and Education