Syllabus

DIVISION OF ARTS AND SCIENCES

SJL 104: Anti-Oppressive Practice:

Becoming an Ally
Effective: Fall 2015

Access to the Internet is required.

All written assignments must be in Microsoft-Word-compatible formats.
See the librarys APA Style Guide tutorial for a list of resources that can help you use APA style.

FACULTY
Faculty Name: FACULTY NAME
Contact Information: CONTACT INFORMATION
[INSTRUCTOR MAY INSERT PERSONAL MESSAGE IF DESIRED]

COURSE DESCRIPTION
This is the fourth course in the Social Justice & Leadership certificate. Students will dissect antioppressive theory, common to the field of social work, and be encouraged to explore other complimentary
theories of practice i.e. cultural infused practice. Students will identify how they can become an ally to
marginalized communities and combat oppression in their work and personal lives.
This course is delivered in a blended format starting with a full day in class followed by online
completion of assignments and discussions.

COURSE TEXT
Bishop, A. (2002). Becoming an Ally: Breaking the Cycle of Oppression in People 2nd Ed. Halifax, NS:
Fernwood Publishing.

CITYU LEARNING GOALS

This course supports the following City University learning goals:

COURSE OUTCOMES
In this course, learners:

Will explore the historical and structural aspects of oppression

Examine how oppression is maintained
Focus on healing and becoming an ally
Incorporate complementary practices into their learning

CORE CONCEPTS, KNOWLEDGE, AND SKILLS

Theory surrounding breaking the cycle of oppression

The role of allies in social change
Ways to become an ally in social change

SJL 104

Page 2

Effective: Fall 2015

OVERVIEW OF COURSE GRADING

The grades earned for the course will be derived using City University of Seattles decimal grading
system, based on the following:
Overview of Required Assignments

% of Final Grade

Full Day Class Participation

25%

PowerPoint Presentation

25%

Book Review

50%

TOTAL

100%

SPECIFICS OF COURSE ASSIGNMENTS

The instructor will provide grading rubrics that will provide more detail as to how this assignment will be
graded.
Full Day Class Participation
As in the previous classes, we will continue to apply the reading on How to Engage Constructively in
Courses That Take a Critical Social Justice Approach during class.
Courses that address social justice and inequality through a critical lens often often bring to the surface
patterns and tensions that other courses do not. (zlem & DiAngelo, 2012, p. 165) Respect for and
actively listening to all points of view will be crucial to delving into the subject matter.
Students will be expected to incorporate the following principles for constructive engagement (zlem &
DiAngelo, 2012, p. 166):
1.
2.
3.
4.

You dont know what you dont know: Strive for intellectual humility.
Everyone has an opinion. Opinions are not the same as informed knowledge.
Let go of personal anecdotal evidence and look at broader societal patterns.
Notice your own defensive reactions, and attempt to use these reactions as entry points for
gaining deeper self-knowledge.
5. Recognize how your social positionality (such as your own race, class, gender, sexuality, abilitystatus) informs your reactions to your instructor and those whose work you study in the course.
Components

% of Grade

Engagement with Activities & Discussion

Critical Reflection
Active Listening
TOTAL

SJL 104

Page 3

60%
20%
20%

100%

Effective: Fall 2015

PowerPoint Presentation
For this assignment, students will create and post a PowerPoint presentation chronicling their journey to
becoming an ally. The presentation will be shared online with the rest of the class. The framework will be
based on pages 114-119, How To Becoming an Ally, of the class text. Examples of past/current
learning and future goals should be incorporated.
The presentation is meant to be reflective with a strong focus on applied examples. Students do not need
to use every point on pages 114-119, but there must be at least four references to the examples on those
pages.
Students will be required to post a reflective response to at least one other persons presentation.
Responses may include reflections on similar learning or examples from the students own life.
Submissions will be a maximum of 20 slides and should display critical reflection and integration of
course content. Replies will be a maximum of 300 words. APA is not required; however, proper grammar
and spelling will be expected.
Components
PowerPoint Presentation
Presentation Replies
TOTAL

% of Grade
75%
25%

100%

Book Review
The final assignment will be a reflective book review of Becoming an Ally: Breaking the Cycle of
Oppression in People. The purpose of the book review is to highlight key learning moments from the
reading and to highlight how they will be applied in your life.
The paper will be double-spaced, Times New Roman, and size 12 font. A minimum of 6 pages will be
expected up to a maximum of 10 pages (not including references). A minimum of 3 key learning
moments are expected and should explicitly reference parts of the book.
Students to do not need to use APA formatting, but grammar and spelling will be taken into
consideration. Any references should be attached in APA format.
Components
Organization and Coherence
Critical Reflection
Direct References to the Book
TOTAL

% of Grade
30%
50%
20%

100%

SJL 104

Page 4

Effective: Fall 2015

COURSE POLICIES
Late Assignments
Students are expected to submit all assignments by the due dates stated in the syllabus. A late assignment
is one that is submitted after the due date and time or after any extension has expired.
If circumstances prevent a student from meeting the due date, the student should contact the instructor
and request an extension at least 48 hours prior to the date the assignment is due. Emergency situations
will be considered on a case-by-case basis. Being busy, pressured with outside work, or having competing
academic commitments are not usually considered valid reasons to receive extensions.
A student who receives an extension in advance of the due date and abides by the agreement with the
instructor is not subject to late penalties. The general guideline for late penalties is a deduction of one
point per day late for the first 10 days and 5 points per day after 10 days. Instructors may vary these
guidelines in response to the specific conditions and requirements of each course. In the absence of an
alternative announced by the Instructor the default policy is the general guideline cited above.
Assignments may be re-written only with the express consent of the Instructor and under exceptional
circumstances.
Participation
All courses encourage active engagement in discussion, dialogue, role plays and similar exercises in order
to receive the maximum educational benefits. Participation includes constructive criticism and the
negotiation of different perspectives and ideas. Recognizing that there are many forms of participation a
range of forms and styles are welcomed. Active engagement means being attentive. Similarly, it is
recognized that there are situations in which learning to hold ones counsel or to not participate verbally
are valuable learning experiences.
Attendance and a willingness to be actively involved in classroom discussions, small group activities, and
at times classroom presentations or role plays assists in creating a vibrant learning community.
Many courses include a participation component and, in some cases, assignments specify that
participation will be graded. In such cases the criteria for participation will be made known along with the
requirements for grade achievement.
Professional Writing
Assignments require error-free writing that uses standard English conventions and logical flow of
organization to address topics clearly, completely, and concisely.

UNIVERSITY POLICIES
You are responsible for understanding and adhering to all of City University of Seattles academic
policies. The most current versions of these policies can be found in the University Catalog that is linked
from the CityU Web site.

SJL 104

Page 5

Effective: Fall 2015

Scholastic Honesty
Scholastic honesty in students requires the pursuit of scholarly activity that is free from fraud, deception
and unauthorized collaboration with other individuals. You are responsible for understanding CityUs
policy on scholastic honesty and adhering to its standards in meeting all course requirements. A complete
copy of this policy can be found in the University Catalog in the section titled Scholastic Honesty under
Student Rights & Responsibilities.
Attendance
Students taking courses in any format at the University are expected to be diligent in their studies and to
attend class regularly.
Regular class attendance is important in achieving learning outcomes in the course and may be a valid
consideration in determining the final grade. For classes where a physical presence is required, a student
has attended if s/he is present at any time during the class session. For online classes, a student has
attended if s/he has posted or submitted an assignment. A complete copy of this policy can be found in
the University Catalog in the section titled Attendance Policy for Mixed Mode, Online and
Correspondence Courses.

SUPPORT SERVICES
Disability Resources
If you are a student with a disability and you require an accommodation, please contact the Disability
Resource Office as soon as possible. For additional information, please see the section in the University
Catalog titled Students with Special Needs under Student Rights & Responsibilities.
Library Services
CityU librarians are available to help you find the resources and information you need to succeed in this
course. Contact a CityU librarian through the Ask a Librarian service, or access library resources and
services online, 24 hours a day, seven days a week.
Smarthinking
As a CityU student, you have access to 10 free hours of online tutoring offered through Smarthinking,
including writing support, from certified tutors 24 hours a day, seven days a week. Contact CityUs
Student Support Center at help@cityu.edu to request your user name and password.

SJL 104

Page 6

Effective: Fall 2015