Can a formal educational setting provide this type of learning experience, where the learner develops skills to critically assess the given assumptions and current state? What is the “right” interpretative framework through which the learners should be observing the perspective? There has been much discussed around the issue of developing a critical discourse on subjects such as racism, gender bias or social inequities. A special course about these subjects would help to broaden the minds of the learners, who have signed up for courses related to marketing, information technology, nursing or engineering?

For most of these learners, whether they are young people or older adults returning to upgrade their skills, they will be entering into a workplace which is more diverse then in the past 30 years. No longer will a mono-cultural viewpoint of the workplace suffice, as there are many backgrounds and perspectives that are making up the workplace, nowadays. There new expectations of some new immigrants, women, aboriginals, gays and lesbians where as they take on more leadership roles within the organizations, they are having a say in how their workplace is shaped. How should their viewpoints be considered and discussed in a thermodynamics class?

As an educator, is there benefit to you by integrating this type of critical discourse into your course work? What is the benefit to the college or university?