Applied Diversity, Equity, and Inclusion in Curriculum and Program Design

This example illustrates how I design lower-division courses that integrate language development, cultural analysis, and structured discussion around complex social themes through the work of contemporary Spanish filmmaker Pedro Almodóvar.

This example illustrates how I design lower-division courses that integrate language development, cultural analysis, and structured discussion around complex social theme presented by Spain's premier contemporary filmmaker.

By Anton T. Brinckwirth, Ph.D.

I use film and media to introduce social justice issues from the Spanish-speaking world through culturally grounded narratives. Multimedia serves as a powerful tool in language instruction, supporting the development of interpretive and presentational skills in the target language. My pedagogical aim is to foster sustained discussion, critical thinking, and meaningful engagement with complex topics. As students express their perspectives in Spanish, they develop both linguistic proficiency and a deeper understanding of diversity, equity, and inclusion.

In the first half of the course, students engage with Latin American films that confront systemic inequality, racism, and corruption. These works portray the social consequences of poverty and limited opportunity while encouraging students to reflect critically and communicate with increasing confidence and purpose.

Each film is structured as a thematic unit supported by targeted vocabulary, cultural context, and task-based activities. Students analyze narrative, character development, and cultural significance while developing the ability to articulate informed perspectives in Spanish. Through this process, language learning becomes a platform for critical inquiry and social awareness.

To extend learning beyond the classroom, I integrate virtual exchange partnerships with students at universities in Mexico and Colombia. Students engage with shared materials and participate in structured discussions with peer partners, allowing them to explore course themes through direct intercultural dialogue. These exchanges are co-designed with partner instructors to ensure alignment with curricular goals and to support sustained, meaningful interaction.

In the second half of the course, we focus on the films of Pedro Almodóvar, whose work examines gender norms, identity, and marginalization in contemporary Spain. In Todo sobre mi madre (1999), Almodóvar presents a nuanced portrayal of motherhood, identity, and resilience. The film cautions against judging by appearances, revealing both the cruelty of prejudice and the enduring presence of compassion, forgiveness, and decency. These themes invite students to reflect not only on language and culture, but also on the ethical dimensions of human behavior and the need for empathy and inclusion.

We continue this inquiry with Volver (2006), which explores women’s resilience and the strength of familial and community bonds within a patriarchal context. Almodóvar’s female characters are resourceful, witty, and resilient, while the film critiques traditional power structures through contrast and narrative perspective. Through humor and emotional depth, Volver addresses themes of trauma, memory, and healing, emphasizing the sustaining roles of culture, connection, and care.

Through this integration of film, structured interaction, and virtual exchange, students engage complex social issues in Spanish while developing intercultural competence and communicative confidence. More broadly, this work reflects my commitment to designing curricula that integrate language development with critical inquiry, cultural understanding, and inclusive pedagogical practice.