BEF 362 – School, Culture, and Society
Fall
2010
Course Time: T & R, 11:00-12:15
Instructor:
Dr.
John Petrovic
Office:
323 Graves Hall
Office hours: by appointment
Contact:
205 348 0465, mailto:petrovic@bamaed.ua.edu
On the web: http://www.bama.ua.edu/~jpetrovi/
I.
Course Catalog Description
An examination of the
social, philosophical, and historical foundations of education in a modern
democratic society.
Critical attention is paid to developing in preservice
teachers the understandings and proficiencies needed for working with students
from diverse backgrounds to ensure that all students have the opportunity to
learn.
II.
Conceptual Framework
The College of
Education prepares practitioners who understand the purposes of education and
have the ability to engage in the ongoing processes of reflection and dialogue
that lie at the heart of socially-responsible, theoretically-informed, and
research-based effective practice.
The complete
conceptual framework for the College of Education can be read at http://education.ua.edu/ncate/cf.html.
III.
Course Overview/Rationale for the Course
Teaching in the public
schools is not just about you and a group of children/students engaging in
enjoyable activities. Schools are social institutions that have been created in
certain ways, not always because people actually intended them to be that way
but because certain choices were made about money, organization, and control
which then resulted in the schools we have today. Schools reflect the society
in which they exist, and it is important for you to understand that
relationship and how it came about so that you can begin to think about how you
might work for change when you are one of the actors within a school setting.
Thus, in this course we will examine the role that philosophical, historical,
and sociological inquiries play in educational theory and, subsequently, our
beliefs about the purposes of schooling and our approaches to achieving those
ends. We will also begin to imagine ways in which schools can be transformed to
meet the changing social, political, and cultural context of the 21st
century.
Teachers need to be
able to evaluate critically the multitude of suggestions for how schools should
be run, reformed, and restructured. To do this, you need to be clear about your
own philosophies of teaching and learning and your own beliefs about how race,
class, ethnicity, gender and sexual orientation, among other characteristics,
impact the ways students experience schooling in today’s society. We will spend
considerable time in this course reading about and discussing such issues.
Finally, you should be
aware that this in not a “methods” course. It is not designed to prepare you to
teach in the direct ways that other courses in your preparation will. While we
will often discuss pedagogy, this course is designed to introduce you to your
chosen profession broadly. As a teacher, you will need to have certain skills,
attitudes, and dispositions to be successful. You will need to have a sense of
the great responsibility a teacher takes on, concern with the quality of your
work and a habit of reflecting on it, a desire to learn and improve yourself,
curiosity about new ideas, an interest in developing collegiality and working
cooperatively with others, punctuality, organization, dependability, and
respect for those involved in the hard work of providing formal education. You
need to be politically informed to be a leader for progressive educational
reform in a diverse society. You need to be philosophically informed to provide
children educational opportunities worth wanting. These are the primary
goals of this course.
IV.
Knowledge Base
Central to this course
will be an analysis of schooling through sociological, political, historical,
cultural, and philosophical inquiries. A primary focus of these inquiries will
be toward the development of the proficiencies needed to meet the educational
needs of diverse students. The course also helps student gain the knowledge,
skills, and dispositions needed to “teach from multicultural and global
perspectives that draw on the histories, experiences, and representations of
students from diverse cultural backgrounds” (NCATE, Standard I, p. 31). Through
these various inquiries, we will reflect upon our own distinctive location in
history and interrogate the possibilities education holds for realizing each
individual’s potential and promoting a more democratic, socially just society.
Further, this course is designed to equip students with certain types of
knowledge mandated by NCATE, the College of Education (as reflected in the
conceptual framework referred to above), and the Alabama State Department of
Education.
First, with its focus
on the social context of schooling, diversity, and culture, the knowledge base
for this course ensures that teacher candidates will obtain the knowledge that
NCATE (Standard I) deems as imperative for preservice
teachers:
Candidates preparing
to work in schools as teachers or other school personnel need a sound
professional knowledge base to understand learning and the context of schools,
families, and communities. They understand and are able to apply knowledge
related to the social, historical, and philosophical foundations of education,
professional ethics, law, and policy…They understand language acquisition;
cultural influences on learning; exceptionalities; diversity of student
populations, families, and communities; and inclusion and equity in classrooms
and schools…They understand the importance of using research in teaching and
other professional roles and know the roles and responsibilities of the
education profession” (p. 19).
Second, with its
emphasis on developing reflective practitioners who possess a philosophical
basis for ethical decision making, the course aids students in respecting
diversity, honoring difference, and promoting social justice, key goals of the
College of Education as iterated in its Conceptual Framework.
Third, the knowledge
base of this course will ensure that preservice
teachers have had opportunities to accomplish the following goals related to
diversity and professionalism as explicated in the Alabama State Department of
Education:
|
Alabama Standard/Rule 290-3-3-.04 |
ALABAMA QUALITY
TEACHING STANDARDS |
|
(1)(c)1.(i) |
Knowledge of the
structure of the academic disciplines related to the subject-matter content areas of instruction
and of the important facts and central concepts, principles, theories, and tools of inquiry associated with these
disciplines. |
|
(2)(c)4.(iv) |
Knowledge of the
importance of parents and/or families as active partners in planning and
supporting student learning. |
|
(3)(c)1.(i) |
Knowledge of
standard oral and written communications. |
|
(3)(c)1.(ii) |
Knowledge of the
impact of native language and linguistic background on language acquisition. |
|
(4)(c)1.(i) |
Knowledge of the
ways in which student learning is influenced by individual experiences and
out-of- school learning, including language and family/community values and
conditions. |
|
(4)(c)1.(ii) |
Knowledge of
cultural, ethnic, gender, linguistic, and socio-economic differences and how
these may affect individual learner needs, preferences, and styles. |
|
(4)(c)1.(iii) |
Knowledge of the
characteristics of one's own culture and use of language and of how they
differ from |
|
(4)(c)5.(i) |
Knowledge of how
personal/cultural biases can affect teaching and learning. |
|
(5)(c)4.(i) |
Knowledge of
research relating collective responsibility for student learning to increased
achievement for all students. |
|
(5)(c)4.(ii) |
Knowledge of the
principles of individual and organizational change and a commitment to assume
personal responsibility for leading and supporting others in results-oriented
changes. |
|
(5)(c)5.(i) |
Knowledge of
appropriate professional behavior and dispositions expected of professionals
as outlined in the Alabama Educator Code of Ethics. |
V.
Course Text and Readings
Canestrari, A. S. and Marlowe, B. A. (2010). Educational Foundations (2nd ed.). Thousand Oaks, CA: Sage.
Other readings are
available online by clicking on the author’s name on the electronic syllabus. (Please note that I do not always have
control over broken links or the availability of the server. Therefore, you
should attempt to access articles for a given class period at least a week
in advance so that problems can be resolved in a timely manner. Also
remember that you have a daily limit on the number of pages you can
print out on university printers.)
VI. Assignments,
Course Requirements, Grading, and Policies
• Exam 1-
20 points •
Written presentation* - 20 points
• Exam 2- 20
points • Written assignment - 10 points
• Oral Presentation - 20 points • Participation - 10 points
*The write-up of your
class presentation should include at least two scholarly (ie,
not Wikipedia, Ladies Home Journal, or GQ) references in addition to the class
reading. For this assignment you must also read chapters 19 & 21 in Canestrari and offer some discussion as to what those
readings mean to you and your teaching around the issue you have presented on.
Final Grading. The final grading will
be as follows: 100+=A+, 93-100=A, 90-92=A-, 87-89=B+, 83-86=B, 80-82=B-,
75-79=C+, 70-74=C, 65-69=C-, 60-64=D+, 55-59=D, 50-54=D-.
Attendance. Class attendance is mandatory. Each absence beyond the third
will result in 2 points being deducted from your grade. Doctor's excuses or
family emergencies will be taken into consideration.
Exams. Exams will consist of a variety of question types including
multiple choice, fill in the blank, and essay (among
other possibilities). You may help, if you choose, to write the exam (excluding
essays) and, depending on the number of acceptable items you submit to me,
anywhere from 0-50% of the exam items (excluding essay questions) will be known
to you prior to sitting the exam. Each exam will consist of 20-40 items AND 3
or 4 essay questions of which you will choose 2 or 3 to answer.
Statement of Equal
Treatment and Disabilities. The instructor and students in this course
will act with integrity and strive to engage in equitable verbal and non-verbal
behavior with respect to differences arising from age, gender, race, physical
ability, religious preferences, sexual orientation, and national origin. If you
are registered with the Office of Disability Services, please make an
appointment with the instructor as soon as possible to discuss any course
accommodations that may be necessary. If you have a disability but have not
contacted the Office of Disability Services, please call 354-5175 or visit Osband Hall to register for services.
Academic Honesty. Please familiarize yourself with UA
policies in the student handbook as regards academic honesty. If you are
suspected of cheating on an exam or of plagiarism, you will be referred to the
Associate Dean for further action. To avoid plagiarism, follow standard
referencing rules: quotation marks should be used if the material is copied
directly from the readings and text citations should be used. Quotations are
followed by the author, year, and page number in parenthesis of the source of
the quote (Petrovic, 1998, p. 15). If you paraphrase something, put just the
author and year after the paraphrased material (Petrovic, 1998). Submitting
work done for another class, submitting someone else’s work as your own,
copying and pasting from the internet, are all violations. (Internet sources
may be used, but you must follow standard referencing rules.) Please see The University
statement on plagiarism for more information.
VII. Schedule of
Course Topics and Readings
|
Date |
Reading/Class Discussion Questions |
Reading |
Assignment |
|
Introducing the
Foundations of Education and the Purposes of Teaching |
|||
|
Aug 19 |
Course Introduction and lecture: The purposes of education |
none |
Write an essay that
addresses, from your own, perspective, the question “Why (not) teach?” |
|
Aug 24 |
What “Foundations of
Education” is and is not about |
Canestrari, chs. 10 & 23 |
|
|
Aug 26 |
Why (not) teach? |
Canestrari, chs. 1, 2, &
4 |
How do the readings
inform your essay from Aug 19? Add 2-3 pages to your essay. |
|
Unit 1: The Purposes of Education in a
Democratic Society: Philosophical and Historical Foundations |
|||
|
Aug 31 |
Work day…Essays due
in my box by noon. |
||
|
Sept 2 |
How does the early
history of education illustrate
model(s) of schooling discussed by Spring? What were the
early purposes of schools as featured in the video? Which model do you
think held in your own schooling experience? Why? |
Watch the video and
prepare a one page response to the reading questions. |
|
|
Sept 7 |
What is Plato’s
epistemology? What are the implications for educational policy and practice? |
http://www.youtube.com/watch?v=s9cuopL-DX4 |
|
|
Sept 9 |
Describe Plato’s
curriculum and pedagogy. How do they reflect his epistemology? |
|
|
|
Sept 14 |
How does Freire’s pedagogy compare/contrast to Plato’s? How do you
think their purposes of education differ? |
Canestrari, ch. 9 |
|
|
Sept 16 |
How does Martin’s
epistemology differ from Plato’s? What are the implications for educational
policy and practice? |
|
|
|
Sept 21 |
State Neill’s
philosophy of education. State his epistemology. How do both differ from
Plato’s? |
Canestrari, ch. 13 |
|
|
Sept 23 |
What is Dewey’s epistemology?
Is it more similar to Plato’s or Martin’s or Neill’s? In what ways? What are
the implications for educational policy and practice? |
None, in-class video |
|
|
Sept 28 |
Exam #1 |
||
|
Unit 2: The economic
purposes of schooling in a “democratic” society: Education toward work,
caste, and consumption |
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Sept 30 |
What do you think
Winfield’s idea of democracy is and how does this differ from Plato’s? What
do you think she sees as the purpose(s) of education? |
Canestrari, ch. 25 |
|
|
Oct 5 |
What are the
purposes of schooling capitalist society? |
Canestrari, ch. 18 |
|
|
Oct 7 |
In what ways have
capitalism and marketing infiltrated schools? To what extent do you see this
as problematic? |
None, in-class video |
|
|
Oct 12 |
Why does Hewitt see capitalism
and corporate infiltration in school as problematic? |
|
|
|
Oct 14 |
What are some
primary models of schooling? What was the express purpose of each? What was
the hidden effect? What is equal educational opportunity? To what extent does
eeo exist? Are our schools democratic? |
|
|
|
Oct 19 |
What is classism?
What are the effects of class on equal educational opportunity? |
|
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Oct 21 |
Exam #2 |
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|
Unit 3:
Marginalizing Educational Opportunity: Race, Gender, and Ethnicity—the ‘isms’ |
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Oct 26 |
What is racism? What
is the relationship between class and race? |
Canestrari, chs. 3 & 6 |
|
|
Oct 28 |
No class, please
catch up on reading or read ahead. Note that the reading for next class
period is slightly heavier. |
||
|
Nov 2 |
What does it mean to
be “color blind?” What is deficit thinking? Is color blindness a solution to
deficit thinking? |
Canestrari, chs. 7 & 16 |
|
|
Nov 4 |
What is sexism? How
does it affect the educational experiences of both girls and boys? What is
hegemonic masculinity? |
|
|
|
Nov 9 |
What does it mean to
be masculine and how are improper masculinities constructed? |
None, in-class video |
|
|
Nov 11 |
What is
heterosexism? How is it related to sexism? How does it affect everyone’s
educational experience? |
|
|
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Nov 16 |
What is linguicism?
How should we teach language minority students in schools? Is “Ebonics” a
language or a dialect? |
Canestrari, ch. 5 |
|
|
Nov 18 |
NO CLASS-mid sem break |
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Nov 23 |
What is ableism? |
Canestrari, ch. 8 |
|
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Nov 30 |
In
class “ism” presentations |
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Dec 2 |
|
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Dec 10 |
Write-up of your
presentation is due by 10:30. |
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