PHED-UE 1016
Religion and Public Education in an International Context
An Undergraduate Honors Seminar
Spring Semester, 2014
Monday/Wednesday 12:30-1:45
7 E 12th Street, Room 129 – Plus travel
Instructor: James W. Fraser Graduate Research Assistant:
635 East Hall Noah Kippley-Ogman
212 998 5413
Course Description and Objectives
The purpose of this course on religion and public education in an international context is for us to engage together in a critical analysis of what continues to be an important contemporary issue. The seminar will involve students in the ongoing public debates about the uneasy relationship of religion and public education in the United States, England, France, and a non-European country of the student’s choice. Participants in the course will examine the issue from a variety of perspectives:
§ Through readings, research, and site visits to specific schools, we will explore the different approaches to the place of religion in the public schools in the United States (with its long standing and much debated commitment to the separation of church and state), and other countries that have a different approach to the teaching of religion from mandated religious observances to a ban on any engagement with religion.
§ An historical examination of the links of religion and public education in the United States from the growth of public schools as essentially Protestant parochial schools in the early nineteenth century, to the development of dissenting models, especially Roman Catholic Parochial schools, to the many battles about the issue in the twentieth century. The U.S. experience will then be used as a base for comparisons with developments in the other very different countries under consideration.
§ A political review of the debates of the last two decades, such as renewed calls for school prayer and vouchers and other forms of support for religious schools in the United States, the debate over the prohibition of head scarfs for Muslim women in French schools, etc.
§ A pedagogical analysis of the options facing teachers and others who want to approach the issue of religion in U.S. schools with respect and seriousness in increasingly diverse but sometimes religiously intolerant settings. It is one thing to analyze the relationship of religion with public education, either historically or in terms of contemporary public policy. It is quite another to teach in a contemporary school classroom and find one's way through the competing demands of students, parents, community organizations, and the makers of current curriculum standards. It would be irresponsible for a course such as this one to examine history and policy without also attending to issues of pedagogy.
Learning Objectives
In light of the above readings, class discussions, and experiences with schools in the United States and elsewhere, participants in the course should be able to:
· Understand the fundamental differences between the ways the topic of religion is treated in the schools of the United States and other nations with some depth including understanding of subtle differences such as between the U.S. doctrine of “separation of church and state,” the religious establishment in England, French “secularism” and other approaches to religion in public schools elsewhere.
· Understand in a meaningful way the arguments put forward by proponents and opponents of current policies within each society as well as between societies.
· Understand the cultural context that leads to different policies, not judgment calls as to the correctness of these policies in general.
· Make specific links between the course material and possible career plans in public schools, private religious schools, as academic researchers, parents, and citizens.
Academic Integrity
All students are responsible for understanding and complying with the
NYU Steinhardt Statement on Academic Integrity. A copy is available here
http://steinhardt.nyu.edu/policies/academic_integrity.
Students with Disabilities
Students with physical or learning disabilities are required to register
with the Moses Center for Students with Disabilities, 719 Broadway, 2nd
Floor, (212-998-4980) and are required to present a letter from the
Center to the instructor at the start of the semester in order to be
considered for appropriate accommodation.
http://www.nyu.edu/csd/
Assigned Textbooks
All participants in the seminar will read:
James W. Fraser, Between Church and State: Religion & Public Education in a Multicultural America (New York: St. Martin’s Press, 1999).
Facing History and Ourselves, What Do We Do With Difference? France and the Debate Over Headscarves in Schools (Boston: Facing History and Ourselves, 2011).
Warren A. Nord and Charles C. Haynes, Taking Religion Seriously Across the Curriculum. (Alexandria, VA: Association for Supervision and Curriculum Development, 1998).
Plus Reading packet including “A Review of Religious Education in England and U.S.,” Supreme Court Cases, etc. available from Advanced Copy, 552 LaGuardia Place.
Course Schedule
Introductions
Monday, January 27, Introductions to each other and to the course. Why is religion such a controversial issue? A case study look at the new regulations governing religion in the schools of Quebec, Canada.
Assignment—In class each person will write a short editorial in response to the proposed Quebec Charter limiting overt religious expression in places like schools. These will not be graded but will be used for class discussion and will be collected for later review.
Religion in the Schools of the United States, Reviewing a Long History
Wednesday, January 29—Church, State, and School in the Constitution and Common School Era
The primary framing of the First Amendment and the various opinions held by Americans in the early Republic from the proponents of the emerging common school (secular or Protestant?) to the advocates for Catholic parochial school.
Assignment for January 29—Read the introduction and chapters one, two and three of Between Church and State (pp. 1-65) and come to class prepared to discuss.
Monday, February 3—Whose Prayers, Whose Bible, Whose Science?
Religion, education, and enculturation for marginalized groups.
The importance of the Scopes Trial
Assignment for February 3: Read Between Church and State, chapters four, five, and six (pages 67-126) and come to class prepared to discuss
Wednesday, February 5—Culture Wars and Constitutional Wars about the Place of Religion in Public Schools in the Twentieth Century
Tensions that fracture effort to create a common culture
Locating schooling as a religious and secular enterprise in the twentieth century.
Assignment for February 5: Read Between Church and State, chapters seven and eight (pages 127-182) and come to class prepared to discuss
Monday, February 10—The Supreme Court and Religion
The class session will focus on further understanding of the different approaches to religion in the schools of the United States beginning with an analysis of changing and challenging U.S. Supreme Court Decisions.
Assignment for February 10—Before coming to class, read the following Court cases from the Course Packet:
Everson v. Board of Education (1947) [bus transportation for religious schools] Illinois ex rel. McCollum v. Board of Education (1948), and
Zorach v. Clauson (1952) [use of school facilities for religious instruction]
Engle v. Vitale (1962) [prayer in the public schools]
Abington v. Schempp (1963) [prayer and Bible reading in school]
Agostini v. Felton (1997) [remedial services for religious school students]
Good News Club v. Milford Central High School (2001) [religious groups on campus]
Zelman v Simmons-Harris (2002) [public funds for vouchers for parochial schools]
Newdow v. Elk Grove (2002) [“under God” in the Pledge of Allegiance]
Guest: John Sexton
Wednesday, February 12: Recent Developments in Politics and Practice
In this class session we will continue to examine the growing role of the Supreme Court as arbiter of many church-state issues, the so-called “culture wars” around prayer, Bible reading, and the teaching of evolution, and the increasingly strong debates about public funding through vouchers and charter schools for private religious schools. We will also look at the disparity between local practice and federal law
Assignment for February 12: Read Between Church and State, chapters nine and ten (pages 183-240) and Charles C. Haynes, “Getting Religion Right in Public Schools” in Phi Delta Kappan 93, no. 4 (December 2011): 8-14 and Ted Purinton and Vicki Gunther, “Closing Schools for the Holidays—Whose Holidays?” in Phi Delta Kappan (December 2011): 33-37 available in the Course Packet and come to class prepared to discuss.
Draft of paper on Religion and Education in the United States (see assignments) due electronically to the instructors by Friday February 14. See assignments
Monday, February 17—President’ Day—NYU School Holiday
Wednesday, February 19—Review of Schooling in the United States, Between Church and State, and first course paper.
Assignment for February 19—Bring a hard copy of the draft paper that you submitted on February 14 to class. We will review papers in class and you will have an opportunity to submit a revised paper for grading by Friday February 21.
Religion, Education, and the Schools of England and France
Monday February 24—Religion in the Schools of England: Examining a 21st Century Religious Establishment
Religion plays a very different role in schools in England and Wales than it does in the United States and the difference can be jarring at first. We will look at the English system, consider why religion has the role it does in publicly funded schooling in England. We will give special attention to laws and customs regarding collective worship and the conscience clause in English schools.
Assignment for February 24: Read “A Review of Religious Education in England” (October 2013), J. Gill, “The Act of Collective Worship: Pupils’ Perspective” and M. R. Louden, “The Conscience Clause in Religious Education and Collective Worship,” in Course Packet and come to class prepared to discuss.
Guest (via skype): Professor Jo Pearce, Institute of Education, University of London.
Wednesday, February 26—Preparing for Travel. We will spend this class session reviewing the schedule for our school visits in London and Paris, opportunities for free time, and NYU regulations and expectations for anyone traveling for a university program.
Guests: Staff from the Office of Global Programs
Monday, March 3—Continued discussion of Religion in the Schools of England
Assignment for March 3—Review readings from February 24.
Wednesday, March 5— Religion in the Schools of France: The Headscarf Controversy as a Way to Understand French Secularism
Assignment: Read What Do We Do With Difference? France and the Debate Over Headscarves in Schools and come to class prepared to discuss it.
Guest: Adam Strom, Facing History and Ourselves
Monday, March 10—Continuing the discussion of Religion in the Schools of France. How do we understand French cultural attitudes?
Guest: Stephanie Hull
Wednesday, March 12—Review of the ways schools in England and France handle issues of religion and preparation for our travel to London and Paris.
· What do we look for in schools in London and Paris?
· How do we need to plan and what do we need to take to have a good trip?
The Week of March 17-21: On Site: Visits and Discussions with English and French Educators
Saturday, March 15—AA #106, departs JFK at 7:25 p.m.
Sunday, March 16—Flight # 106 arrives in London at 7:35 a.m. breakfast and tour of London, afternoon free, welcome dinner at 6:00 p.m., evening free
Monday, March 17—School Visits in the morning. Afternoon and evening free to see London. Meet in hotel lobby for travel to first school visit.
Tuesday, March 18—School visits in the morning, classes at the Institute of Education in afternoon and evening. Meet in hotel lobby for travel to London school and Institute of Education
Wednesday, March 19—Meet in hotel lobby at 7:00 a.m. for travel to school in the English countryside. Please be sure to check out before departing. We will not return to the hotel. Day long visit to school followed by 5:31 p.m. London-Paris train. Dinner on your own on the train. Arrive in Paris at 8:47 p.m. and check in to hotel.
Thursday, March 20—Visits to English classes in Paris schools followed by discussion
Friday, March 21—Tour of cultural sites in Paris
Saturday, March 22—Free day to see Paris. Farewell dinner
Sunday, March 23—Depart hotel at 7:00 a.m. for AA flight #45; arrive JFK at 1:40 p.m.
Monday, March 24: No class session, time to recover from the trip
Wednesday, March 26: Making Sense of It All—Putting the Pieces Together
We will begin a process of integrating the seminar readings and discussions and the site visits into a more coherent understanding of three quite different approaches to the place of religion in the public schools of western democracies. We will ask: How Do the different approaches to religious instruction and observance reflect different national cultures, values, and approaches to religion, morality, and the nation-state?
Assignment: Bring the journals you have written during the school visits (see assignments) to class on Wednesday March 26.
Paper on Religion and Education in England and France due by end of day, Monday, March 31.
Religion and the Schools—Looking beyond North America and Europe
Monday, March 31—Continuing the Integration—Adding Complexity to the Conversation—What Do Other Nations do about the topic of Religion in the schools. Case Studies of the place of religion in public education in countries such as Jamaica, Cuba, Ghana, Israel, or Afghanistan.
The class session will include an overview of the many diverse ways that other nations handle religious issues in the schools. During class we will divide into study groups to report on the nature of the issue in class next week.
Wednesday, April 2—Case study—Religion and the schools of Afghanistan
Guest: Professor Dana Burde
Monday April 7—Case Study—Religion and Sex Education in the schools of Africa and beyond.
Guest: Professor Jonathan Zimmerman
Wednesday April 9—Case Study—Religion in the schools of the Caribbean: Jamaica, Cuba and the Cayman Islands.
Guest: To be determined
Monday April 14 and Wednesday, April 16: No whole class meeting.
Study Groups on their own to prepare reports. Please be conscious that Passover begins at sundown on Monday April 14 and plan around individual observances. While we will not meet as a whole class, it is important that each study group use this time to meet and plan. It is a full workload preparing for class on April 21. Instructor and Graduate Research Assistant will be available on call through the week to help plan sessions.