EPE 301: EDUCATION IN AMERICAN CULTURE
SECTION 007-12:30-1:45
FALL 2004
Instructor: Katrina R. Hutchison
Email:
Office: 143B TaylorEducationBuilding
Office Hours: Tuesday & Thursdays 2:00-3:00 or by Appointment
Office Phone: 257-7835
Course Description:
EPE 301 explores the context of teaching and learning in American society, both within and outside of the classroom. EPE 301 critically examines different perspectives on education and culture, explores anxieties and aspirations about schools, the ways popular culture influences schooling, and the impact of race, class, gender, ethnic, and regional dynamics, both past and present, on teaching and learning. EPE 301 considers what roles schools play in constructing and perpetuating both inequalities and opportunities as well as the specific dimensions and practices of schools which marginalize or privilege particular groups of people.
Course Objectives:
*To promote skills of critical analysis by examining historical and contemporary debates about the nature of schooling and education in American society.
*To develop the ability to evaluate educational policies, structures, and processes for their differential impact on groups.
*To critically analyze differing historical and contemporary definitions of education and culture.
*To understand the social, economic, and political dimensions of schools that shape the possibilities of education.
*To explore the ways in which race, class, gender, ethnicity, rurality, and nationality mediate student and teacher subjectivities and shape the processes and organization of schooling.
*To develop an increased awareness of what it means in school culture to be a person of our own gender, race, class, etc., as well as understand how these categories affect those who are different from us.
Grade Scale:
90%-100%A
80%-89%B
70%-79%C
60%-69%D
59% or belowE
IncompleteI—NO “Incomplete” will be given at the end of the semester. All work is expected to be
submitted on time.
Texts
Course Packet
Jonathan Kozol (1991). Savage Inequalities: Children in America’s Schools. Crown.
Melba Pattillo Beals (1994). Warriors Don’t Cry. Pocket Books.
Donna Eder (1995). School Talk: Gender and Adolescent Culture. RutgersUniversity Press.
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Classroom Policies:
Attendance and Participation: Attendance will be monitored on a daily basis. Attendance and classroom participation are both required in order for you to succeed in this course. The shared experiences and diverse opinions of students foster some of the more interesting and enriching aspects of the classroom. You are expected to complete all assigned readings on time and be prepared to discuss, challenge, and argue the issues raised by the readings. My goal is to create an atmosphere in which people engage in intellectual dialogue. More than 2 unexcused (see Student Rights and Responsibilities guidelines) absences could result in a deduction of the final grade. If you have more absences that this (unexcused or otherwise) please consider withdrawing from the course and take it at a better time.
Academic Integrity: Cheating in any form could result in an E in the course and possible expulsion from the university. All material that is gleaned from the works or words of others through summary or quotation must be cited in proper form. Definition of Plagiarism and cheating are found in Student Rights and Responsibilities. A brief presentation regarding documentation will be included in the first week of class.
Assignments:
1. Writing Assignment I-Education Experiences and Aspirations: Write a 1 to 1 1/2 page report analyzing the notion of “What does it mean to learn?”. Also, describe, in your opinion, the role of an educator, and how you plan to impact the lives of others, particularly in such a diverse and economically stratified society. You should integrate and interpret the reading by W.E.B Du Bois. Also, state what you hope to gain from this course that may assist you in your future education endeavors. This assignment is a way for you to introduce yourself to the class. Be prepared to give a brief synopsis of your paper to the class. (10 pts.)
2. Cultural Artifacts Mini-Project: Your first mini-project is to collect various artifacts of contemporary American culture. You will need to bring three artifacts to class as well as make a brief report to the class about what each artifact may express about American culture (e.g. exclusion/inclusion; dominant/marginal). You must integrate class readings and class discussion into your presentation. (10 pts.)
- Group Project: Issues Impacting AmericanSchools: You will be selected to a particular group topic
(i.e. ESEA, Tracking, ESL, Busing, NCLB) in which you along with your group will present aspects of the issue to the class for discussion and debate. Your group assignment is to discuss the basic tenets of the issue, its initial goals, historical significance, controversies surrounding the issue, its impact on education outcomes, and discuss possible changes/modifications over time. You should make your presentation as if you are the authority on this issue. Your group must collectively decide your position on the issue (with what aspects of the issues you agree and/or disagree) and why you hold this position. The issue should be clearly explained, and you must present both/various sides of the issue. The responsibility of the class is to debate the issue and the group’s position. Each group is required to submit a reference page with a minimum of 3-4 books and 1-2 journal articles along with a one page paper that succinctly and clearly highlights the points for discussion. This paper can be in paragraph form, outline, question/ answer etc., (however, this does not include a copy of a power point presentation). Also, each person must submit in writing what his/her contribution was to the group project and the other members of the group must sign-off and make additional comments if necessary. In addition to your group presentation, one-page report, contribution statement, and reference page, you must also submit a 1-2 page report of your own individual position of the issue. All documents are due at the time of your presentation. The purpose of the individual report is to assess your own understanding of the issue and ability to make a sound argument. This assignment is to assist you in understanding the complexities involved in education policy-making and to create an awareness and appreciation for listening to different sides of an issue. Creativity is encouraged; Boredom is discouraged! You will be allotted 25 minutes for discussion and 15 minutes for Q&A. You will be given (25 pts) for the Group Presentation and (15 pts) for your individual critique of the issue for a Total of (40 pts.)
4. Critique of Campus Culture & Diversity (choose 1 of 3 options) (15 pts)): The purpose of this assignment is to create an awareness of everyday cultural dynamics and to begin to respond to sensitive issues from the perspective of an educator or policy-maker. Your responses to this assignment must be clearly explained. You should provide a sound argument and integrate class readings and discussions.
Kentucky Kernel--Critique the news coverage given to- and about the dominant culture and then compare
and contrast the news coverage given to- and about immigrant and dominated groups. In your opinion, explain whether you believe the campus paper is a promoter of diversity or a mechanism which perpetuates the dominant culture? How important is the campus paper in reflecting the views of a university? What perceptions surrounding diversity may be reflected about the university by reading this campus paper? In terms of the importance of diversity to education, what recommendations would you make for a campus paper? Your comments can be written as if it were a column in a newspaper, addressed as if it were a topic of headline news, editorial, or paragraph format, etc. Creativity is encouraged! Your responses must be well thought-out and written from an educator’s or a policy-maker’s point of view. Your report should be based on a 3-4 days review of the paper. (15 pts.)
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USP Requirements--Critique the USP requirements by interpreting the attention given to cultural diversity. In your opinion does the University Studies Program foster diversity or perpetuate the dominant culture? Please explain your answer. Express your thoughts and opinions about USP requirements as it relates to a university and diversity? In terms of the importance of diversity to education, what changes, if any, would you recommend for USP requirements for any university? Your comments can be written as if it were a column in a newspaper, a topic of headline news, editorial, paragraph format, etc. Creativity is encouraged! Your responses must be well thought-out and written from an educator’s or a policy-maker’s point of view. (15 pts.)
5. Midterm Exam: A writing assignment will be required for the Midterm Exam. The question(s) will be administered 2 weeks prior to its due date. (50 pts)
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6. Unannounced Quizzes: Five unannounced quizzes will be randomly administered to the class throughout the semester. You will be asked to answer questions that require short-answer and essay responses. The quizzes will assess your ability to integrate the readings and increase your participation in the course readings. As long as you keep pace with the readings you should have no problems with this assignment. (50 pts.)
7. Take-Home Writing Assignment: Two Take-Home writing assignment will be administered. This assignment will consist of short essay question(s). You will be expected to answer the question(s) based on assigned readings, discussions, and lectures. (20 pts. each)= (Total of 40 pts)
8. Debate: You will be separated into groups, and you will be expected to debate the issues addressed in the assigned reading. The topic will be given at class time. (10 pts)
9. Social Map Assignment:
Schools are one of the few public arenas in which people of differing class, race, and cultural identities engage in regular and sustained interactions. Schools are therefore, an important place to witness patterns of race, ethnic, and class relations by exploring the daily workings of a school and how teachers and students respond to diversity. For this assignment you need to choose a location where you would expect students, teachers and other school personnel to interact and design a map showing the participation patterns and boundaries operative in a school of your choice (excluded from your choices is any school dining area). You will also need to write a short paper interpreting your social map and explaining how your interpretation fits in with readings in this course. (25 pts.) Refer to Handout
10. Final Exam-Field Observations Project/ Analytical Essay: EPE 301 requires 15 hours in field research/placement in a non-classroom educational setting (e.g. community education programs, social services agencies, after school programs, literacy programs, etc). Students are also expected to use this placement as an opportunity to gain a familiarity with groups that differ from your own racial, ethnic, or class background. Students may also complete this requirement by doing a field-based research project. You might, for example, observe school board oar site-base council meetings; interview teachers, students, or administrators; conduct oral histories; analyze the effects of funding on local schools; examine various educational practices and policies such as gender and racial dynamics in sports or other aspects of student life. (100 pts) Refer to handout
Total =350 pts.
Tentative Schedule of Readings and Assignments:
8/26Introductions/Review of the Syllabus/ APA Style documentation
Writing I -Education Experience Assigned with –
“The Freedom to Learn,” (Chpt.2 pp.228-231) in Foner (ed.) (1970). W.E.B Du Bois Speaks:Speeches and Address 1920-1963. Vol.2.
8/31Writing I & Oral Presentation
9/2Remaining Oral Presentations
*Cultural Politics, Americanization, Exclusion and Public Schools*
“What is The Dominant Culture of the United States?” (Chpt.1 pp.3-25) in Joel Spring (2000)
The Intersection of Cultures: Multicultural Education in the U.S. and the Global Economy,
McGraw-Hill.
9/7“The Intersection of School Culture with Dominated and Immigrant Cultures,” (Chpt.7 pp. 111-27)
In Joel Spring (2000) The Intersection of Cultures: Multicultural Education in The U.S. and
The Global Economy, McGraw-Hill.
9/9“Deculturalization and the Claim of Racial and Cultural Superiority by Anglo-Americans,”
(Chpt.1 pp.1-16) in Joel Spring (2001). Deculturalization and the Struggle for Equality,
McGraw-Hill.
Critique of Campus Culture & Diversity
9/14Cultural Artifacts-Mini Project
*The Purpose of Education and Issues Impacting American Schools*
Reserved Reading
“The Evolution of the American Public School,” (Chpt. 2, pp.10-31) in Henry Perkinson (1995)
The Imperfect Panacea: American Faith in Education. McGraw Hill.
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9/16John Goodlad and Timothy McMannon (eds.)(1997). The Public Purpose of Education and Schooling (Intro pp.1-17; Chpt.1 pp.21-32; Chpt.2 pp.33-40).
Reserved Reading
“The Evolution of the American Public School,” in Henry J. Perkins (1995) The Imperfect Panacea: American Faith in Education. McGraw-Hill. Chpt.2
9/21Group Project: Issues Impacting American Schools
Group I– ESEA
9/23Group II- Tracking
9/28Group III-NCLB
9/30Group IV-Busing
10/5Group V- ESL (Give Midterm Exam Question)
*The Politics of Am. Schooling & Education*
10/7“Teaching Ethnocentrism,” (Chpt.11 pp.186-207) in Joel Spring (2000) The Intersection of Cultures: Multicultural Education in the U.S. and the Global Economy.
10/12Giroux, Henry (1988). Teachers As Intellectuals: Toward a Critical Pedagogy of Learning.
Bergin & Garvey. (Intro pp. xxix-xxxvi; Chpt.1 pp.1-10; Chpt.9 pp.121-128).
10/14Ira Shor (1993), “Education is Politics: Paulo Freire’s Critical Pedagogy,” (Chpt.2 pp.25-35)
in Paulo Freire: A Critical Encounter, McLaren & Leonard (eds.). Routledge.
10/19MIDTERM –ESSAY DUE
*Education, Inequality, & Resistance*
Waldo Martin Jr. (ed.) (1998). Brown v. Board of Education: A Brief History With Documents.
(Preface vii-ix; Intro pp.1-39; Chpt.2 pp.61-62; pp.76-86).
Davis, Michael and Hunter Clark (1999). Thurgood Marshall: Warrior at the Bar, Rebel on the Bench. Replica Books. (Chpt.12 pp. 148-166; Chpt.13 pp.167-178; Chpt.14 pp.179-197).
10/21NO CLASS–ATTENDING CONFERENCE
Beale, Chpts. Intro-7
10/26Beale, Chpts. 8-15
10/28Beale, Chpts. 16-Epilogue
Take-Home Writing Assigned
11/2NO CLASS–PRESIDENTIAL ELECTION
11/411/4Due: Take-Home Writing Assignment
“Equality of Educational Opportunity: Race, Gender, and Special Needs,” in Joel Spring (2004) American Education. 11th Edition. (Chpt. 3 pp. 63-94)
Kozol, Chpts. Preface-3
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11/9Kozol, Chpts 4-6, Summary
Take-Home Writing Assigned
11/11Social Map Presentations
11/16Social Map Presentations
Due: Take-Home Assignment
11/18Eder, Chpts. 1-2, 6
11/23Eder, Chpt. 8-10, Debates
11/25NO CLASS–THANKSGIVING HOLIDAY
11/30FIELD EXPERIENCE PRESENTATIONS DUE
Field Experience Presentations
12/2Field Experience Presentations
12/7Field Experience Presentations
12/9Field Experience Presentations
12/14FINAL EXAMS–ANALYTICAL ESSAY DUE @ 1:00 P.M.
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