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EDU 301/501: Foundations of Education School, Pedagogy and Social Justice (3 credits)
300/503: Practicum in France and Benin (3 credits)
Fall 2008

Mondays: 4:00 p.m. to 7:00 p. m.
October 2008 – December 2008

Face-to-Face Meetings

Overseas TravelJanuary 2009
Benin, West Africa

Paris-Versailles, France

Angel Supported:

Instructors

Dr. Barbara Garii, 250-I Wilber Hall,
Dr. Marcia M. Burrell, 250-F Wilber Hall,
State University of New York College At Oswego

Office Hours by appointment

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Course Overview:

In this course our broadest concern is to understand the relationship between schools and society. We will consider the meanings made of schooling and teaching in the United States via four different perspectives throughout the course: The historical, the sociological, international, and applied.

Further, this course is based on the premise that knowledge of our American culture, society and politics can be increased through an understanding of others cultures. The two Francophone cultures of Paris, France and Benin, West Africa will help us formulate reflective opinions about education in our own lives, concerning our local schools, and about educational policies in our nation and world. Culture, society and politics are the framework of national decision-making at both the macro and micro levels. Thus, administrative decisions are made that impinge on national growth and change in light of population shifts and economic realities. This course will use educational experiences as a case study of cultural decision making to explore how society and politics responds to changing populations as illustrated by the immigrant experience.

We will look at how industrial nations, specifically the United States and France recognize and integrate their own colonialist histories as they work with new populations whose backgrounds do not reflect a Euro-centric perspective in response to the increased number of immigrants. In our class we will explore issues that influence how schools and departments of education confront these issues – including language, culture, race, and religion. In France, we will meet with French school administrators and visit French schools to better understand how the French education system mirrors, parallels, and contrasts with the American school experience for immigrant students. Finally, we will visit Benin, in West Africa, the home of many French immigrant students. In Benin, we will visit schools and meet with ministry of education officials to better understand why and how politics, economics, and culture impact families’ decisions to immigrate.

The course has two main components. First at Oswego, we will use books, websites and articles to gather information about our American culture as a colony of Great Britain. Second in France and Benin, we will gather information about how the educational system is influenced by and responds to international trends in the modernization of educational expectations. We will study education in a global context and investigate how and why policy making to improve educational practice in different settings is critical.

Goals of the course:

As a result, of participating in this course, you will be able to:

1. Compare and contrast educational decision making and pedagogical, practices based on economic, social and linguistic issues. (Knowledge, authentic learning)

2. Describe how the meaning we make of schools is affected by several factors including the every day conditions of society, prevalent ideologies, current content and pedagogical practices, key social issues, and the participants of schools. (Knowledge)

3. Explain how you can us this broad framework of the discourse of education to address issues that you will face as teachers. (Knowledge, reflection, authentic learning)

4.Identify strategies you can use to work against obstacles that inhibit all citizens from being actively involved in this democracy. (Knowledge, reflection, social justice, collaboration)

5.Explain how concepts of pedagogy, professionalism, ideology, discrimination, oppression, and multiculturalism relate to today’s education. (knowledge, reflection)

6. Predict where you will fit into the future of public school teachers that has grown from the legacy of teaching. (Knowledge, reflection, leadership, practice)

7. Explain how meaning is socially constructed especially as it relates to social construction of race, gender, class and disability, sexuality, Jewish identity, schooling, and teaching. (knowledge)

8. Provide examples of how the meaning we make of a concept determines how we act in relation to that concept, whether it is schooling, the role of teachers, multi-culturalism, and so on; and how our actions continue an ongoing meaning making process. (Authentic leaning)

Required Materials:
All overseas travel in Benin and France
Access to Angel
Book Purchase from River’s End
Blank notebook (to carry as a Journal during our travels)

Practicum:
All students will be assigned to visit schools in Benin and in France, as part of the overseas travel portion of the course. The practicum is considered an extension of class time. Specific assignments will be made as part of the overseas part of the course.

Differently-abled students will be accommodated. If you have a disabling condition that may require extra support to complete the requirements for this course, please let us know and contact the Office of Services to Students with Disabilities (226 Hewitt Union , 312-3358, )

Course Requirements—Summary

Assignment / Points
Class Participation (multiple) / M
3 Response Paper @ 8 pts each / 24
Active participation in 3 Online Discussions @ 8 pts each / 24
Book Group Presentation / 15
Book Reaction Paper / 10
All classroom visits and follow-ups / M
Personal Response Journals / M
Final Paper / 27
Total / 100

M=Mandatory attendance and participation.

Course Requirements—Specifics

All written work including online postings should be well edited for grammar, spelling, punctuation and spelling. Please include your first and last name on all assignments

Class participation “School, pedagogy and social justice” is primarily a discussion class. Unlike lecture classes, students are responsible for contributing their analysis, thoughts, feelings and opinions n issues addressed through each class during the U.S. and overseas portions of the course. Active participation is expected for all classroom visits and planned cultural activities. While in Benin, we will use the daily breakfasts as a springboard for journaling.

Readings: In order to participate in the online discussions, write the response papers, and understand the contexts of what we will be seeing in France and Benin, you must critically read all the assigned materials.

Response PapersThe response papers should be based on the week’s article and discussion, and be no more than 2 pages. DO NOT summarize the articles: We have read them. Instead, use these response papers to think deeply about the articles you have read. Make sure each paper has the following headings:

Cognitive: What did you learn about the article? How would you summarize the important topics that were brought up in the articles and the discussion?

Affective: What are your feelings about this week’s reading and online discussions—support your perspectives with evidence and examples.

Conative: How does this think about what we are going to be doing. How does this change or influence your thinking about what we are going to be doing over seas—what you are expecting. Connect it to your expectations of Benin and France. (for more information about this heading, go to )
Online DiscussionsRead the articles assigned for that discussion. A Starter will pose a higher order question, based on the reading. Every class member is expected to make 3-5 substantive posts to the space before the end date. These posts should reflect and respond to what others have said as well as any new insights you may have. On the end date, the Wrapper is responsible for wrapping up the discussion.

Book ResponseRead your book before the classroom presentation week. Write up a reaction paper using the Cognitive, Affective and Conative headings. Submit this paper before the group presentation. Late papers will not be accepted.

Group presentationCome prepared to share a 5 -7 minute presentation in selected small groups. In selected groups create a presentation—in class to share the commonalities, questions, and other detail that were raised in the books you read. This assignment is directly connected to the book selected on the first day of class.

Classroom Visits

Overseas Visits
All ministry, school, and classroom visits in France and Benin are mandatory.

U.S. Classroom Visits
Graduate students are required to make at least one 2 hour classroom visit, and integrate that experience into the final paper. Undergraduates may elect to make a classroom visit. If you need assistance organizing a visit, talk to Dr. Burrell before November 1, 2007.

Response JournalsThis mandatory assignment requires that you maintain a journal about your interactions in Benin and in France. We will structure time into each day to ensure that you have time to complete this assignment.

Final Reaction PaperThe final paper should include the readings, discussions, travel experiences, and interactions. Additional readings include the Pugh article and the Schleicher article. Remember, WE DO NOT WANT A TRAVEL LOG.

Use the Cognitive, Affective, and Conative headings to help you structure your thoughts.

 Undergraduates should write at least 3-5 pages.

 Graduate Students should write at least 5 -7 pages. Graduate students are also required to includetheir U.S. classroom visit in their final paper.

READINGS

1.Educational Hegemony

Response Paper 1 (Due Nov 12)
Online Discussion 1 (Nov 4 – Nov 12)

Aginhotri, R. K. (2007). Towards a pedagogical paradigm rooted in multilinguality. International Multilingual Research Journal, 1(2), 79-88.

Dutercq, Y., & Lafaye, C. (2007). Taking sides: to school or not to school squatters' children. Anthropology and education quarterly, 38(2), 178-194.

Kohls, L. R. (1984). The Values American Live By. Retrieved October 20, 2007, from

Tsui, A. B. M. (2007). Linguistic paradoxes and cultural domination. International Multilingual Research Journal, 1(2), 135-143.

van Zanten, A. (2003). Middle-class parents and social mix in French urban schools: reproduction and transformation of class relations in education. International Studies in Sociology of Education, 13(2), 107-123.

2.Western Educational Pedagogies vs Other Cultural Norms

Response Paper 2 (Due Nov 18)
Online Discussion 2 (Nov 11 – Nov 20)

French State Education: An Introduction

Girls’ Education in Benin

Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006). Critical pedagogy of place: eco-justice issues in Malawi. Paper presented at the American Educational Research Association, San Francisco, CA.

Issaou, G. (2006). A study of selected science teaching practices in Benin, West Africa. In K. Mutua & C. S. Sunai (Eds.), Research on Education in Africa, the Caribbean, and the Middle East: Crosscurrents and Crosscutting Themes (pp. 37-60). Charlotte, NC: Information Age Publishing.

Sternberg, R. J. (2007). Who are the bright children? The cultural context of being and acting intelligent. Educational Researcher, 36(3), 148-155.

3.West African Education

Response Paper 3 (Due Dec 2)
Online Discussion (Nov 18 – Dec 4)

Mutangadura, G. B., & Lamb, V. L. (2003). Variations in rates of primary school access and enrolments in sub-Saharan Africa: a pooled cross-country time series analysis. International Journal of Educational Development, 23, 369-38

Ahanhanzo, J., Odushin, D. E., & Bibi-Adelakoun, A. (2006). Policy dialogue and education: African and Portuguese experiences. Building a vision for education in Benin. Prospects, 36(1), 9-21.

Daun, H. (1995). Teachers' predictions and pupils' destinies: a West African survey. International Review of Education 41(5), 405-425.

4.Read These to Think About As We Travel

Pugh, K. J., & Bergin, D. A. (2005). The effect of schooling on students' out-of-school experience. Educational Researcher, 34(9), 15-23.

Schleicher, A. (2006). Where immigrant children succeed: a comparative review of performance and engagement in PISA 2003. International Education. 17(5), 507-516.

Plans / Readings
-Syllabus
-Introduction to Angel
-Ms. Banna Rubinow—Book Talks
-Candidacy Paperwork with Conceptual Framework / Topic:
Educational Hegemony
Aginhotri, R. K.(2007);
Dutercq, Y., & Lafaye, C. (2007);
Tsui, A. B. M. (2007)
van Zanten, A. (2003)
Kohls, L. R. (1984)
What is education?
 Comparative
 Rise of Pub School in US, France, Benin
 What IS a public school?
 Who goes to School?
 Role of teacher in Society
Who are our students?
 Equality, equity
 What do they know?
 How do we know what they know?
 Issues of religion, issues of immigration, issues of language? / Topic:
Western Educational Pedagogies vs Other Cultural Norms
Glasson, G. E., Frykholm, J. A., Mhango, N. A., & Phiri, A. D. (2006)
Issaou, G. (2006)
Sternberg, R. J. (2007)
French state education
Girls’ education in Benin
Book Group Presentations (Small Group)
What is taught?
Comparative
 Curricular concerns
 Centric-ism
/ Topic:
West African Education
Ahanhanzo, J., Odushin, D. E., & Bibi-Adelakoun, A. (2006)
Daun, H. (1995)
Mutangadura, G. B., & Lamb, V. L. (2003)
US, France, and Benin
 Educational Expectations
 Educational Decision Making
Final planning and organizing Business (with Dr. McKeown) / Final Readings:
Pugh, date and Bergin, 2005
Schleicher, 2006
BENIN AND FRANCE

Books Read by Students in EDU 301/501

Fall 2008

Arnove, R. F., and Torres, C.A. (2007). Comparative Education: The Dialectic of the Global and the Local (3rd ed.). USA: The Rowman & Littlefield Publishing Group, Inc.

Baker, D. and LeTendre, G. (2005). National Differences, Global Similarities: World Culture and the Future of Schooling. Stanford University Press.

Banks, J. (editor). (2003) Diversity and Citizenship Education: Global Perspectives, Jossey-Bass.

Borg, C. and Mayo, P. (2006). Learning and Social Difference: Challenges for Public Education and Critical Pedagogy. Boulder, CO: Paradigm Publishers

Coe, C. (2005) Dilemmas of Culture in African Schools: Youth, Nationalism, and the Transformation of Knowledge. Chicago: University of Chicago Press

Grietens, H., Lahaye, W. and Hellinckx , W. (2005) In The Best Interests of Children and Youth. International Perspectives. Leuven, Belguim: Leuven University Press.

Kwesiga, J.C. (2002). Women’s Access to Higher Education in Africa: Uganda’s Experience. Michigan State University Press.

Oduaran, Akpovire and Bhola, Harbans S. (Eds.). (2006). Widening Access to Education as Social Justice: essays in Honor of Michael Omolewa. Netherlands: Springer.

Reed-Danahay, D. (1996) Educational and Identity in Rural France: The Politics of Schooling. New York: Cambridge University Press

Segall, W.E. (2006) School Reform in a Global Society. Rowman and Littlefield.