Professor Laura Dudley
Office: 1114 Crosley TowerClass: Rievschl 422B
Office Hours: Tues 11-12 or by apptThu 2-4:50 Crosley
Phone: 556-3308Spring 2012
POL 490 Capstone: Education & Power
Course Description and Learning Objectives
The study of power and politics in the area of education challenges seniors in political science and international affairs to reconsider key concepts such as democracy, resistance, citizenship, and equity. Students will:
1) read and debate philosophical and social sciencewriting on education and power
2) deepen their understanding of policy issues such as technology in education or affirmative action through international comparisons
3) research, write, and present a paper on a topic related to education and power and
4)engage in critical thinking, effective communication, knowledge integration and social responsibility.
These experiences and interactions will build on students’ varied interests in political science and international affairs. Each participant in this course will complete response papers on the assigned readings, applying the local and international issues raised in the course to his or her own life and experiences. Responses to and discussions of these papers will add to ourlocal/global comparisons.
Requirements
I.Response papers
Each week for which there are assigned readings, students will write a one page, double spaced, typed response paper on a theme or question from the assigned readings for that week, drawing on other course readings, current events, and/or other courses or life experiences. Response prompts are in the syllabus below, but students are encouraged to select their own major questions or themes for their responses. Printed papers are due at the beginning of class, and should discuss ALL of the reading assigned for that class, other than selections from The Craft of Research orCite Right. Each student can skip one response paper during the quarter.
II.Research portfolio,paper, and presentation
The research portfolio consists of several assignments (abstract, annotated bibliography,outline, and draft) noted in the syllabus. These culminate in a final paper (15pages, double spaced, typed) and presentation (15 minutes). Each piece of the portfolio, with professor’s or peer reviewer’s written comments, should be kept and resubmitted with the printed final paper in a complete portfolio. Final papers also must be submitted on blackboard through SafeAssign. (The Blackboard staff note that students using internet explorer or safari have had some trouble turning in papers; they tell students to use Mozilla Firefox or Google chrome with Blackboard.) Students will discuss their topics and progress throughout the quarter.
III.Class participation
Students are expected to complete assigned readings before class and come to class prepared with questions and comments. Students are also expected to regularly read a newspaper or news magazine with substantial political and international coverage. One can access a range of newspapers through the Langsam Library periodicals section on the fifth floor or through Lexis Nexis, available on the library computers. Students should be prepared to discussprogress or problems related to their research projects each week and to respond constructively to other students as they discuss their research.
Readings
Readings will be on Blackboard, includingassigned passages from The Craft of Research(second edition). PurchasingThe Craft of Researchis recommended. In addition to the assigned chapters, the whole book will be useful as you write your papers. It is available online new (from $8) and used (from $3.50). The SECOND EDITION will match the page numbers on the syllabus and is much cheaper than the third.
Wayne C. Booth, Gregory G. Colomb and Joseph M. Williams. 2003. The Craft of Research. Chicago and London: University of Chicago Press.
Grading
Response papers and peer review of another student’s paper1/3 of grade
Research Portfolio,Presentation and Paper2/3 of grade
Class participation and attendance
More than one absence will reduce your final grade, unless it is for a documented medical reason or university business (no need to document one absence). Participation in class discussions can improve your final grade.
Course Guidelines
Some of the topics covered are controversial and can evoke strong opinions. In this class all points of view will be listened to and respectfully considered. Papers and assignments are due at the beginning of the classes for which they are assigned. Late papers and assignments will not be accepted unless there are extraordinary (documented medical) circumstances.
The University Rules, including the Student Code of Conduct, and other documented policies of the department, college, and university related to academic integrity will be enforced. The Code of Conduct is available in the college office and online at
Definitions of cheating, plagiarism, and penalties are in the Code of Conduct. The definition of plagiarism includes, but is not limited to: copying another student's work, copying materials without proper citation, paraphrasing without proper citation and failing to cite all sources used and/or consulted. Examples of unacceptable plagiarism can be reviewed at:
Plagiarism will result in an F in the course.
If you have any special needs related to your participation in this course, including identified visual impairment, hearing impairment, physical impairment, communication disorder, and/or specific learning disability that may influence your performance in this course, you should meet with the instructor to arrange for reasonable provisions to ensure an equitable opportunity to meet all requirements of this course. At the discretion of the instructor, some accommodations may require prior approval by Disability Services.
This syllabus may be modified throughout the quarter.
Writing and Research Help
Students can get help from the McMicken Writing Center in 149 McMicken by calling 556-3912 or using Blackboard to schedule an appointment or a series of appointments with a tutor.
It is important to schedule in advance and not wait until the end of the quarter. If, on the basis of initial assignments, the professor recommends that a student work with the Writing Center for the paper project, proof of having done so should be included in the final portfolio.
Langsam librarians and other staff can offer help with your research questions. Sally Moffitt is the librarian specializing in political science and many international resources. We will be meeting with her as a class, but you can also make an individual appointment.
Topics, readings, assignments, and suggested response paper questions
3/29Introduction and topics brainstorm
4/5The right to education
Bring three possible research paper topics and/or questions to class, with your favorite circled.
Craft of Research: “From Topics to Questions” pp. 40-55.
Amartya Sen, “Women’s Agency and Social Change” in Development as Freedom, New York, Anchor Books, 1999.
John Dewey. Democracy and Education.1916.
Response:How does educating girls make a difference for the girls themselves as well as their communities? Discuss the relationship between democracy and education. What are some arguments for education as a human right?
4/12Religion and education
Class today will include a research workshop in Langsam Library with Sally Moffit.
Paper topic and one-page abstract due, including topic, question and rationale (see p. 52 Craft of Researchfrom last week’s chapter).
Craft of Research: “From problems to sources” and “speedy reading” pp. 75-107.
Alexander Evans. “Understanding Madrasahs (Madrasahs as opportunity; not a threat),” Foreign Affairs, 00157120, Jan/Feb2006, Vol. 85, Issue 1.
International Crisis Group “Pakistan: Karachi’s Madrasas and Violent Extremism”
Response: Prior to reading the articles above, describe your impression of Islamic education or of “madrassas.” What is your impression of them after finishing the readings?
4/19Education and civic engagement
Annotated bibliography due: at least 15 sources, including several academic journal articles. The annotated bibliography should have three sentences after each source, including the major argument or subject matter and how the source will be useful for your project.
Selections from:
Cite Right
Bob Hebert “College the easy way” 2011
The National Task Force on Civic Learning and Democracy. A Crucible Moment: College Learning and Democracy’s Future. 2012
4-5 Lecture by Hunter Rawlings, President of the Association of American Universities, DAAP 4400 (We will walk over to DAAP together at 3:45. Please plan to stay an extra ten minutes today, so we don’t have a group leaving the hall at 4:50).
Response: How do these studies’ findings compare with your experiences in college? What are the implications of the trends discussed in the readings for democracy in America?
4/26Pedagogies of the Oppressed/Standardized testing and inequities
Outline due. Major ideas should be organized and described in complete sentences. See discussion of “point-based outline” in:
Craft of Research: “Outlining” pp. 187-8
Selections from:
Paulo Freire. Pedagogies of the Oppressed. New York: Continuum, 2001.
Alina Tugend. “The Many Errors in Thinking about Mistakes.” New York Times, Nov. 24, 2007, B5.
James Traub, “Should universities teach to standardized tests?” New York Times Magazine. Sept 30, 2007.
Response: Consider K-12 testing and/or SAT/ACT, GRE, LSAT etc.: Reflect on your educational and testing experiences in light of Freire. Which ways of teaching and learning have enriched you the most?
5/3Individual meetings about your research with Professor Jenkins in office 1114 Crosley Tower. Sign up for a time between 12-5 on May 3. No class meeting.
5/10 Drafts due for peer review. They will be exchanged with your peer review partner.
2-3 pm Workshop on using and finding images, 462 Langsam (We will meet for this session in Langsam and then walk to our classroom for the rest of class).
3:10-4:50 Each student will give an informal five minute presentation of their major argument and raise remaining problems or questions for class feedback. Each class member will write ideas, suggestions and questions on notecards to give to each student in the class.
5/17 Access to education
Return draft to your peer review partner with hand written edits and comments, plus one double spaced, typed page of comments, questions and suggestions (please bring two copies, one for your partner and one for Professor Jenkins for credit). You will meet with your partner in class to discuss drafts and comments.
Craft of Research: “Revising style” pp. 263-282
Laura Dudley Jenkins. “Race, Caste and Justice: Social Science Categories and Antidiscrimination Policies in India and the United States.” Connecticut Law Review 2004, 36 (3).
or
Thembisa Waetjen. “Measures of Redress: defining disadvantage in a university access programme.” South African Review of Sociology 2006, 37 (2).
Browse UC affirmative action policies
Your written response this week will be the peer review of your partner’s draft.
But consider the following while reading, for class discussion: There has been a call for more economic/class-based affirmative action in the US, India, and South Africa as opposed to race, caste or sex based affirmative action. What is gained and what is lost with such a change?
5/24 Research presentations. Each student will give a 15 minute presentation followed by 5 minute of questions and answers.
5/31Research presentations. Papers and portfolios due today. Each student will give a 15 minute presentation followed by 5 minute of questions and answers.