Teaching and Critical Pedagogy

SCHOOL AND SOCIETY
ES 6330

Description - Goals - Expectations - Requirements/Assessments - Final Notes - Schedule -

Credit Hours: 3
Instructor(s): Dan Baker
Home: (269) 692 - 3787
Email/Dan: <d2baker@wmich.edu>
Required Course Texts:

• Leslie Stevenson & David Haberman. Ten Theories of Human Nature (New York:  Oxford University Press, 1998).
• Myra & David Sadker. Failing at Fairness:  How America's Schools Cheat Girls. (New York:  Scribner, 1995).
• Stephen Jay Gould. The Mismeasure of Man. (W. W. Norton & Company; Rev/Expd edition, 1996).
• Jeannie Oakes. Keeping Track:  How Schools Structure Inequality. (New Haven:  Yale University Press, 1985).
Various articles TBA.

Suggested Text:

• MLA Handbook for Writers of Research Papers, 5th ed. (New York: MLA, 1999).

Course Description:

This course examines practical and theoretical issues in the definition of desirable educational aims and practices as related to the perceived needs, interests, and potentials of those involved. The course places the process of defining aims and practices in social, cultural, and historical perspective, with particular attention to the influence of conceptions of human nature and potential. Prominent views of human nature and diversity that have influenced the course of American schooling will be examined. The course provides a basis for ongoing professional inquiry concerning the fit between educational practices and the diverse needs of those subject to them, and the way educational practices tacitly inculcate cultural assumptions regarding human nature, interests, and potential.

Program Goals Addressed in this Course:

During the semester, we will be discussing several key issues. Ultimately, when each leaves there is a hope that each will have:

• Developed an better understanding of how conceptions of human nature, interests, and potential bear on educational practices, with particular attention to the issue of diversity with respect to individuals and culture groups;
• Acquired an awareness of how conceptions of human nature and diversity manifest themselves in historically pertinent and current controversies regarding educational aims and practices;
• Developed an understanding of moral and political dimensions in evolving conceptions of human nature, interests, and potential;
• Increased an awareness of conceptions of human difference--particularly those linked to race, gender, class, and how patterns of tacit understanding and bias are related to those conceptions;
• And, developed skills necessary for ongoing critical inquiry concerning ways that educational aims and practices relate to conceptions of human nature, interests, and potential.

Course Expectations:

As previously stated, this class demands that you think and discuss your feelings and opinions in both written and spoken expression; a basic requirement of this course is that every student demonstrate solid competencies in written and oral expression of ideas. To be a forceful advocate for education, to articulate your ideas, educational aims, and values, you must focus on developing a writing that is clear and persuasive. In this course, you will be asked to develop detailed, well-informed papers and other presentations on issues related to the course content. Work hard on developing your written voice during this course. Your skills with written and vocal expression will prove invaluable as you continue to engage in discussions related to education.

Clearly, the processes of thinking and writing are complementary. Good thinking leads to good discussion. However, good thinking is deepened and clarified during the writing process. By critically thinking about the ideas/issues discussed in your reading and in class, by actively participating in activities designed for oral discussion and feedback, you will find the written requirements for this course less difficult

Speaking of participation, attaining the aforementioned goals requires that each student helps to create a learning environment that encourages active participation, thoughtful discussion and reflection, critical examination, and a rich exchange of ideas regarding theory and teaching ideology. Further, it is important to note that not everything discussed or read in this class will be practical or immediately useable. At times, class conversations will veer into the philosophical – which is an important component of the course for, as it has been said, "a philosophy with no implications for practice is only useless, but a collection of activities or techniques with no philosophy to control and direct them may well be dangerous" (Probst 120).

Course Requirements, Evaluations, & Expectations:

To a degree, this class will proceed as a seminar. This means that class meetings will involve discussion of issues and questions generated by readings, and for this reason it is imperative that students come to class having read carefully and thoroughly. A principal purpose of readings and class discussions is to bring into high relief implicit and taken-for-granted assumptions about educational institutions in order to hold them up for critical evaluation. This requires students to be actively engaged in discussion and to bring their own professional thinking to bear on the readings.

As for assessments, here are the things you will be assessed on:

A. PARTICIPATION: . Much of the success of this class depends on you, the student. Active participation in class is expected and required. I will, therefore be offering a CLASS PARTICIPATION GRADE. To me, "active" participation requires the student to "do more than just what's expected" or simply "sitting on the sidelines." It means that each needs to actively engage classroom discussions and/or classroom activities.

Participation is important to for a couple of reasons. First, understand that there is a connection between speaking and writing, a connection between spoken language and written language. Speaking involves mental imaging, itemizing, and organizing. By actively participating in classroom discussions, by listening carefully and speaking, you are actually practicing skills necessary for producing quality compositions. So, I view active, critical discussion as an important cognitive element in the writing process.

Not only this, actively participating and adding your 'voice' to the classroom helps move classroom discussions from 'teacher-centered' to 'student-centered'. For me, the responsibility for reaction, criticism and/or support should mostly be up to you, the student, and not just me, the teacher. Admittedly, there will be times when I have to talk, times when I have to share material, elaborate/develop ideas, pose questions, etc. However, to truly 'get' this class requires that each shares his/her insights, impressions, and experiences. Simply 'drifting at the quiet edges' of the classroom will lead to a less than provocative learning experience.

Ultimately, this part of your grade calls for engagement, and asks that you help to develop a classroom environment where learning and critical engagement/discussion is central. For this to happen, each MUST keep up on readings, and look for ways to connect ideas from course content to classroom discussions. Each should be prepared to draw upon authors, articles, and arguments to support your ideas, and to add depth to classroom discourse. In the end, this is why the participation grade is given a good deal of weight in this class. It is an assessment that will reflect the amount of effort that each gives to thinking, connecting, and communicating.

One last thing: To participate, you need to attend class. Due to the experiential nature of this class, absenteeism will not be tolerated. Missing class will affect your participation grade

Participation is worth 20% of your final grade.

B. "TEAM TEACH": An integral part of the class is the "Team Teach."

The way it works is simple: you and your group will be given ONE of the course's primary texts and one critical issue - either Race, Gender, or Socioeconomics/Class. You and your group will be given TWO CLASS PERIODS of class time to 'teach' the book and to develop primary issues related to the texts.

In the end, instead of me lecturing all semester, you and your partner(s) will be handling a great deal of the course content.

Although some time will be given in class to "plan," you and your partner will most certainly need to use outside time to prepare. I will be looking for more than lecturing. Certainly, you need to deliver the content, but you must find a creative way to do so. Consider using: "essential questions"; reader-response questions; film/video; "pencil-in-hand" note-taking strategies; quizzes, outside reading assignments, etc. Just be creative and be prepared to "run the classroom." I will help you as much as possible with the content, teaching strategies, or materials.

Among other things, you and your partner will be assessed on overall preparation, approach, creativity, depth of content/discussion, and overall use of teaching strategies: your own and/or strategies available in this website.

This assignment is a GROUP GRADE, meaning each will get the same grade: unless, of course, it is QUITE CLEAR that someone is letting others do all of the work. For instance, if it is quite clear that someone did not prepare for this assignment, that someone did not really add to the overall presentation, that someone did not really put in the same effort as another, then I reserve the right to alter/change grades, and/or assess this assignment based on individual merit. In other words, if it is abundantly obvious that someone didn't do the work, I will assign separate grades for this assignment.

NOTE: there are NO MAKE-UPS FOR THESE PRESENTATIONS. You must be here. If not, you lose the grade.

The "Team Teach" assignment is worth 20% of your final grade.

C. During the semester, you will also be responsible for writing and submitting a SCHOLARLY BOOK REVIEW. Persuasive and critical by nature, your review will focus on a book that you choose from a provided list: a book that has clear ties to this course. I have provided a couple of examples of how to do a book review.

As before, the review will be assessed on many things, including:

• Content: You offer insightful or imaginative interpretation of the subject and present the reader with sufficient observations to be clear and convincing. You set up expectations for the reader and fulfill those expectations.
• Focus: The interpretations and observations have a center on which the reader can focus. The writing is not just a random collection of thoughts.
• Structure: There is a coherent and logical structure; thoughts are organized to help the reader understand the focal and subordinate ideas, as well as the relationships between and among ideas.
• Form: There is careful editing for the appropriate use of grammar, mechanics (spelling, punctuation, and sentence structure), documentation, and where appropriate, imaginative document design.

Your Scholarly Book Review is worth 15% of your final grade.

D. "NICENET PORTFOLIO": During the semester, you will be asked to participate in an online electronic conference hosted by “Nicenet.” The goal is to add a rich discussion forum to our course.

Throughout the semester, you will be expected to participate in the discussion and to address assigned questions. Near the end of the semester, you will be submitting a portfolio that highlights your participation and your critical thinking. Ultimately, you will be assessed on your participation in the forum as well as your ability to critically respond to the questions and to the comments made by the other participants.

Your “ NICENET” Portfolio is worth 15% of your final grade.

E. FINAL EXAM: for your final, you will be doing a PERSUASIVE RESEARCHED-BASED PAPER. This assignment asks that you create and submit a 10 - 15 PAGE, research-based POSITION PAPER.

This paper will be based on readings and class discussion, and should involve a rigorous intellectual analysis of issues framed within the topics. Topics MUST be okayed by the instructor.

To be fully satisfactory, both of the aforementioned written assignments must:

• Be clearly focused, well-organized, cogently argued and/or documented, and written in a style that facilitates the reader's grasp of the author's intent and meaning.
• Must make references (support) that are informed and relevant.
• Be free from glaring and distracting errors, whether spelling, grammar, sentence structure, etc.
• Must document all research using M.L.A. or A.P.A. format.

The Final Paper/Persuasive Research-Based Paper is worth 30% of your final grade.

F. To remind, the assignments are as follows: Participation (20%); Group "Team Teach" (20%); Scholarly Book Review (15%); “Nicenet” Portfolio (15%); Written Final Exam (30%).

The grading scale is as follows:

93-100% A
88-92% B/A
82-87% B
78-81% C/B
72-77% C
68-71% D/C
60-67% D
59% & lower E

Final Notes:

There are just a couple things that need to be mentioned for clarification sake. First, I expect all students to be here on time and prepared to work. Tardiness and absenteeism will not be tolerated as there is simply not enough time and too much to do. If you do have a problem, I must be made aware of this PRIOR to any conflicts – COMPLETELY aware. I will try to work with you, but there may be times when I cannot. Because of the experiential nature of course, it is imperative that students attend classes regularly.

If absenteeism or tardiness becomes a problem, regardless of verified or not, expect your final grade for the course to be affected. To be clear: if you are mroe than 30 minutes late to class, I count this as an absence; if you leave class early (missing more than an hour of class, for example) for whatever reason, you will be considered absent.

Further, because of the experiential nature of course, it is imperative that students attend classes regularly. If absenteeism becomes a problem, regardless of verified or not, expect your final grade for the course to be affected. If you miss two classes, your participation grade will be affected; miss three classes, and your overall letter grade will be lowered a full letter grade (i.e. an "A" becomes a "B"); miss four, the grade goes down another full grade ( i.e a "B" becomes a "C"), and you will be asked to consider leaving the course.

Last things: I will be adhering to all assigned due dates. I do not accept late work. Finally, as for grades, I am always open to discussion of your grades. I understand how important grades are; I understand how emotional some get when it comes to assessment. My job is to make the expectations clear. If I do not, or make errors, I expect my students to raise questions. Ultimately, it's about communication, civil, adult communication. If a problem arises, I will listen. Sometimes I change things, other times I do not.

PLAGIARISM: Unfortunately, it has become increasingly necessary to provide students with clear and explicit guidelines regarding plagiarism. The Professional Concerns Committee of this university's Faculty Senate provides this advice:

You are responsible for making yourself aware and understanding the policies and procedures in the Undergraduate (pp. 271-272) [Graduate (pp. 24-26)] Catalog that pertain to Academic Integrity. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity, and computer misuse. If there is a reason you believe you have been involved in academic dishonesty, you will be referred to the Office of Student Judicial Affairs. You will be given the opportunity to review the charge(s). If you believe you are not responsible, you will have the opportunity for a hearing. You should consult with me of you are uncertain about an issue of academic honesty prior top the submission of an assignment or test. (Faculty Senate, email, August 16, 2001)

Many university-level writing guides exist that include sections on plagiarism and how to avoid it, as well as examples of citation and referencing of sources. Please consult an appropriate writing guide and review conventions for citations and avoiding plagiarism. I will provide assistance on an individual basis when one's resource on the matter is unclear or ambiguous.

STUDENT RIGHTS: There are three important pieces of information from the University regarding your rights:

1. Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disabled Student Resource Services office (387-2116) at the beginning of the semester.
2. The College of Education maintains a strong and sustained commitment to the diverse and unique nature of all learners and high expectations for their ability to learn and to apply their learning in meaningful ways.
3. It is a fundamental policy of Western Michigan University not to discriminate on the basis of sex, sexual orientation, color, race, age, religion, national origin, height, weight, marital status, or handicap in its educational programs, admissions, employment, promotions, salaries, and social activities. Through its example and teaching, Western strives to foster in it students, faculty, and staff respect for basic human rights. In its external relationships, the University is supportive of those activities that seek constructive change in the development of human rights in this country and abroad.

Tentative Schedule

Here is the run-down of the course. Although I have included the word "tentative," we will make every effort to stick to this schedule. As a student myself, I know that you want to know the "5 W's" when it comes to reading and assignments. Do, however, understand that there may have to be alterations due to this and that.

______________________________________________________________________________

WEEK ONE: Introductions/Preparations.

Day One/Monday, 8: "Setting the Stage.”

• 'The Desk' activity/critical discussion.
• Discussion of expectations, assignments, syllabus, etc.
• "Get to know you" activity/role playing.
• Select groups/pairs for group presentations/teaching.
• Planning time for group/paired teaching assignments.
• Don’t forget to get signed up for “NICENET.”

Assigned reading: Stevenson/Haberman: Introduction & Chapters 4, 5, 7, and 9; John Gatto's article regarding the purpose of schooling.

Day Two/Wednesday, May 10: "Theoretical Underpinnings.”

• "Social Classes" learning activity.
• Discuss first reading assignment: Gatto's article.
• Preparation for ‘A Week w/the Theorists’.
• Keep an eye on the “NICENET” discussions.

Assigned reading: Make sure to have Stevenson/Haberman done for next class; learn more about the theories of human nature/the theorists: Upanishadic Hinduism, The Bible, Plato, Marx, Satre, and Darwinism. Ask yourself: how could or do these theorists' ideas connect to society, education, to schooling?

WEEK TWO: Human Nature - 'Some Basics'.

Day Three/Monday, May 15: "A Week w/the Theorists."

• ‘Meetings’ with Upanishadic Hunduism, The Bible, Plato, Marx, Satre and Darwinism.
• Don't forget about NICENET assignment.

Assigned reading: Begin work on Gould, and any additional material assigned by the groups.

Day Four/Wednesday, May 17: "A Week w/the Theorists” Wrap.

• Finish meetings, and review what each has learned about theorists and human nature.
• NICENET still out there: make sure you are keeping up.
• SCHOLARLY BOOK REVIEW: due date is next week!

Assigned reading: Gould, and other assigned readings.

WEEK THREE: Diversity Issue #1 - Race.

Day Five/Monday, May 22: "Race, Science and Intelligence: Equality for All?"

• ‘Race’ group/paired presentations, discussion, and review.
• Click here for some "teaching strategies" for RACE group.
• Be thinking about “NICENET” discussions: don’t fall behind!
• SCHOLARLY BOOK REVIEW: Due next class period!

Assigned reading: Keep working on Gould, and other assigned readings

Day Six/Wednesday, May 24: "Race, Science and Intelligence: Equality for All?" wrap.

• Finish Group/paired work, presentation, discussion, and review.
• SCHOLARLY BOOK REVIEW is due today!.

WEEK FOUR: Diversity Issue #2 - Gender.

Monday, May 30: No class - Memorial Day Recess

Assigned reading: Sadker’s book; any other assigned readings.

Day Seven/Wednesday, May 31: "Girls and Boys.”

• Gender group/paired presentation, discussion, and review.
• Click here for some "teaching strategies/ideas" for the GENDER group.
• Don't forget: "NICENET" discussions are on-going.
• The due date for the NICENET PORTFOLIO is coming up soon!

Assigned reading: Finish Sadker’s, etc.

WEEK FIVE: Diversity Issue #2/Gender & #3/Socioeconomics/Class.

Day Eight/Monday, June 5: "Girls and Boys, cont.”

• Chapter (9) group/paired presentations, discussion, and review.
• Keep up with “NICENET."

Assigned reading: Be prepared to discuss Oakes' work for next time; read any materials assigned by the next group.

Day Nine/Wednesday, June 7: "Living With & Without.”

• Socioeconomic pair/group presentations, discussion, and review.
• Click here for some "teaching strategies/ideas" for the SOCIOECONOMICS/CLASS group.
• NICENET Portfolios: due next class!.

Assigned reading: Continue work with Oakes' text; read any assigned material.



WEEK SIX: Diversity Issue #3 - Socioeconomics/Class.

Day Ten/Monday, June 12: "Living With & Without, cont.”

• Socioeconomic group/paired presentations, discussion, and review.
• NICENET PORTFOLIO: DUE TODAY!

Day Eleven/Wednesday, June 14: “Book Talks."

• “Book Talks."
• Final project review session, questions, conferences, etc.

WEEK SEVEN: Wrapping Up.

Day Twelve/Monday, June 19

• Class evaluations & informal class wrap-up.
• FINAL PROJECTS: DUE TODAY!
• Assignments handed back: time and location TBA.

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