Teaching and Critical Pedagogy

 

 

 

 

 

 

 

 


 



 

 

 

 

 

 

 

SCHOOL AND SOCIETY
ES 395

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

Instructor(s): Hillary A. Baker
Credit Hours: 3
Section # 30899 T/W/R 9:00-11:30am
Room #: Sangren 3313
Course Prerequisites: ED 250 and junior-level standing
Email: hillary.baker@wmich.edu
Home: (269) 692-3787

Required Course Texts:

  • Joel Spring, American Education, 12th ed. (New York: McGraw-Hill, 2006)
  • ES 395 Course Packet, available at the WMU Bookstore (Bernhard Center)

Suggested Texts:

  • Kozol, Jonathan . The Shame of the Nation. New York: Crown Publishing, 2005.
  • MLA Handbook for Writers of Research Papers, 5th ed. (New York: MLA, 1999)



Course Description:

First off, let me say "Welcome to ES 395, teachers!" Before proceeding to the specifics regarding assignments, evaluations, etc., here is a brief description of the course.

This course focuses on the nature and direction of American education. There are many issues facing the advancement of education, both past and present. During this class, you will be looking at the many social, historical, philosophical, economic, and legal factors affecting educational policy and practice. To succeed, you will be expected to think, discuss, and write about the social and historical factors that affect teaching. Doing so should put you in a better position to evaluate this profession, its status and direction. Ultimately, you need to walk away from this course knowing that "teaching is not always just about teaching."

Program Goals Addressed in this Course:

Generally speaking, this class argues that all teaching is based on a collection of historical, social, economic, and educational ideas and theories. As you work through this course, you will certainly be given an opportunity to explore and discuss your opinions on educative theories and approaches. Just as important, you will also be exposed to several new ideas and theories from me, your classmates, and education scholars, such as Lisa Delpit, Paulo Freire, Henry Giroux, Joel Spring, Peter McLaren, Michael Apple, et al., who offer valuable commentary and perspective on a variety of social, ethical, cultural, and instructional theories.

Unquestionably, there are many issues facing the advancement of education and the teaching enterprise; at times, there appear to be more questions than answers. The goal of the course is not to resolve every problem. Rather, the goal is to acquaint ourselves with society's role in education and with some of the thinking that affects the profession. To succeed in this course, therefore, not only will you be asked to consider practical why's, what's, and how's of teaching, but you will also be expected to think, discuss, and write about some cultural, social, and historical factors that continue to affect the education enterprise. Taking a look at the "big education, social, and cultural picture" will undoubtedly help your teaching and your students. Overall, as much as is possible in a semester, the goal of the class is to firmly ground your reasons for teaching in reason, theory or, at least, in re-examined instinct.

Ultimately, when you leave this course, I hope you leave with a deeper appreciation of the unique nature of education and how teachers can be leaders when it comes to helping schools develop pedagogy that emphasizes critical pedagogy and cultural and social justice education. Finally, I hope you leave with a heightened sense of what it means to be an educator, and why it is important to be actively involved in evaluating and enhancing the status and direction of your profession.

Course Expectations:

To be successful as an educator, you need to think – a lot! Thinking is critical to your success both in and out of the classroom. 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 schooling. Work hard on developing your written voice during this course. Once you leave campus, 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 in a classroom. 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).

On the basis of these goals described above, successful completion of this course will satisfy WMU's baccalaureate level writing requirement.

Course Requirements, Evaluations, & Expectations:

To a degree, this class will proceed as a seminar. Class meetings will focus on issues related to the readings and/or class discussion. In this class, you can expect regular, constructive discussion of the readings; guest speakers; reading assignments not in Spring's book; and some film.

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. To be clear, this is NOT a given grade. You must earn it. It is possible to receive a 'failing' grade for participation. Keep this in mind.

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. Doing so could also lead you to receiving low marks for this particular assessment.

In general, 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 can/will affect your participation grade

Participation is worth 15% of your final grade.


B. Scholarly Book Review: During the semester, you will be responsible for writing and submitting a "SCHOLARLY BOOK REVIEW."

Evaluative, 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 - one focusing on the socio-political nature of school.

As always, quality writing is emphasized in this class. If you need help, you need to seek it. You could, for example, visit the WMU Writing Center . There are also plenty of on-line resources available to student/writers. Should you have difficulty with the assignment and/or have questions about comments on your paper regarding your review, writing skills, etc., I strongly encourage you to talk to me about your work/writing. Effort and honesty is encouraged, and assistance is there for those in need.

The due date for this assignment is indicated on the syllabus.

Your Scholarly Book Review is worth 20% of your final grade.

C. “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 25% of your final grade.

D. FINAL EXAM: For your "final," you have a choice, and get to choose from one of the following research-based writing assignments:

  • Option #1: You will do a SCHOOL-BASED INQUIRY PROJECT. This research project is designed to allow you to critically examine real practitioners in the field of education. The project consists of three separate elements that will be required for a grade. Essentially, you will need to interview two teachers who are currently practicing in either public or private schools. These teachers must represent different levels within the educational structure - one from high school & one from elementary, for example. The point is to expose you to different views and perspectives, albeit a small sample, regarding a myriad of educational topics – topics we will be talking about in class. The project is supported by research, and is expected to be between 7-8 pages in length.
  • Option #2: PERSUASIVE/INFORMATIVE SPEECH: This assignment asks that you create and submit a research-based manuscript for a speech to be delivered to a group of parents from another culture. This project will require an overall in-depth response to several questions regarding education issues (aligned with this class, of course). The paper will be judged in terms of a high standard for professionally appropriate writing as well as a rigorous intellectual analysis of the chosen topic areas. The length is to be approximately 7-8 pages.

The Written Final is worth 30% of your final grade.

E. QUIZZES : During the semester, expect at least THREE quizzes over the assigned readings. Quizzes will be given randomly throughout the semester.

Each quiz will be worth 10 POINTS. Points will be added up at the end of the semester. After calculating, a final grade for this assessment will be based on percentages listed below in the grading scale.

Note: There are NO "make-up's" for quizzes. Should you miss a quiz for any reason, you will not be allowed to make up the quiz.

Quizzes are worth 10% of your final grade.


F. To remind, the assignments/assessments are as follows: Participation (15%); Scholarly Book Review (20%); “Nicenet” Portfolio (25%); Quizzes (10%); the Written Final Exam (30%).

The grading scale for individual assignments and for the course as a whole is as follows:

93-100% A (Outstanding, Exceptional, Extraordinary)
88-92% B/A
83-87% B (Very Good, High Pass)
78-82% C/B
73-77% C (Satisfactory, Acceptable, Adequate)
68-72% D/C
60-67% D (Poor)
59% & lower E (Failing)

NOTE: Assignments that are not done/not submitted will NOT receive any credit during final grade tabulations. Any assignment(s) not received will get a ZERO PERCENTAGE during final grade computations. In short, not turning in an assignment WILL affect your final grade considerably.


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. Because of the experiential nature of course, it is imperative that students attend classes regularly.

ATTENDANCE. I expect all students to be here on time and prepared to work. Tardiness and absenteeism will not be tolerated as there is simply too much work and learning to do, especially in this condensed 5 week semester. Because of the experiential nature of course, it is imperative that students attend classes regularly.

To be perfectly clear from the start: there are NO 'verified' or 'unverified' absences and/or tardies in the class. An absence/tardy is an absence/tardy, plain and simple: no exceptions.

If absenteeism or tardiness becomes a problem, expect your grade for the course to be affected thusly:

  • If you arrive more than 30 MINUTES late to class for whatever reason, I count this as ONE ABSENCE.
  • If you leave class with more than 30 MINUTES left in the class for whatever reason, you will receive ONE ABSENCE.
  • If you have TWO ABSENCES for whatever reason, your overall letter grade will be lowered a half-letter grade ( i.e. an 'A' becomes an 'A/B' ) at the end of the semester.
  • If you have THREE ABSENCES for whatever reason, your overall letter grade will go down an additional half-letter grade ( i.e. the abovementioned 'A/B' becomes a 'B') .
  • If you have FOUR ABSENCES, your grade will fall another half-grade, and you will be asked to consider leaving the course.

B. Further, I will be adhering to all assigned due dates. I CAN NOT accept late work since this is a condensed course. You will know when assignments are due for grades and you will always know what I am expecting. Work is expected on time: due in class on the date that it is due.

C. Also, cell phones ringing while class is underway is a problem, so please turn them off.

D. In addition: to me teaching is not about guessing – it's about clear expectations and requirements. I will be providing "rubrics" for MOST of the assignments: guides that for the most part indicate how you will be assessed. Take a look at each closely.

E. When it comes to 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.

F. Lastly, let me again stress: this class emphasizes both oral and written communication. When it comes to participation, consistent contribution to classroom discussions is expected. I do not give a 'free' participation grade simply for attending class.

G. In the end, if you are having difficulty with anything related to this course - the writing assignments; the attendance policy; or anything else - you must be an advocate for yourself and seek help or at the very least come talk to me.

Should you need help and/or have problems, I encourage you to not wait until the last moment to seek help as there is likely little I can do 'after the fact'.

Sometimes amicable solutions can be found; sometimes they cannot. Sometimes there is flexibility; other times there is not. Regardless, when it comes to questions, problems or potential problems, it is your responsibility to speak up and be an advocate for yourself should the need arise.

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.

Summer II 2007: 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. Do, however, understand that there may have to be alterations.
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WEEK ONE: "Setting the Stage"; "What is the Purpose of School(s)?"; "Schooling or Teaching/Education?"

DAY ONE: Tuesday, 7/10

  • 'The Desk' & 'The Cave' and 'Wizard of Oz' activity/critical discussion.
  • Discussion of expectations, assignments, syllabus, etc.
  • "Get to know you" activity/role playing.
  • Don't forget to get signed up for “NICENET.”

Assigned reading: Spring, chp. (1); and the article by John Gatto regarding the purpose of schooling in the coursepack.


DAY TWO: Wednesday 7/11

  • "Social Classes" learning activity.
  • Quick Write: "What is the Purpose of Schools? Of Teachers?"
  • "Only a Teacher" video/discussion.
  • Review/discuss Gatto article.

Assigned reading: Spring, chp. (1); course packet articles "Take My Kids Pleeze!", by Kevin Bushweller; “Basic Education: Traditional or Critical?” by Nelson, Palonsky, & McCarthy.


DAY THREE: Thursday 7/12

  • Chapter (1) discussion, review, and article discussion.
  • Discuss first writing assignment: the 'Book Review'.
  • Keep an eye on the “NICENET” discussions.

Assigned reading: Spring chp. (2); and course packet articles, "The Education of Free Men," by Horace Mann; "Getting off the Track: Stories from an Untracked Classroom," by Bill Bigelow; “Pygmalion In The Classroom,” by James Rhem.

Skim, Scan & Copy Materials/Chapter 2

WEEK TWO: "Reproduction!"; "Race & Gender.”; "Education & Equality for All?"

DAY ONE: Tuesday, 7/17

  • Chapter (2) presentation, discussion and review.

Assigned reading: Spring, chp. (3); course packet, "Do Minority Students Need Minority Teachers?" by Alan Bunce; "Culture Clash," by Debra Viadero; "Hidden Lessons," by Myra and David Sadker ; "White Privilege and Male Privilege," by Peggy McIntosh .

Skim, Scan & Copy/Chapter 3


DAY TWO: Wednesday, 7/18

  • Chapter (3) presentation and discussion.

Assigned reading: Spring, chp. (4); course packet articles, "What Do We Say When We Hear ‘Faggot'?" Lenore Gordon; First public gay high school to open in NYC," Associated Press; “Caroline Is a Boy,” by Dana Williams; "An Indian Father's Plea," by Robert Lake.

Skim, Scan, & Copy/Chapter 4


DAY THREE: Thursday, 7/19

  • Chapter (4) discussion and review.
  • Jane Eliot's “Angry Eye” discussion/review.
  • Be thinking about “NICENET” discussions: don't fall behind!
  • "BOOK REVIEW': Due in ONE week!

Assigned reading: Spring, chp. (5); course packet articles, "Taking Multicultural, Anti-racist Education Seriously," Enid Lee ; "Should Multiculturalism Permeate the Curriculum?" by Sonia Nieto , "Yes," & "The Intellectual Bankruptcy of Multiculturalism," "No," by Thomas J. Famularo.

Skim, Scan and Copy/Chapter 5



WEEK THREE: "What Does it Mean to be ‘Dominated'?"; "Alternatives"; "Raising the Stakes."

DAY ONE: Tuesday, 7/24

  • Chapter (5) discussion and review.
  • "It's Elementary" video review/discussion.
  • "BOOK REVIEW": Due this week!

Assigned reading: Spring, chp. (6); course packet articles, "Are Public Schools Dangerous to Public Education," & "Why We Should Consider Alternatives to Government Schooling, by Andrew Coulson; "Selling Education," by Patti Williams; “Lessen Plan,” by Farrell, Johnson, and Jones; “Schools for Profit,” by Nancy Gibbs.

Skim, Scan, and Copy/Chapter 6


DAY TWO: Wednesday, 7/25

  • Chapter (6 ) discussion and review.
  • 'BOOK REVIEW': due next class.

Assigned reading: Spring, chp. (7), course packet articles, "Why Standardized Tests Are Bad," by Terry Meier; "The Human Face of High Stakes Testing," by Linda Nathan; "Reinventing America's Schools," by Tony Wagner; "Frequently Asked Questions and Answers for Families and Communities," from projectappleseed.org; “Standardized Testing: Restrict or Expand?” by Nelson, Polonsky, and McCarthy.

Skim, Scan and Copy/Chapter 7


DAY THREE: Thursday, 7/26

Assigned reading: Spring, chp. (9); course packet articles, "Rage and Hope: ‘What is Critical Pedagogy?; ‘Critical Theory'; & ‘ Paulo Freire '"; "The Deep Structure of Schooling: What It Is and How It Works," by Barbara Benham Tye; “Teaching and Learning at the Research University,” an interview w/ Larry Cuban.

Skim, Scan and Copy/Chapter 9



WEEK FOUR: "Curriculum Decisions"; "Who Should Get to Make the Decisions?”; "So You Wanna be a Teacher?"

DAY ONE: Tuesday 7/31

  • Chapter (9) discussion and review.
  • Keep up with “NICENET”: your portfolio is due soon!

Assigned reading: Spring, chp. (10); course packet articles, "Values/Character Education: Traditional or Liberational?” by Nelson, Palonsky, and McCarthy.

Skim, Scan and Copy/Chapter 10


DAY TWO: Wednesday, 8/1

  • Chapter (10) discussion and review.
  • 'NICENET Portfolios': due next week.

Assigned reading: Spring, chp. (8); course packet articles, "Something is Missing from Teacher Education: Attention to Two Genders," by Jo Sanders; "Teaching to Make a Difference," various authors/Rethinking Schools; "Why We Need to Go Beyond the Classroom," by Stan Karp; “What's Killing Their Spirit?” Claudia Graziano.

Skim, Scan and Copy/Chapter 8


DAY THREE: Thursday, 8/2

  • Chapter (8) discussion and review.
  • 'NICENET Portfolios': due next week!



WEEK FIVE: “Discussion/Book Talks"; "Final Exam Workshop"; “Final Exam Week/Exams Due/Wrapping Up."

DAY ONE: Tuesday, 8/7


DAY TWO: Wednesday, 8/8

  • Writing Workshop.
  • Students must show up for scheduled meetings regarding paper, rough outline, resources, thesis, etc. for a brief one-on-one discussion of their final assignment.


DAY THREE: Thursday, 8/9

  • Final Exam/Research Papers: DUE ON THURSDAY, 8/9 .
  • Informal class wrap-up: location T.B.A.
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