Paul Michaelc
University of Colorado at Boulder

EDUC 4102-3 FOUNDATIONS OF AMERICAN EDUCATION SPRING 1994
PAUL MICHALEC

Education is more than books, desks, pupils, and teachers. A complete description would also include an analysis of the social and cultural context of schooling (e.g. race, class,gender, history, religion, economics, philosophy, politics, and reform). For instance: is it accurate to assume that even though boys and girls are sitting in the same class, reading the same books, and listening to the same teacher, that they are learning the same material in the same fashion?

The main purpose of this course is to explore and understand the differing answer(s) tothe above question. The format of instruction will include small group discussions, seminar style discussions, reaction papers, notebooks, portfolios, and practice based projects.

Course objectives:

Required texts:

Service Project Requirements

Purpose:

Arrangements:

Final class project:

Portfolio

Notebooks

What is a notebook?

Why a notebook?

What goes in a notebook?

Are notebooks graded?

Reaction Paper Guidelines

Grades and assignments:

     Attendance       Service Projects      20%   
     Class Discussions     15%              Notebook         5%
     Reaction Papers       20%              Portfolios       40%

Schedule

The radical, progressive, and conservative traditions in American education.

     1/13  Introduction
     1/18  Group one notebooks.  Building a student centered class.
     1/20  Dan Liston and Ken Zeicher, Teacher Education and the
Social Conditions of Schooling.  Ch. 1.
     1/25  Personal orientation paper due (Who am I as a teacher?).
           Group two notebooks.
           E.D. Hirsch, "Literacy and Cultural Literacy".
     1/27  NO CLASS (service sites and planning day).
     2/1   Group one notebooks (Rm. 231)
           John Dewey, Experience and Education.  Ch. 1/3.
     2/3   John Dewey, Experience and Education.  Ch. 4/8.
     2/8   Group two notebooks.
           Anne Fausto-Sterling, "The Myth of Neutrality:  Race,
Sex, and Class in Science".
     2/10  Traditions reaction paper due.
           Traditions review.

Race, ethnicity, gender, and schooling.

     2/15  Group one notebooks.
           Jane Rolland Martin, "The Ideal of the Educated Person."
     2/17  NO CLASS (service sites and planning day).
     2/22  Group two notebooks.
           Lisa Delpit, "The Silenced Dialogue".
     2/24  Legal rights of teachers and students
           Dr. Dick Kraft (Rm. 231)
     3/1   Group one notebooks.
           Vivian Gussin-Paley, White Teacher. p.1/77.
     3/3   Racial and ethnic diversity reaction paper due.
           Vivian Gussin-Paley, White Teacher. p.77-143.
     3/8   Group two notebooks.
           Dorothy Holland and Margaret Eisenhart, Educated in
Romance.
     3/10  International education:  comparisons and contrasts.
           Dr. Dick Kraft (Rm. 231)
     3/15  Group one notebooks. (Rm. 231)
           Gender reaction paper due.
           Jonathan Kozol, The Night is Dark and I am Far From
Home.
     3/17  NO CLASS (service sites and planning day).

Social class and schooling.

     3/29  Group one notebooks.
           Jean Anyon, "Social Class and the Hidden Curriculum of
Work".
     3/31  Society and schooling reaction paper due.
           The effects of society and culture on learning.
           Signithia Fordham (Rm. 231)
     4/5   Group two notebooks.
           NO CLASS (service sites and planning day).

Politics, reform and schooling.

     4/7   Politics and schooling.
           Dr. Dick Kraft (Rm. 231)
     4/12  Group one notebooks.
           "America 2000".
           "A Nation at Risk".
     4/14  Reform reaction paper due.
           David Tyack and Elizabeth Hansot, "Conflict and
Consensus in American 
           Public Education".

Wrap-up and final reports.

     4/19  Group two notebooks.  Service Reports.
     4/21  Service Reports.
     4/26  Service Reports.
     4/28  Service Reports.

Date: Wed, 25 Oct 1995 15:14:51 -0600 (MDT)