COURSE: ED
POL 375-004 Cultural Foundations of Education 3 cr. U.
TIME: Tuesday
INSTRUCTOR: Dr. Ian Harris E-MAIL: imh@uwm.edu
OFFICE: Enderis 553 PHONE: (414) 229-2326
OFFICE HOURS: Monday
Objectives of the Course:
*Study the historical
foundations of urban schools in the
*Study the impact of
technology and societal changes upon urban schools
*Learn to analyze
philosophical assumptions of differing teaching approaches in urban schools
*Learn how American
education is affected by societal groupings of race/ethnicity and socioeconomic class
*Understand the
structural factors that create and maintain poverty and their effects upon urban schools
*Explore global
perspectives about multiculturalism and urban education
Requirements of the
Course:
Students will be
expected to attend all classes. Students
who miss four or more courses will fail the course unless they communicate to
the instructor why these absences are necessary, and with the instructor's
permission make up additional work in the form of a report on one of the books
on the supplemental reading list.
Students will be
required to do all the assigned readings that will be from the book Foundations
of Education by Ornstein and Levine (Eighth edition.)
Students
will be required to write three papers addressing the objectives of the
course. The papers will be due on
October 12, November 23, and December 14. These papers are to be 4-10 pages
long (typed/ double spaced) and give you the opportunity to demonstrate your
mastery of the reading. In these papers
you are to summarize the readings from the book. The purpose of these papers is to give you an
opportunity to demonstrate your understanding of the assigned readings.
There
will be a multiple choice exam on chapters 7, 8, and 9
Academic Misconduct
The University has a
responsibility to promote academic honesty and integrity and to develop
procedures to deal effectively with instances of academic dishonesty. Students are responsible for the honest
completion and representation of their work, for the appropriate citation of
sources, and for respect of others' academic endeavors. Students who plagiarize
other people’s material are in danger of failing the course.
Accommodation for
Religious Observances
Students will be allowed
to complete examinations or other requirements that are missed because of a
religious observance.
Grade Appeal Procedures
A student may appeal a
grade on the grounds that it based on a capricious or arbitrary decision of the
course instructor. Such an appeal shall follow the established procedures
adopted by the department, college, or school in which the course resides. These procedures are available in writing
from the respective department chairperson or the Academic Dean of the
College/School.
Sexual Harassment
Sexual harassment is
reprehensible and will not be tolerated by the University. Sexual harassment
threatens the careers, educational experience, and well-being of students,
faculty, and staff. The University will not tolerate behavior between or among
members of the University community which creates an unacceptable working
environment.
Incompletes
A notation of
"incomplete" may be given in lieu of a final grade to a student who
has completed course assignments successfully until the end of a semester but who, because of illness or other unusual and substantiated
cause beyond the student's control, has been unable to complete the final
paper. An incomplete is not given unless
you prove to the instructor that you were prevented from completing course
requirements for just cause as indicated above.
Participation by
Students with Disabilities
If you need special
accommodations in order to meet any of the requirements of this course, please
contact the instructor as soon as possible.
Instructional Activities:
Classes will be held in
a seminar format with the instructor providing background information and
asking leading questions. Students are
to come to class with discussion questions and be prepared to share insights
into the texts.
Additional Topics:
Cell Phones: Please do not disrupt class with cell phone
usage. As a courtesy to the class and
instructor, please turn off phones and refrain from using cell phones, text
messaging, etc while class is in session.
Web-based reference
material:
Please remember to cite material you have downloaded from the internet in order
to complete class assignments.
Dangerous Minds: If you haven’t
already, you are encouraged to see the video, Dangerous Minds, an
excellent movie about teaching in an urban school.
Grades:
Grades will be
calculated with the following formula: 1/5 for each paper, 1/5 for the exam and
1/5 for classroom participation.
Required Text:
Foundations
of Education,
Ornstein and Levine (Eighth Edition) Houghton and Mifflin, 2003.
Supplementary
Anson, R. Best Intentions:
The Education and Killing of Edwin Perry.
Ayers,
William and Patricia Ford. City Kids, City Teachers: Reports from the
Front Row,
Bennett,
Kathleen and Margaret LeCompte. The Way Schools Work.
(third edition)
Carter, Forrest. The
Education of Little
Tree.
Cohen, Rosetta. A
Lifetime of Teaching: Real World Stories from
Delpit, Lisa. Other
People’s Children.
Goodlad, John. Teachers for our Nations Schools.
Goodson, Ivor. Studying Teacher's Lives.
Gutek, Gerald L. Cultural
Foundations of Education:A
Biographical Introduction.
Kane,
Kotlowitz, Alex. There are no
Children Here.
Kozol, Jonathan. Savage Inequalities.
McLaren, Peter. Life in
Schools: An Introduction to Critical Pedagogy in Foundations of Education.
Ladson-Billings, Gloria.
The Dreamkeepers: Successful teacers
of African-American Children. (
Pai, Young. Cultural Foundations of Education.
Paley, Vivian. White Teacher.
........
Perelman, Lowis. Schools Out.
Suskind, Ron. Hope in the
Unseen.
Tozer,
Steven, Paul Violas, and Guy Senese. School and Society:
Historical and Contempory Perspectives.
Van Scotter,
Richard, John Haas, Richard Kraft, James Schott. Social Foundations
of Education. (third edition)
SUGGESTED COURSE OUTLINE:
Sept. 7: Introductions; review of course outline.
Why do we ant to be teachers?
Sept. 16: Understanding the Teaching Profession
READ: Chapters 1 and 2
Sept. 23: Classical Roots of Education
READ: Chapter 3 & 4
Sept. 30: Main Educational Theorists
READ: Chapter 5
Oct: 5: History of American Education
READ: Chapter 6
Video on early history
Oct. 12: Governing Schools
READ: Chapter 7
PAPER DUE ON HISTORICAL
OR PHILOSOPHIC FOUNDATIONS OF
Video on Indian education
Oct. 19: Financing Schools in a Hostile Climate
READ: Chapter 8
Video on school finance
Oct. 26: Legal Issues
READ: Chapter 9
Exam on chapters 7, 8, 9
Nov. 2: Impact
of Culture upon Schooling
READ: Chapter 10
Nov. 9: Social
Class and Race
READ: Chapter 11
Video on racial tracking
Nov. 16: Equal Educational
READ: Chapter 12
Video on
Nov. 23: The purposes of education & curriculum
trends
READ: Chapter 13 &
14
Video on special
education
PAPER DUE ON HOW
AMERICAN EDUCATION IS AFFECTED BY SOCIETAL GROUPINGS OF RACE/ETHNICITY AND
SOCIOECONOMIC CLASS. WHAT EFFORTS HAVE BEEN
MADE TO ENCOURAGE EQUAL OPPORTUNITIES TO ALL CHILDREN ARE THESE EFFORTS
WORKING? (Summary
of chapters10-12)
Nov. 30 Global Issues & school reform
Read: Chapter 15 & 16
Video on
Dec. 7. Final
Class
PAPER DUE ON HOW HAVE CHANGING
VALUES, ECONOMICS, AND SOCIAL STRUCTURE AFFECTED THE AMERICAN SCHOOLS SINCE THE
MIDDLE OF THE TWENTIETH CENTURY? WHAT IS
THE RELATIONSHIP BETWEEN TECHNOLOGICAL CHANGE AND POPULATION SHIFTS IN THE
Please be advised that the
URBAN FORUM SCHEDULE
community leader facilitators who
will lead discussion on what Brown
means to classrooms
today. Each breakout group will be
facilitated by
three individuals who represent
one of the following viewpoints:
historical, personal experience,
and teacher education.
Fuller and Lt. Gov. Barbara Lawton
Registration materials and informational
flyers for classes and general
distribution will be available
mid-September. Please contact Helaine
Johnson at helaine@uwm.edu
or 414-229-4644 with questions.