Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Ethnic Studies
Race and Education 274
Professor Vincent Kwan
Office: ###
Office Hours: 12:00pm to 2:00pm, or by appointment
Phone: Office:
E-mail: kwanvin@mail.sfsu.edu
Course Description/Objectives:
Education is a fundamental right for all students to receive within the United States. With the end of
“separate but equal” legislation from the ruling of Brown v. Board of Education, students of color
are granted with the right to receive a proper education to white students. This is the current United
States’ education system where students of color are able to gain an education within the public
schools. All seems perfect when predominately white schools started to integrate students of color
into their campuses.
From most recent studies, students of color are suffering from the lack of education. With these
schools primarily filled with students of color, the idea of separate but equal still lives on to this very
day. Educational policies from the government are not addressing the social issue revolving around
race and education. With many policy makers believe that the United States have moved from a
racial era because of the Civil Rights Movement, the problem of race is no longer prevalent in any
governmental issue. However, students of color are still being left behind because of the schools
that they are attending. With the growing achievement gap between inner city and suburban schools,
students of color are facing the burden of lower resources and opportunities than their affluent
counter parts. With this, students of color within the inner city are struggling for similar, if not equal,
education as their suburban counterparts.
This course will focus on the relationship between race and education. The course will introduce the
students to sensitive topics regarding to race and privilege. Students will learn about the racial
inequalities when it comes to race in the public school system. Furthermore, students will learn
through their personal experiences and become critical learners and leaders for their own
communities.
Text/Readings
Friere, Paulo. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Academic
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement Gap in America’s
Classroom. New York, NY: Teachers College.
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America. New York: Three
Rivers Press
Kozol. J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown Publishers
Ravitch, D. 2011. The Death and Life of the Great American School System: How Testing and Choice are
Undermining Education. New York: Basic Books
Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Selingo, J. J., (2013). College Unbound: The Future of Higher Education and What it means for students. New
York, NY: New Harvest
Vilson, J. L., (2014). This is Not A Test: A New Narrative on Race, Class, and Education. Chicago:
Haymarket Books.
Course reader will be available at the nearest copy center.
Grading
Requirements
Attendance/
Participation
Quizzes
Paper 1
Paper 2
Final Paper
Description
Attendance/Participation is part of your grade. Your TA’s will be taking
attendance/participation points during quiz section.
Each quiz will allow the professor to know if the students have fully understood the
reading
The first paper will focus on the historic aspect of race and how it is used as a
method of oppression in education. Paper one will cover the first three weeks of the
quarter
The second paper will focus on the weeks four to week six. This paper will question
about segregation and
The final paper will be a cumulative paper. Students will write a 10 page paper that
will show the connection between race and
Percentage
10%
10%
20%
20%
40%
Course Requirements
Students are responsible for attending class every week, read all required readings for each
week, and responsible for writing a five to six page essay in relations to the course lectures and
readings. Discussion and participation in class in highly recommended because it will the students to
learn from each other and will possible help them brainstorm ideas for their small essays throughout
the quarter. Towards the end of the quarter, students are responsible for writing a 10 page paper on
an issue that they have learned during the quarter long course.
Course Policies/Procedures
Students are responsible for doing their own work, however, this does not mean that
students should not work with each other when writing the essays. Students must submit and do
their own work. Students should look up the University’s policies regarding plagiarism. Plagiarism is
the act of using or copying other writer’s words and using it as their own without proper citation.
Students who commit plagiarism will face dire consequences such as failure of the course or being
expelled from the campus.
Students must attend class with professionalism and have full respect for their fellow peers
and the instructor, both inside and outside of the classroom. Since topics in the class may be
sensitive and may cause some emotional grief on some students, students must be aware and show
respect to the students that are sharing and expressing their thoughts and experiences. Any violation
of these conducts, violators will be dismissed from the classroom. Students are here to learn and
learning will be conducted in a safe environment.
Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Class Reading Schedule
Weeks
Week 1
Topic/Readings
Topic: Race is an issue
Assignments
Monday:
Kozol. J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown
Publishers
Looking Backward: 1964 – 1991 & Chapter 1
Wednesday
Kozol. J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown
Publishers
Chapter 2 & Chapter 3
Friday
Kozol. J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown
Publishers
Chapter 4 – 5
Week 2
Topic: Education as a tool of oppression
Monday
Kozol. J. 1991. Savage Inequalities: Children in America’s Schools. New York: Crown
Publishers
Chapter 6
AND
Friere, Paulo. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Academic
Chapter 1
Wednesday: Quiz
1: Savage
Inequalities
Wednesday
Friere, Paulo. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Academic
Chapter 2
Friday
Friere, Paulo. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Academic
Chapter 3
Week 3
Topic: Culture in the Classroom, does it impact students?
Monday
Friere, Paulo. 2000. Pedagogy of the Oppressed. New York: Bloomsbury Academic
Chapter 4
Wednesday:
Pedagogy of the
Oppressed Quiz
Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Wednesday
Ladson-Billings, G. J., I ain’t writin’ nuthin’: Permission to Fail and Demands to
succeed in Urban Classrooms. In L. Delpit and J.K Dowdy (Eds). The Skin That We
Speak: Thoughts on Language and Culture in the Classroom. (109-120). New York: The
New Press
Friday
Week 4
Neito, S. (1999). The Light In their Eyes: Creating Learning Communities. New York:
Teachers College Press.
Topic: Segregation in the classroom
Monday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 1 – 2
Wednesday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 3 – 4
Friday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 5 - 6
Week 5
Topic: Segregation in the classroom part 2
Monday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 7 – 8
Wednesday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 9 – 10
Week 6
Friday
Kozol, J. 2006. The Shame of the Nation: The Restoration of Apartheid Schooling America.
New York: Three Rivers Press
Chapter 11- 12
Topic: Race and Class, how does it impact Education?
Monday: Quiz!
Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Monday
Vilson, J. L., (2014). This is Not A Test: A New Narrative on Race, Class, and Education.
Chicago: Haymarket Books.
Please read pages 1 – 50
Apartheid in the
Classroom.
Wednesday
Vilson, J. L., (2014). This is Not A Test: A New Narrative on Race, Class, and Education.
Chicago: Haymarket Books.
Please read pages 51 – 100
Friday
Vilson, J. L., (2014). This is Not A Test: A New Narrative on Race, Class, and Education.
Chicago: Haymarket Books.
Please read pages: 101 - 150
Week 7
Topic: Race and Class, how does it impact Education Impact education?
/No Child Left Behind
Monday
Vilson, J. L., (2014). This is Not A Test: A New Narrative on Race, Class, and Education.
Chicago: Haymarket Books.
Please read pages: 151 - 220
Wednesday
Ravitch, D. 2011. The Death and Life of the Great American School System: How Testing and
Choice are Undermining Education. New York: Basic Books
Read chapter 2
Friday
Ravitch, D. 2011. The Death and Life of the Great American School System: How Testing and
Choice are Undermining Education. New York: Basic Books
Read Chapter 6 and 8
Week 8
Topic: Higher Education: Race and higher ed.
Monday:
Selingo, J. J., (2013). College Unbound: The Future of Higher Education and What it means
for students. New York, NY: New Harvest
Read Part 1
Wednesday
Selingo, J. J., (2013). College Unbound: The Future of Higher Education and What it means
for students. New York, NY: New Harvest
Read Part 2
Friday
Wednesday:
Quiz! This is not
a test!
Vincent Kwan
Professor Tintiangco-Cubales
Syllabus Outline
Selingo, J. J., (2013). College Unbound: The Future of Higher Education and What it means
for students. New York, NY: New Harvest
Read Part 3
Week 9
Topic: Multiculturalism in the classroom?
Monday:
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Please read chapter 1
Wednesday
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Please read Chapter 2
Friday
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Please read Chapter 3
Week 10
Topic: tools of liberation
Monday
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Please Read chapter 5
Reyes, E., Gozemba, P. A., (2001). Education as the Practice of Freedom. In Pockets
of Hope: How Students and Teachers Change the World. (1 – 30). Westport, CT:
Greenwood Publishing Group, Inc.
Wednesday
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Read Chapter 6
Friday
Howard, T. C., (2010). Why Race and Culture Matter in Schools: Closing the Achievement
Gap in America’s Classroom. New York, NY: Teachers College.
Read Chapter 7