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SEC 200: THE LEARNER, SCHOOLS AND A GLOBAL SOCIETY
Course Description: Corequisite SEC 220. Introductory course in the Watson School of Education
for those seeking licensure in secondary education. Emphasis on interpretation and evaluation of
the development of public education in the United States using historical, sociological, cultural, and
philosophical perspectives. Course examines the goals and purposes of education in a global
context with particular attention to the education of students in grades 9-12.
Course Objectives:
1. Using historical, philosophical, cultural, political, economic, and psychological perspectives,
teacher candidates will describe the nature, problems and complexity of the U.S. system of
education.
2. Teacher candidates will critically examine the relationship between self and society to clarify
their motives and goals for becoming teachers.
3. Teacher candidates will identify and comparatively analyze international educational systems
paying particular attention to case studies of high school contexts.
4. From macro and micro levels of analysis, teacher candidates will critically consider the effects
of race, class and gender on educational achievement of students in different global contexts.
5. Teacher candidates will be introduced to the 21st Century North Carolina Professional
Teaching Standards
(http://www.ncpublicschools.org/docs/fbs/personnel/evaluation/standardsteacher.pdf)
Course Texts & Materials:
Required
Schultz (Ed.). Notable selections in education (3rd edition). Guilford, CT: McGraw-Hill/Dushkin.
Gutek, G. (2006). American education in a global society (2nd edition). Long Grove, IL: Waveland
Press.
Choose one of the following:
Kozol, Jonathan. (2005). Shame of the nation: Restoration of apartheid schooling in America.
Crown.
Reyhner, Jon & Eder, Jeanne (2004). American Indian education: A history. University of
Oklahoma Press.
Rodriguez, Richard (2004). Hunger of memory: The education of Richard Rodriguez.
Sizer, Theodore. (2004). Horace's compromise: The dilemma of the American high school.
Houghton Mifflin.
Tatum, Beverly Daniel (2003). Why are all the Black kids sitting together in the cafeteria? A
psychologist explains the development of racial identity. Basic Books.
Zia, Helen (2000). Asian American dreams: The emergence of an American people. Farrar, Strauss,
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& Giroux.
Assessment:
 Interpretation and comparative analysis of educational theorists using primary sources

Social Identity Paper

Case study: Application of educational theories to specific international and U.S. high
school contexts and scenarios

Research paper and scholarly dialogue

Reading responses using secondary sources

Mid-term

Final Reflective Visual Product which demonstrates a research-based understanding of
diversity and teacher-leadership.
SUGGESTED GRADING
In this course, we will follow the +/- system of grading. Points will be deducted for work submitted
late. The following grading scale will be used.
A = 94.5-100
A-= 89.5-94.4
B+= 87.5-89.4
B=
82.5-87.4
B-= 79.5-82.4
C+= 77.5-79.4
C=
72.5-77.4
C-= 69.5-72.4
D+= 67.5-69.4
D=
62.5-67.4
D59.5-62.4
F=
59.4 and below
SUGGESTED TOPICS
Goals and purposes of public education in different national contexts.
History of public education in different national contexts.
Current issues in public education in different national contexts.
Comparative analysis of public education in other national contexts with U.S. public education
including the roles of teachers, leaders, students, and local communities.
Examination of specific cultural, social, and political issues which affect public education in the
U.S.
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