Sociology of Education 104
Mitra K. Shavarini, Lecturer
Class Meeting: Monday, Wednesday & Thursday 1-1:50pm
Office: Pearlman 211
Office Hours: Mon, Wed, Thrs 8am-12:45pm
E-mail: shavarini@brandeis.edu
Teaching Assistants:
Ann Ward; agward@brandeis.edu; Office Hours: Mon 2-3pm; Pearlman 104
Jacqueline Gonzalez (“Jax”); jaxgonz@brandeis.edu; Office Hours: TBA
LaQuasia Cherry; lcherry@brandeis.edu; Office Hours: Tuesdays 1-2pm, library
Course Description
Schools are the primary institution for instructing, training and socializing the next generation. School attendance or equivalent instruction is mandatory in this country, and the subjects and methods of instruction have been hotly debated. This course will explore sociological research and theories that are useful for examining the roles of educational institutions and practices in the United States. We will critically examine the place and role of schools and schooling in the wider society, both through a brief historical overview as well as modern perspectives and current debates on the role and function of schools. Class participants will investigate the ways in which schools reinforce, and/or challenge prevailing social, economic, and political relationships. Issues to be discussed include: the purpose of schooling, the structure and organization of schools, curriculum development, social reproduction, family/school relationships, and the role of teachers. The meaning of culture, race, ethnicity, gender, socioeconomic status, disability, sexual orientation and identity will also inform our investigations into these topics. We will examine the school as a society within itself, with its own dominant system of values, ideology, and relationships of power and authority. We will also examine the interpersonal relationships within schools: the types of interaction that occur, and the opportunities for learning and development.

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“Trigger” Warning: Brandeis University values and encourages civil expression and respectful personal behavior. However, you may at any moment, and without further notice, encounter ideas, expressions and images that are mistaken, upsetting, dangerous, prejudiced, insulting or deeply offensive. I cannot offer a trigger warning for all that emerges in this class. Moreover, it is essential that we have difficult
conversations for they form the basis of what I call an education.
Class Format
Most class sessions will combine some mix of lecture and discussion/debate. All students should come to class having read the assigned reading for the day. However, class lectures may not always simply repackage the reading material and may, instead, expand well beyond the reading to related themes or tackle the themes of the reading in different fashion. In other words, lectures will complement the readings, not provide a substitute for doing them.
Current events may be discussed throughout the course. Additionally, we will on occasion make use of video resources and guest speakers.
Course Requirements
Success in this 4 credit hour course is based on the expectation that students will spend a minimum of 9 hours of study time per week in preparation for class (readings, papers, group work, etc.).
I will calculate grades as follows:
• Attendance: 15%
• Participation: 15%
• Article “ice-breakers”: 15%
• First (short) assignment: 5%
• Second AND third assignments***: 15% each
• Take-home final/paper***: 15%
• Extra Resources: 5%
***Due dates are noted in the course outline. Instructions for assignments will be distributed in class (also on Latte
– see last block). I will include a grading rubric that clearly sets expectations.
Grading scale
• A=100-93 A-=90-92
• B+=87-89 B=83-86 B-=80-82
• C+=77-79 C=73-76 C-=70-72
• D=60-69 F=below 60
Attendance
Because participation constitutes a substantial portion of your grade, attendance is important. In my course I allow
2 absences for any reason. Beyond this, an absence will result in a lower final attendance grade; each absence lowers the attendance grade by one “notch” (from A- to B+). Moreover, 3 tardiness equals one absence. I will pass around a sign-IN sheet during each class session.
Participation
In-class contribution is a significant part of our shared learning experience in this course. You should be able to organize your thoughts and to convey them in a succinct and meaningful fashion. There will be “cold-calling.” This is not to embarrass any individual but to keep the class fully engaged. Here are some guidelines for you to consider when it comes to participation:

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• Provide strong evidence to support your claim/observations/reflection.
• Advance the discussion by contributing insightful comments and – perhaps more importantly – questions.
• Listen attentively in class.
• Demonstrate interest in your peers’ comments and provide constructive feedback when appropriate.
Individual Response Option– While I expect you to participate and voice your ideas in class, I realize that this may be difficult for some of you. Use the individual response paragraph to tell me where your thinking is. Hand-in
(drop off at my office) or email me an individual response to any of our class topics.
Article “Ice-Breakers” – In Flip Your Classroom Jonathan Berman and Aaron Sams talk about the importance of having students come up with questions around the material that they read. In a similar vein, I ask that you come up with a couple (several) questions that you are left with after you finish our due reading for the day. I also ask that you make connections to previous readings/personal experiences. At times you will hand-in your “ice-breaker” question … at other times, you’ll be asked to share your questions … and/or put them on board for discussion. As previous cohorts will tell you, this is one reason you need to do the readings!
Written Assignments
Please be sure to refer specifically to the class readings. Please use the ASA style guidelines for references and citations. I am a stickler for good writing. I believe it is an important skill that a liberal arts institution must provide for their students. So please take your writing seriously. If you need help, see either myself and/or the TAs. I highly recommend the writing center, a valuable campus resource you should familiarize yourself with, if you haven’t already.
Papers are due at the start of each class. Please send me an electronic version in addition to the hard copy you handin. Plan accordingly to be on time for class. I frown upon those who are late to class because they forgot to print their papers!
Our class is large and it will take time for us to properly read and comment on your papers. Please allow at least two weeks before they are returned to you.
Note I will not accept late papers unless you have arranged for an extension before the deadline passes.
Summary of due dates for written work:
Paper 1: Monday, February 1 st
Paper 2: Thursday, February 11 th
Paper 3: Thursday, March 24 th
Final paper: Monday, May 9 th
Extra Credit
Students should check news sites such as newspapers, magazines, the Internet, and radio for articles and reports on issues relating to the sociology of education. I will post these articles on our course’s website and email to the class.
Please briefly present the main argument of the piece in the context of the themes of the course and the article’s source.
Office Hours
You are welcome to contact me between class sessions and during times outside my office hours. If you are working on an assignment or concerned about some aspect of the reading, please do not hesitate. You need not hesitate anyway. I usually check my email more than once a day, and I try to respond promptly. I’m on campus on a regular basis on class days, and I’ll be happy to make an appointment if those times do not work. Our TAs are always available to meet with you as well. They hold weekly office hours (see above for times and locations).

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Student Accountability
Accountability includes a number of classroom norms: class attendance and punctuality, timely submission of assignments, and attention to the class sessions without diversion from texting or web surfing. These elements of normative accountability will be part of your grade.
Please turn off phones and other devices during all class sessions. Texting in class is not only rude but also disruptive; please refrain from all electronic communication. I expect not to have to ask you again at any time during the semester. If I do have to ask, I will consider it a breach of accountability.
Laptops are emphatically discouraged and require permission for note taking. If I grant permission, laptop users must occupy the front rows of the classroom during each class session. Please think carefully before asking for permission to use a laptop in class. If several people seek permission, I will ban laptop use entirely.
Please check your Brandeis email on a regular basis. I will be sending you articles/clips and what is due for the next class.
Community of Learners
I strive to create a supportive, stimulating and active class environment. This effort is in a huge part contingent on
YOU to be not only a student in this class but rather assume the role of a teacher yourself. After all, our personal experiences contribute greatly to our understanding of theories, patterns, current events, etc. My pedagogy, therefore, is NOT rooted in a didactic/rote approach. Instead, I embrace experiential learning where students participate in the construction of knowledge.
This said, please be sure to be consciousness of how much “floor” time you take to express your ideas. Don’t go on and on; this puts pressure on me to cut you off.
I also expect you to build on what your peers have already said – if the thought is aired, don’t repeat … if the conversation has moved on then don’t redirect. Simple rule for class conversation is to be active and to think how each comment builds on the next.
Since our class is fairly large this semester, I will devote one week’s session to small group discussions. This venue will enable you to digest class discussions, grapple with difficult concepts and/or prepare for assignments.
Academic Accommodations
If you are a student who needs academic accommodation because of a documented disability, please contact me and present your letter of accommodation as soon as possible. Undergraduates and graduate students with questions about documenting adisability should contact the Director of Disabilities Services and Support Office of Academic
Services, 6-3470. Letters of accommodation should be presented at the start of the semester to ensure provision of accommodations. Accommodations cannot be granted retroactively.
Academic Integrity
Academic integrity is central to the mission of educational excellence at Brandeis University. Each student is expected to turn in work completed independently, except when assignments specifically authorize collaborative effort. It is not acceptable to use words or ideas of another without proper acknowledgment of the source. This means that you must use footnotes and quotation marks to indicate the source of any phrases, sentences, paragraphs, or ideas in published volumes, on the Internet, or created by another student. Violations of university policies on academic integrity, available at http://www.brandeis.edu/studentaffairs/srcs/ai/index.html
, may result in failure in the course or on the assignment, and could end in suspension from the University. If you are in doubt about the instructions for any assignment in this course, be sure to ask for clarification.
Course Readings

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Class readings will be available on-line in Latte or as handouts in class. It will not be necessary to purchase any additional books.
Course Outline
INTRODUCTION, SOCIOLOGICAL THEMES AND PERSPECTIVES, THE ORIGINS OF PUBLIC
SCHOOLING IN THE U.S.
Course Overview: What is Sociology of Education?
• Introduction to course
• Raising sociological questions: themes of the course
Introduction to class continued
Wednesday, January 13
Thursday, January 14
NO CLASS
Historical overview I: The Common School *
Monday, January 18
Brandeis Monday, January 20
Read: - Kaestle, C.F. 1983. "Prologue: The Founding Fathers and Education." Pp. 3-12 in Pillars of the Republic:
Common Schools and American Society, 1780-1860. New York: Hill and Wang.
Film: Mondale, Sarah and Sarah Patton. 2001. School: The Story of American Public Education. Part I: The Common School:
1770-1890. Boston: Beacon Press.
For reference only (not required), written companion to film: Kaestle, Carl. 2001. “Part One: 1770-1900 The
Common School.” Pp. 1-58 in Mondale, Sarah and Sarah B. Patton, eds. School: The Story of American Public Education.
Boston: Beacon Press.
THE ORIGINS OF PUBLIC SCHOOLING IN THE U.S: MODELS OF SCHOOL STRUCTURES,
AIMS AND IDEALS OF EDUCATION
The Administrative Progressives: A Factory Model of Schooling Thursday, January 21
Read: -Tyack, David. 1974. “Some Functions of Schooling” and "Inside theSystem: The Character of Urban
Schools" Pp. 72-77, 177-198, 229-254 in One Best System: A History of American Urban Education.Cambridge, MA:
Harvard University Press.
OPTIONAL: (not required, discusses the effect of school size on various educational factors): -Lee, V. E. 2000.
“School Size and the Organization of Secondary Schools.”Pp 327-344 in Handbook of theSociology of Education. M.T.
Hallinanan, editor. New York: KluwerAcademic/Plenum Publishers.
America Expands – Immigrants & Assimilation Monday, January 25
Read: - A Walker in the City by Alfred Kazin pp. 5-51. Also read Gina Bellafante’s recent NY Times book review of the book on Latte.
John Dewey: A Democratic Model of Schooling Wednesday, January 27
Read: - Dewey, John. 1916. "Education as a Social Function.” Pp. 10-22 in,
Democracy and Education. New York: The Free Press. (Optional and suggested: " Aims in Education." pp. 100-111.)

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OPTIONAL (Discusses the limits of what schools can really do): -Sizer, Theodore. 1994,1985. Prologue, Chapter 2:
Sections 2, 4 and Chapter 1: Section 4. Pp. 9-21, 84-98, 109-115, 53-58 in Horace's Compromise.Boston: Houghton
Mifflin.
PERSPECTIVES ON THE AIMS AND IDEALS OF EDUCATION
On the Sorting Function of Schools Thursday, January 28
Read: -Durkheim, E. 1961. “On Education and Society.” Pp. 23-34 in Sociology of Education: A Critical Reader. A.R.
Sadovnik, editor. New York: Routledge.
OPTIONAL (Good reference, overview of field): -Sadovnik, A.R. 2007. “Theory and Research in the Sociology of
Education.” Pp. 3-20 in Sociology of Education: A Critical Reader. A.R. Sadovnik, editor. New York: Routledge.
Theoretical Perspectives on the Social Function of Schools Monday, February 1
Read: -Parsons, T. 1959. “The School as a Social System.” Harvard Educational Review 29:297-318.
OPTIONAL- McMannon, Timothy. 1997. “The Changing Public Purpose of Education and Schooling.”Pp. 1-40 in
Goodlad, John and Timothy McMannon. The Public Purpose of Education and Schooling. San Francisco: Jossey-Bass.
PAPER 1 DUE @ start of class: see Latte for instructions & topics
ON SCHOOLING AND THE SOCIAL ORDER
Privilege, Inclusion and Opportunity: Social Class, Social Reproduction, Cultural Capital I Wednesday February 3
Read: -Bowles, Samuel and Herbert Gintis. 1976,1977. "Education andPersonal Development: The Long Shadow of Work." Pp. 125-150 inSamuel Bowles and Herbert Gintis, Schooling in Capitalist America:Educational Reform and the
Contradictions of Economic Life. NewYork: Basic Books.
-Lareau, A. 2000. “Why Does Social Class Influence ParentInvolvement in Schooling?” Pp. 97-120 in Home
Advantage, Lanham, MD: Rowman & Littlefield
Thursday February 4 Bowles & Gintis continued …
Privilege, Inclusion and Opportunity: Social Class, Social Reproduction &
Cultural Capital II Monday February 8
Read: -Bourdieu, Pierre. 1973. “Cultural Reproduction and Social Reproduction.” Pp. 487-511 in Karabel, J. & A.
H. Halsey (Eds.), Power and Ideology in Education. New York: Oxford University.
-Granfield, Robert. 2008. “Making it By Faking It: Working-Class Students in an Elite Academic Environment.” Pp.
114-127 in Ferguson, Susan. Mapping the Social Landscape: Readings in Sociology 7. NewYork: McGraw-Hill.
THE TRACKING DEBATE, LANGUAGE AND IMMIGRATION
The Tracking Debate Wednesday February 10

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Read: -Oakes, Jeannie. 1985. “Tracking.” Pp. 1-13 in Keeping Track: How Schools Structure Inequality. Binghamton, NY:
Vail-Ballou Press.
-Hallinan, Maureen T. 1994. “Tracking: From Theory to Practice.” Sociology of Education. 67: 78-90.
-Oakes, Jeannie. 1994. “More than Misapplied Technology: A Normative and Political Response to Hallinan on
Tracking.” Sociologyof Education. 67: 84-91.
Tracking debate continued … Thursday February 11
SECOND PAPER DUE @ start of class: For Topics see Latte
February Break – No class February 15-19
Reading Wars
Watch: “A tale of Two Schools: History of the Reading Wars” PBS 2003
Monday February 22
Language, Immigration, Cultural Legacy Wednesday, February 24
Read: -De La Luz Reyes, Maria. 1992. “Challenging Venerable Assumptions: Literacy Instruction for Linguistically
Different Students.” Harvard Educational Review 64(4): 427-446.
Immigrants and Education continued … Thursday, February 25
Listen: -AUDIO SEGMENT: Suarez-Orozco, Marcelo and Carola. “Immigrant Children in America.”February 21,
2010 on On Point. National Public Radio. http://onpoint.wbur.org/2008/02/21/immigrant-children-inamerica
Sexual Orientation
GENDER, SEXUAL ORIENTATION, RELIGION, DISABILITY
Monday, February 29
Read: -Marvin Hoffman. 1993. “Teaching ‘Torch Song: Gay Literature in the Classroom.” The English Journal. 82(5):
55-58.
Read: “Family forced out of Lexington, MA” ALSO read the “Opposition” segment of Wikipedia regarding the book King & King.
OPTIONAL: -Webpage of Project 10East, a program for LGBT support in high schools. http://www.project10east.org/about/main.php
.
(About schools dealing with gay and lesbian families) -Lipkin, A. 1999. “Gay and Lesbian Families.” Pp. 218-229 in
Understanding Homosexuality: Changing Schools. Boulder, CO: Westview Press.
Gender & Education Wednesday, March 2
-Mead, Sara. 2006. “The Evidence Suggests Otherwise: The Truth About Boys and Girls”(Pamphlet) Washington,
DC: Education Sector.(You do not need to remember every detail, but try to get a sense of the main points)
-“How Schools Shortchange Girls” – the AAUW Report pp. 35-54.
OPTIONAL:
-Noguera, P (2008). The Trouble with Black Boys and Other Reflections on Race, Equity and Future of Public
Education.

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Disabilities & Education Thursday, March 3
Read: -Artiles, Alfredo J. 2003. “Special Education’s Changing Identity:Paradoxes and Dilemmas in View of Culture and Space.” Harvard Educational Review, Summer 73: 164-202. (Focus on p. 164 to the top of 179.)
Religion Monday, March 7
-Nord, W. A. & Haynes, C. C. 1998. Pp. 1-33 in Taking Religion Seriously Across the Curriculum. Alexandria, VA:
Association forSupervision and Curriculum Development.
-Prothero, Stephen. Chronicle of Higher Education, March 16, 2007. “Worshiping in Ignorance”
OPTIONAL: “Why Education in Public Schools Should Include Religious Ideals” Ruyter & Merry. http://uva.academia.edu/MichaelMerry/Papers/833104/Why_education_in_public_schools_should_include_religi ous_ideals 2008
BUSING AND RACIAL DESEGREGATION OF BOSTON’S SCHOOLS
Separate but Unequal? Busing and School Desegregation in Boston Wednesday, March 9
Read: Klugar, Richard. 1975. “Together Let Us Sweetly Live” pp. 3-26 in Simple Justice Vintage Books: New York.
-Vaznis, James. 2010. “Area School Segregation Called Rife.” The Boston Globe, September 20. P. B-1.
Video in class on busing: “The Keys to the Kingdom: 1974-1980”in Eyes on the Prize 1990, 2006. Blackside/PBS
Productions.
Desegregation continued … Thursday, March 10
Read: -Willie, Charles Vert. 1983. “School Desegregation and Public Policy: The Boston Experience” pp. 163-174 in
Race, Ethnicity and Socioeconomic Status: A Theoretical Analysis of Their Interrelationship. Bayside, NY: General Hall.
OPTIONAL: Goldsmith, Pat Rubio. 2009. “Schools or Neighborhoods or Both? Race and Segregation and
Educational Attainment.” SocialForces 84(4):1913-1920.
Critical Race Theory and Education Monday, March 14
Read: -Dixson, Adrienne and Celia Rousseau. 2006. “And We Are Still Not Saved: Critical Race Theory in
Education Ten Years Later.” Pp. 31-56in Critical Race Theory in Education: All God’s Children Got a Song. Dixson,
Adrienne and Celia Rousseau, eds. New York: Routledge.
Read: G. Ladson-Billings & Tate, W. “Toward a Critical Race Theory of Education” pp. 1-29 in in Critical Race
Theory in Education: All God’s Children Got a Song. Dixson, Adrienne and Celia Rousseau, eds. New York: Routledge.
**Note: In Latte, both these articles are scanned into one entry.
OPTIONAL: -The JBHE Foundation. 2006/2007. “The Expanding Racial Gap on the SATII Tests.” The Journal of
Blacks in Higher Education, 54:30-32.
AUTHORITY PATTERNS IN SCHOOLS, RACIAL EXCLUSION, CULTURAL DISSONANCE

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Authority Patterns in Schools: Racial-Ethnic Exclusion Wednesday, March 16
Read: -Szasz, Margaret Connell. 2005. “I Knew How to Be Moderate. And I Knew How to Obey”: The
Commonality of American Indian BoardingSchool Experiences, 1750s-1920s. American Indian Culture andResearch
Journal. 29(4):75-94.
Watch: “In white man’s image” American Experience, PBS, 1993.
OPTIONAL -Miller, Kara. 2010. “Do Colleges Redline Asian-Americans?” The Boston Globe.February 8. http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/201
0/02/08/do_colleges_redline_asian_americans/ .
Cultural Dissonance Between Students and Teachers Thursday, March 17
Read: -Delpit, Lisa. 2006. "The Silenced Dialogue.” Pp. 5-9, 21-44 in Other People's Children: Cultural Conflict in the
Classroom New York: NewPress, W. W. Norton.
-Ballenger, Cynthia. 1992. "Because You Like Us: The Language of Control." Harvard Education Review, Summer
1992, 62(2): 199-208.
TRANSMISSION OF NORMS AND VALUES: WHAT GETS TAUGHT IN SCHOOL AND
WHO DECIDES? PART I
The Culture of the School Monday, March 21
Read: - Lightfoot, Sara Lawrence.1983. "St. Paul's School: Certainty, Privilege and the Imprint of History" and
"George Washington CarverHigh School: Charismatic Leadership: Building Bridges to a WiderWorld." Pp. 221-245,
29-55 in The Good High School: Portraits of Character and Culture. New York: Basic Books.
The Textbook Industry & Curricular Standards Debates Wednesday, March 23
Read : -Spring, J. 1996. Chapter 10, “The Politics of Curriculum, Instruction, and Textbooks.”Pp. 230-254 in
American Education. New York:McGraw-Hill
-Eisner, E. 1997. “Who Decides What Schools Should Teach.” Pp. 337- 341 in D.J. Flinders & S.J. Thorton (Eds.)
Curriculum Studies Reader.New York, NY: Routledge.
Curriculum debates continued … Thursday, March 24
Read: Ravitch, Diane. “Education after the Culture Wars.” 2002. Pp. 5-21 in Daedalus MIT Press/American
Academy of Arts and Sciences.131(1):5-21.
OR
-Ravitch, Diane. 2002. “Diversity, Tragedy and the Schools” The Brookings Review 20(1):2-3.
And read about the Scopes Trial. There is an article on Latte, as well as a video clip. Read and watch, familiarize yourself with the case.
Paper 3 Due @ start of class: See topics on LATTE
TRANSMISSION OF NORMS AND VALUES: WHAT GETS TAUGHT IN SCHOOL AND

Sociology of Education 104
WHO DECIDES? PART II
NO CLASS
The Panopticon: Are Schools Going Too Far?
Monday, March 28
Wednesday, March 30
Read : -Foucault, Michel. 1979. “The Means of Correct Training.” Pp. 170-228 in Discipline and Punish: The Birth of the
Prison. New York: VintageBooks.
Are Schools Going Too Far? (continued ….) Thursday, March 31
Read: Vander Schee, Carolyn. 2009. “Fruit, Vegetables, Fatness and Foucault: Governing Students and their
Families Through School Health Policy.” Journal of Education Policy 24 (5): 557-574.
ALSO find and bring in other recent articles on current debates in education (Articles to be selected from current news sources during the semester. Likely to relate to issues such as regulating school lunches, sex education, etc.
Standardization Debate/Market Approaches to Education Reform Monday, April 4
Read: -Ravitch, Diane. 2010. “The Trouble with Accountability. Pp. 149-167 in The Death and Life of the Great
American School System: How Testingand Choice are Undermining Education New York: Basic Books.
Listen to Iran Glass Piece on This American Life called “Back to School.”
OPTIONAL: Borman, Kathryn M. and Bridget A. Cotner. 2008. “No Child Left Behind: The Federal Government
Gets Serious about Accountability.” Pp. 245-250 in Schools and Society: A Sociological Approach to Education. 3rd ed.
Ballantine, Jeanne H. and Joan Z. Spade, eds. Los Angeles, CA: Pine Forge Press.
OPTIONAL: -Renzulli, Linda A. and Vincent Roscigno. “CharterSchools and the Public Good.”Pp. 363-369 in
Ballantine, Jeanne H. andJoan Z. Spade, eds. 2008.
Schools and Society: A Sociological Approachto Education. 3rd ed. Los
Angeles, CA: Pine Forge Press
WHAT GETS TAUGHT IN SCHOOL? WHO DECIDES? PART III
Perspectives on the Transmission of Culture and Values: Power and Authority Wednesday, April 6
Read: -Neil Postman and Charles Weingartner. 1969. "Crap Detecting" and "The Medium is the Message, Of
Course" Pp. xi-xv, 1-25 in Teaching as a Subversive Activity. New York: Dell.
- Illich, Ivan, 1970. “Why We Must Disestablish School” Pp. 529-536 in Deschooling Society. New York: Harper and
Row.
OPTIONAL: in Illych (above) “Phenomenology of School” Pp. 37-48.
POWER & AUTHORITY, CLASSROOM ROLES & RELATIONSHIPS
“Race to Nowhere” –
WATCH FILM BEFORE CLASS …DISCUSSION IN CLASS …
Thursday April 7

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Interactions Between Students, Student Culture Monday April 11
Read: Read: -Lawrence- Lightfoot, Sara. “Freedom.” Pp. 90-118 in Exit, the Endings that Set Us Free. New York:
Farrar, Straus and Giroux
-Milner, Murray Jr. 2006. “Fitting In, Standing Out and Keeping Up.” Pp. 39-60 in Freaks, Geeks and Cool Kids:
American Teenagers, Schools and the Culture of Consumption. New York: Routledge.
Skim: -Olweus, Dan. 1993. Bullying At School. Malden, MA: Blackwell Publishing. (Read pp. 1-39).
Wednesday April 13 Homeschooling (as antidote to public education?)
-“Does Homeschooling Pose a threat to Public Education?” http://www.examiner.com/article/does-homeschooling-pose-a-threat-to-public-education
-“Why Are Public School Proponents So Afraid of Homeschool Kids?” http://buehlereducation.com/homeschool/indianasportsbill/
Watch: Ted Talk: Ken Robinson, “How Schools Will Kill Creativity.”
INTERPERSONAL RELATIONSHIPS IN EDUCATION: RELATIONSHIPS BETWEEN
TEACHERS, STUDENTS & PARENTS
Between Teachers and Students Thursday, April 14
Read : - Gracey, Harry L. 2008. “Learning the student role: Kindergarten as academic boot camp.” Pp. 131-136 in
Schools and Society: A Sociological Approach to Education (3nd ed.). J.H. Ballantine & J.Z. Spade, editors. New York:
Thomson Wardsworth.
Read: - Lampert, Magdaline. 1987. “How Do Teachers Manage to Teach" Pp. 106-123 in Teachers, Teaching and
Teacher Education. Cambridge, MA: Harvard University Press.
Between Parents and Teachers continued… Monday April 18
Read: -Lawrence-Lightfoot, Sara. 2003. Introduction and “Natural Enemies.” Pp. 42-75 in The Essential Conversation:
What Parents and Teachers Can Learn from Each Other. New York: Random House.
IDEAS ON THE GROUND: SCHOOLS AND COMMUNITIES, LOOKING AT
TEACHERS IN ACTION
Between Communities and Schools Wednesday April 20
Watch “Waiting for Superman” – Discuss in class
Spring Break No Classes
Final Thoughts
April 21-28
Monday, May 2