(EDF 315) Diverse Perspectives on Education
Syllabus of Record
Catalog Description: This course will introduce the historical, philosophical, and sociological foundations of education in the United States. Emphasis will be placed on the changing purposes of education historically, the legal and procedural expansion of schooling to an increasingly diverse student population, and the cultural competencies needed to teach all students effectively. Fulfills U.S. Diversity requirement. Three Credits. Offered fall and winter semesters
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching,
Leading, and Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders a) to enhance the academic and personal potential of their students b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.
Unit and Program Standards:
Common Unit Standards: a) State of Michigan; b) National Council for Accreditation of Teacher Education (NCATE).
Initial Program Standards:
Council for the Social Foundations of Education (CSFE): a) Principle #2: The educator understands and can apply normative perspectives on education and schooling. b) Principle #3: The educator understands and can apply critical perspectives on education and schooling. c) Principle #5: The educator understands the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance.

Course Standards and Assessments:
For Diverse Perspectives Exercise:
CSFE #2.3: The educator can appraise conceptions of truth, justice, caring, and rights as they are applied in educational practice.
CSFE #3.4: The educator uses critical judgment to question educational assumptions and arrangements and to identify contradictions and inconsistencies among social and educational values, policies, and practices.
CSFE #3.5: The educator has developed habits of critically examining educational practice in light of this knowledge base.
For Multicultural Interview:
CSFE #5.1: The educator understands how social and cultural differences originating outside the classroom and school affect student learning.
CSFE #5.2: The educator Has acquired an understanding of education that includes sensitivity to human potentials and differences.
CSFE #5.5 The educator is accepting of individual differences that are consistent with democratic values and responsibilities.
CSFE #5.6 The educator is disposed to the acceptance of human commonality within diversity.
Common Assessments:
Diverse Perspectives Exercise
Multicultural Interview
Major Topics:
 Purpose of schooling

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Perspectives in educational analysis
Foundations of American Education
 Philosophy and American education
 History of American Education
 Societal influences on Education
Historical and contemporary models of Multicultural Education 
 Social class and American education
 Gender differences and sexual orientation in schooling and learning
 Culture and racial identity in American classrooms
Methods of Instruction:
Instructional methods will include lecture, large group discussion, and small group discussion. In addition, class simulations, on-line discussions, case study evaluations, documentaries, and internet resources will be utilized.
Course Requirements:

Philosophy of education paper
Multicultural interview paper
Participation in online exercise
Suggested Text:
Tozer, S. E., Senese, G., and Violas, P. C. (2009). School and society: Historical and contemporary perspectives (6 th edition). New York: McGraw-Hill.
Course Knowledge Base:
Adler, M. (1983). Paideia, problems and possibilities. New York: MacMillan Publishing
Company.
Alport, G. W. (1979). The nature of prejudice. New York: Basic Books.
Apple, M. W. (1990). Ideology and curriculum. New York: Routledge.
Banks, J.A. (2007). An introduction to multicultural education (4th ed.). Boston:
Allyn & Bacon.
Bourdieu, P. (1973). “Cultural Reproduction and Social Reproduction.” In Knowledge,
education, and cultural change (Ed. R. Brown). London: Tavistock.
Bowles, S. and Herbert G. (1976). Schooling in capitalist America: Educational
reform and the contradictions of economic life. New York: Basic Books.
Bruner, J. (1963). The process of education. New York: Harvard University Press.
Bryk, A. S., Lee, V. and Holland, P. B. (1993). Catholic schools and the common
good. Cambridge, MA: Harvard University Press.
Cremin, L. (1964). The transformation of the school: Progressivism in American
education, 1876-1957. New York: Vintage Books.
Dewey, J. (1944). Democracy and education. New York: The Free Press.
Feinberg, W. (1983). Understanding education: Toward a reconstruction of
educational inquiry. Cambridge: Cambridge University Press.
Fine, M. (1991). Framing dropouts: Notes on the politics of an urban public high
school. New
Goodlad, J. (1984). A place called school: Prospects for the future. New York:
McGraw-Hill Trade.
Greene, M. (1988). The dialectic of freedom. New York: Teachers College Press.
York: SUNY Press.
Lareau, A. (1989). Home advantage: Social class and parental intervention in
elementary education. London: Falmer.

Kleibard, H. M. (2004). The struggle for the American curriculum, 1893-1958. New
York: Routledge.
Kozol, J. (2005). The shame of the nation: The restoration of apartheid schooling in
America. New York: Crown.
Maher, F. A., and Tetreault, M. K. (2001). The feminist classroom: Dynamics of
gender, race, and privilege. Lanham, MD: Rowman & Littlefield
Mann, H. (1868). Annual reports on education. Vol. 3. Boston.
Nieto, S. (2008). Affirming diversity (5 th ed.). New York: Allyn & Bacon.
Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT:
Yale University Press.
Ogbu, J. (1978). Minority education and caste. New York: Academics.
Piaget, J. (1983). To understand is to invent. New York: Penguin Books.
Plato (1968). The republic of Plato (Tr. Allan Bloom). New York: Basic Books.
Rousseau, J. (1979). Emile: or, on education (Tr. Allan Bloom). New York: Basic
Books.
Sadker, M. and Sadker, D. (1994). Failing at fairness: How our schools cheat girls.
New York: Simon & Schuster.
Spring, J. (2010). American education. New York: McGraw-Hill.