PLC 600A Education in a Democratic Society
School of Teacher Education, San Diego State University
Professor: Ron Evans, EBA 223A, revans@mail.sdsu.edu
Office hours by appointment only.
Purposes and Themes:
This course examines the nature, role, purposes and curriculum of American schools, and
seeks to foster a critial examination of issues in the social context of education.
The course begins with a discussion of purposes and ways of thinking about public education. It
also explores some of the basic dividing lines in society--class, race, and gender--and how these
relate to schooling. It analyzes not only how these forms of diversity influence what takes place
in classrooms but also how education may mitigate or reinforce social inequalities.
The course also examines the historical development of education in the U.S., focusing
special attention on curricular reform movements. Like other institutions subject to cycles of
reform and reaction, schools often embody unexamined traditions and unconscious rituals. Over
time, schools gain an internal momentum which deflects naive efforts for reform: history thus
can offer perspective on stubborn issues of educational policy.
Finally, we turn to an examination of the politics of education, philosophies of education, and
the lives and working conditions of teachers. The course will conclude with a discussion of
recent educational reform movements and prospects for the future.
As your teacher, my goal is to facilitate an examination of some of the perennial issues in
education, to explore their current manifestations, and to help you begin to think through these
issues for yourselves.
Course Structure and Format:
The seminar is organized topically. Each student will be responsible for reading and
preparing to discuss each topic. For each session you will be expected to read the required
reading(s) and a minimum of one optional reading from the course materials. Also, several students
will serve as "experts" at each session on the topic we discuss. Each of you will serve as an expert
three times during the course. Scheduling of "expert" roles will be negotiated at our first meeting.
"Experts" will be expected to read extra selections from the course materials, and:
1. Prepare a typed, 3 to 4 page essay on the assigned topic, focusing on one or more of the
key issues raised by the readings. Prior to writing the essay, experts should read the required
reading and a minimum of two optional readings on the topic. The essay is due at class on the day
the topic is to be discussed. Like any good essay, it should be well organized around a central
thesis, and should discuss evidence and counter evidence in a thoughtful manner. At the end of
your essay list the sources you read (APA style; MLA; or Chicago Manual of Style).
2. Prepare in advance a typed list of at least five or six questions to help lead small group
discussion of readings and issues for your assigned topic. Append the list of questions at the
back of your essay. Serve as a facilitator for small group discussion of the topic.
3. Play a leadership role in our large group discussion of the topic.
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4. Prepare for and participate in a seminar or panel discussion on the central issues posed by
the topic. We will decide on the specific questions and topics in class, but you'll usually be able to
anticipate what the questions and topics will be from what you've read. You should be prepared to
serve in a leadership role during the discussion, and to be on center stage.
Completion of expert essays, participation in class discussion, and successful completion of the
final course research paper are all required. If your work is not acceptable, it will be returned for
revision at the next class meeting. You will then have one week to resubmit a revised paper.
Research Project: In addition to the reading seminar, each person enrolled in the course will also
research one topic in depth, beyond assigned readings, and prepare a short research paper
addressing one key issue/topic of interest in the history of social studies. Topics will be selected
at a designated time during the course, via written proposal, and papers will be due at our final
class meeting at the time of presentation. Each student will make an oral presentation of her/his
paper, discussing central questions, key findings, and helpful sources.
• Papers should be approximately eight to ten pages in length, double spaced.
That is approximately 2000 to 2500 words, not including references.
• You should reference at least one book and a minimum of four articles from
sources outside of required course materials. Use of primary source materials is also
encouraged.
• Papers should be typed, double spaced, APA, Chicago, or MLA style
• Papers will be submitted in hard copy and electronically (via email).
• All material must be the student’s original work.
• Papers and presentations will also include a one page handout summarizing
the research project and central findings. Bring copies to share with a small group, and
include the one page summary with your paper submission.
Format: Though I may lecture some, my primary role will be that of facilitator, to guide the
seminar through discussion of the key issues and relevant readings. Typically, each session will
include a brief introductory overview (lecture), small group discussion of the readings, large
group discussion, and a seminar or panel discussion on a central issue.
Participation Guidelines: Because we will use a seminar/discussion format it will be very
important to keep in mind the following simple guidelines.
1) An Open and Supportive Environment. All members of the class should have the
freedom to participate in a supportive environment.
2) Appropriate Focus. We will follow common courtesy: one person will speak at a time;
when one person talks, everyone else listens. Please give your undivided attention to the
speaker. Please refrain from engaging in side conversations or whisper conversations. This
applies to all presentation and discussion formats including lecture, small group discussion,
large group discussion, panel/seminar discussion, etc.
3) Food Policy. Please do not eat during class. Please save food for breaks, or before or after
class. Beverages are permitted.
4) Electronic Devices. Please silence or turn off all cell phones. Also, please turn off all
laptops and other electronic devices during class (sleep mode is fine), except as needed to access
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course materials. Please bring your course texts and print selected pages from readings, or
bring electronic versions, as needed to prepare for class discussion. Adjustments to this policy
may be granted on a case by case basis as appropriate to the activity.
Texts:
1. Kozol, J. The Shame of the Nation: The Restoration of Apartheid Schooling in America.
2. Christensen, L. and Carp, S. Rethinking School Reform: Views from the Classroom.
3. Ehrenreich, B. Nickel and Dimed: On (Not) Getting By in America.
4. Evans, R. The Social Studies Wars: What Should We Teach the Children?
5. Additional course readings are posted on Blackboard under “Course Documents.”
Readings: Every member of the seminar is expected to read the required reading and at least
one optional reading for each topic and to come to class prepared for discussion. Experts will
be asked to read and be prepared to discuss at least two optional readings on each topic. You
can expect to be called on from time to time to discuss your reading or to lead small group
discussion. We may also experiment with asking experts to collectively lead our discussion.
Please note that readings listed in the syllabi are a selection. You are encouraged to explore
additional materials via references in the readings, Google Scholar, ERIC, etc. Additional
options are welcome and may be added.
*** Note: Prior to each class session prepare a written thesis statement on the central topic for
that session and a brief reflection supporting or discussing your thesis. Also, prepare at least
three or four written discussion questions. Please complete this prior to attending class.
Weekly thesis papers will not be returned. Please keep a copy for your records.
Grades: Grades will be based on written work and participation. Completion of quality expert
papers, active class participation, and successful completion of a research paper and class
presentation are the main requirements. Grades will be based on the following formula: Essays
on Readings, 60%; Participation, 10%; Research Project, 20%; Presentation of Research
Projects, 10%.
Attendance: Because this class is taught as a-once a-week seminar, attendance is crucial. I
expect you to be present at each class meeting for the entire session. Be sure to allow enough
time for your commute. I consider class time sacred. Be here on time. Attendance, tardies,
and early exits will be a recorded part of your participation grade. More than one absence
will affect the evaluation of your participation in the course. Excessive absences will mean
that credit cannot be given. Should you have to miss a session, I ask that you let me know in
advance if possible, and provide evidence of reading following your absence.
Course Schedule: Required readings are marked with an asterisk.* All readings listed
may be found in the assigned texts or on Blackboard.
Week One: Course Introduction
1. Introductions. Why are we here?
2. Expectations and Review of Syllabi
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3. Problems and issues in education. What are schools about?
Why are courses in educational foundations required? What is the significance of the
social context for of schools? Of matters of race, class, gender and other forms of
diversity in education?
Week Two: On the Intent and Function of Education __________________
Why do we have compulsory schooling? Which of the alternative perspectives on
schooling is most persuasive? What is education about? What is a just society?
Issue: Given the function and outcomes of schooling, should we support compulsory
education laws?
* 1. Tyack. "Ways of Seeing: History of Compulsory Schooling."
* 2. Kozol. The Night is Dark and I Am Far From Home.
* 3. Gatto. “Against School.”
4. Mann. "Intellectual Education..." purposes of the common school.
5. Gay. "Ethnic Minorities and Educational Equality."
6. Prewitt. “Beyond Census 2000.”
7. Cruz-Janzen. “’You Are Not Enough’: Biracial Americans.”
Spring. The American School, 1642-2004.
Castle. Pillars of the Republic.
Elson. Guardians of Tradition.
Katz. Irony of Early School Reform.
Ravitch. The Revisionists Revised.
Spring. The Sorting Machine.
Mondale & Patton. School: The Story of American Public Education.
Zimmerman. Whose America: Culture Wars in the Public Schools.
Week Three: Social Class, Schooling, and Achievement _____________________
What is the relationship among social class, schooling and achievement? How can we best
explain this? What are the implications? What might we do to create more equitable
schools?
Issue: Should tracking (or ability grouping) be eliminated?
* 1. Kozol. SHAME. Intro and Chapters 1 and 2. [Ch. 6 & 10 are also relevant]
* 2. Ehrenreich. Nickel and Dimed. Introduction, Chapter 1 (or alt.), Evaluation.
* 3. Themba-Nixon. “Choice & Other White Lies,” RSR, 170-175.
* 4. Karp. “Money, Schools, and Justice,” RSR, 275-286.
5. Van Galen. “Education and Class.”
6. Kozol. Savage Inequalities.
7. Oakes. "Distribution of Knowledge." From Keeping Track.
8. Schmidt. “Crossing the Tracks.”
9. Bigelow. "Getting Off the Track."
Spring. American Education (Ch. “Education and Equality of Opportunity”).
Marsh. Class Dismissed: Why We Cannot Teach or Learn Our Way Out of Inequality.
Bowles and Gintis. Schooling in Capitalist America.
Jencks. Inequality.
Anyon. Ghetto Schooling.
Greer. The Great School Legend.
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Bobbitt. “The Elimination of Waste in Education.”
Week Four: Race and Education _____________________
What is the relationship between race and ethnicity and educational achievement?
What is the current status of education for African Americans? How have
schools succeeded or failed in promoting racial equity? Have we really sought
a "color blind" policy? Should we?
Issues: Is desegregation the answer? Should we support an Afrocentric
curriculum?
* 1. Orfield. “Schools More Separate,” RSR, 155-164.
*
2. Kozol. “Invitation to Resistance,” SHAME, Chapter 9.
* 3. Lowe. “Neighborhood Schools: Déjà Vu,” RSR, 165-169.
4. Ravitch. "Race and Education: The Brown Decision."
5. Delpit. "Silenced Dialogue: Power and Pedagogy." Plus interview.
6. Delpit, “Ebonics and CRI,” RSR, 79-88.
7. Asante. "Afrocentric Curriculum," v. Schlesinger. “Disuniting America.”
8. Kunen. "The End of Integration."
9. CampbellJones. “Education of African American Children.”
10. Black Panther Party Platform.
Anderson. The Education of Blacks in the South, 1860-1935.
Watkins. The White Architects of Black Education.
Walker. Their Highest Potential.
Tatum. Why Are All the Black Kids Sitting Together in the Cafeteria?
Week Five: Multiculturalism and Education _______________________
What are the aims of multicultural education?
Issues: Should we continue multicultural education programs? Should we aim to
undo white privilege? What form should such efforts take?
* 1. Churchill. "White Studies."
* 2. Zinn. “Unsung Heroes,” RSR, 33- 36.
* 3. Bigelow. “Teaching About Unsung Heroes,” RSR, 37-44.
4. Christensen. “Unlearning the Myths that Bind Us,” RSR, 126-137.
5. Akintunde. “White Racism, White Privilege & Social Construction…”
6. McLaren & Munoz. “Contesting Whiteness.”
7. Banks. "Multicultural Education for Freedom's Sake."
8. Ravitch. "A Culture in Common."
9. Grant. "Challenging Myths About Multicultural Education."
10. Derman-Sparks. "How Well Are We Nuturing Diversity."
Banks. Issues in Multicultural Education.
D’Souza. Illiberal Education.
Spring. Deculturization and the Struggle for Equality.
Takaki. A Different Mirror: A History of Multicultural America.
Zinn. A Peoples History of the United States.
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Week Six: The Latino/Latina American Experience _______________
What are the implications of the life of Richard Rodriguez? Is he correct that affirmative
action is counter-productive? What are the origins of the oppression faced by Hispanic
Americans? What policies could improve the education of Hispanic Americans?
Issue: Should we support bilingual/bicultural education programs?
* 1. Rodriguez. Hunger of Memory.
* 2. Willie. Olivas. Commentaries on Rodriguez by two separate authors.
* 3. Krashen. “Bush’s Bad Idea for Biligual Education,” RSR, 192-198.
4. Segura-Mora, “What Color is Beautiful,” RSR, 138-143.
5. Martinez. "Distorting Latino History."
6. Ravitch v. Macedo. “Should Bilingual Education Be Abandoned?”
7. Porter. “The Benefits of English Immersion.”
8. Macedo. “The Illiteracy of English-Only Literacy.”
Macdonald. Latino Education in the US: A Narrated History.
Gandara and Contreras. The Latino Education Crisis: Consequences of Failed Policies.
Contreras. Achieving Equity for Latino Students.
Leal and Meier. The Politics of Latino Education.
Murillo. Handbook of Latinos and Education.
Perez. American By Heart: Undocumented Latinos and the Promise of Higher Education.
Valdez. Latino Children Learning English.
Garrod. Mi Voz, Mi Vida: Latino College Students Tell Their Stories.
Week Seven: Gender and Education ___________________
What is the current relationship between gender and education? How should we define
sexism? How should we define sexual harassment? How can we insure that schools are
welcoming for all?
Issue: Should schools promote feminism?
* 1. Sadker. "Gender and Educational Equality."
* 2. Shakeshaft. "A Gender at Risk."
* 3. Rethinking School Reform. Johnston, “Out Front.” Karp, “Arranged Marriages.”
* 4. Friend. "Choices, Not Closets: Heterosexism, Homophobia in Schools."
5. U. S. News. "Schooled in Failure"
6. Spring. “Teaching About Sexism.”
7. Gilligan. "Woman's Place in Man's Life Cycle."
8. Gordon. "What Do We Say When We Hear 'Faggot'?"
Sadker. Failing at Fairness: How Schools Cheat Girls.
Jossey Bass Reader on Gender in Education
The Routledge Falmer Reader on Gender in Education
Tembon & Fort. Girls Education in 21st Century: Gender Equity, Empowerment, Growth.
Klein. Handbook for Achieving Gender Equity Through Education.
Villarde. Feminist Theories and Education.
Biewgel. The Right to Be Out.
Woog. Schools Out: The Impact of Gan and Lesbian Issues on School.
Meins. Flount It: Queers Organizing for Education and Justice.
Huegel. GLBTQ: The Survival Guide for Queer and Questioning Teens.
Macgillivney. Gay Straight Alliances.
Sears. Gay, Lesbian, and Transgendered: Issues in Education.
*** Research paper proposal due ***
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Week Eight: The Progressive Impulse _______________________
What was Progressive education? What did the Progressives believe? What were the
origins of the Progressive education movement? How did Progressivism effect
schools? What led to its decline?
Issue: Should we support a "progressive" agenda for schooling in the 21st century?
* 1. Evans. The Social Studies Wars. Introduction, Chapters (skim 1) 2-4
* 2. Ravitch. "The Rise and Fall of Progressive Education." Troubled Crusade.
* 3. Dewey. "My Pedgogic Creed."
* 4. Peterson. “One Teacher’s Journey,” RSR, 60-75.
5. Washburne. "Shall We Have More `Progressive Education'?" and,
Adler. "Progressive Education, No!"
6. Cuban. "Persistent Instruction"
7. Tyack and Cuban. Tinkering Toward Utopia.
8. Pogrow. “Reforming the Wannabe Reformers.”
Cremin. The Transformation of the School.
Dewey. Democracy and Education.
Dewey. How We Think.
Westbrook. John Dewey and American Democracy.
Fallace. Dewey and the Question of Race.
Semel and Sadovnik. Schools of Tomorrow, Schools of Today.
Tyack. Managers of Virtue.
Cuban. How Teachers Taught.
Kliebard. Struggle for the American Curriculum.
Evans. The Social Studies Wars: What Should We Teach the Children?
Evans. This Happened in America: Harold Rugg and the Censure of Social Studies.
Mondale & Patton. School: The Story of American Public Education.
Week Nine: 1960s Era of School Reform _______________________
What were the major school reform movements of the 1960s? What were the
origins and effects of the reforms of the 1960s? What can we learn from them?
Issue: Should we re-create open schools for the 2000s? Brunerian reforms?
* 1. Evans. The Social Studies Wars. Chapters 5 and 6
* 2. Ravitch. "Reformers, Radicals, and Romantics." In Troubled Crusade.
* 3. Bruner. The Process of Education.
* 4. Kozol. Shame. “False Promises,” Chapter 8.
5. Nyquist. "The Concept of Open Education."
6. Holt and Freire. "The Pupil-Centered School."
7. Etzioni. "Glorious Ideals--and Harsh Realities."
Bestor. Educational Wastelands: The Retreat from Learning in Our Public Schools.
Dow. Schoolhouse Politics: Lessons from the Sputnik Era.
Rudolph. Scientists in the Classroom. The Cold War Reconstruction of Science Education.
SRSS. Experiences in Inquiry.
Silberman. Crisis in the Classroom.
Gitlin. The Sixties: Years of Hope, Days of Rage.
Kozol. Night is Dark and I am Far From Home.
Haas. The Era of the New Social Studies.
Slater-Stern. The New Social Studies.
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Evans. The Hope for American School Reform: Cold War Origins of New Social Studies.
Evans. The Tragedy of American School Reform: How Politics and Dilemmas Divert Democracy.
Week Ten: Education for Social Justice: Critical Pedagogy ______________________
What approach do Freire, Giroux and other critical theorists take to education? What do they
believe about schools? What does Giroux mean by teacher as "transformative intellectual?"
What can we learn from critical theorists? What are the implications for teaching?
Issue: Should we endorse a "critical" agenda for the curriculum?
* 1. Freire. Pedagogy of the Oppressed.
* 2. Editors. “Rethinking Our Classrooms . . . Equity & Justice,” RSR, 3-9.
* 3. Christensen. “Acting for Justice,” RSR, 53-59.
4. Giroux. "Paulo Freire's Approach to Radical Education."
5. Giroux. "Teacher as Transformative Intellectual."
6. Counts. "Dare the Schools Build a New Social Order."
7. Bigelow. "Inside the Classroom: Social Vision and Critical Pedagogy."
Apple. Ideology and Curriculum.
Stanley. Curriculum for Utopia.
Shor. Critical Teaching and Everyday Life.
Ayers et. al. Teaching for Social Justice.
Rethinking Schools. The New Teacher Book.
Loewen. Lies My Teacher Told Me.
Fitzgerald. America Revised.
Evans. This Happened in America: Harold Rugg and the Censure of Social Studies.
Silberman. Crisis in the Classroom.
Gitlin. The Sixties: Years of Hope, Days of Rage.
Rudolph. Scientists in the Classrooom.
Dow. Schoolhouse Politics.
Evans. The Hope for American School Reform.
Evans. The Tragedy of American School Reform.
Week Eleven: Politics of Education: Control, Organization, Finance ___________________
A. Power
Who controls our schools? How has this changed in recent years? Who
benefits? Whose interests are served by schools?
Issue: Who’s in charge? What role should teachers play in school governance?
*
1. Peshkin. "Whom Shall the Schools Serve."
*
2. Wirt and Kirst. "Schools in Conflict."
3. Rethinking Schools. “Choice and Other White Lies,” 170-170.
B. The Teacher
What is Horace's Compromise? To what extent does this affect most teachers?
What can we do about it? What reforms might improve the professional lives of teachers?
Issue: Should we support merit pay/master teacher plans? Other reforms?
*
1. Sizer. Horace's Compromise.
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*
*
2. Cohen. "The Condition of Teacher's Work."
3. Kozol. Shame. “Treasured Places,” Chapter 12, and Epilogue.
4. Rethinking. “Roads to Reform.” Select one chapter from 287-314
5. Herndon. "Douglas and the Drinking Fountain."
6. Cuban. "What I Learned From What I Had Forgotten About Teaching."
7. Peters. “Merit Pay: Pro & Con.”
Week Twelve: Educational Policy and Reform in the 21st Century _________________
What are the central assumptions and recommendations of the current educational reform
movement? To what extent is the current national agenda for education consistent with the
aims of education for social justice? Who's in charge? Who has power? Who or what is
behind the current reform movement? What should be the aims of education?
Issue: What educational policies should we endorse?
*
1. Kozol. SHAME, Chapters 3-5 [Ch. 8 and 11 also relevant].
*
2. Evans. The Social Studies Wars. Chapter 7, Conclusion.
*
2. Karp. “Drive By School Reform,” RSR, 259-265.
*
3. McNeil, “Educational Costs of Standardization,” RSR, 215-224
*
4. Huleskamp. "Perspectives on Education in America."
5. Various authors. RSR, 170-324 (one unread selection).
6. U. S. Government. America 2000.
7. Howe. "America 2000: A Bumpy Ride on Four Trains."
8. U. S. News. "The Case for Tough Standards."
9. Paige. “An Overview of America’s Education Agenda.”
10. Kohn. “Test Today, Privatize Tomorrow.”
Berliner & Biddle. The Manufactured Crisis.
National Commission. A Nation at Risk.
Stedman & Smith. "Weak Arguments, Poor Data...." In Gross, R. The Great Debate.
Lemann. The Big Test: The Secret History of American Meritocracy.
Ohanian. One Size Fits Few.
Kohn. The Case Against Standardized Testing.
Ravitch. The Death and Life of the Great American School System.
Tyack. Seeking Common Ground.
Week Thirteen: No class meeting. Time to work on research papers. ________
Individual consultations with the professor are welcome.
Week Fourteen: Presentation of Student Research Papers ________________
Who benefits from the way schools are today?
In what ways might schooling contribute to building a just society?
Dare the schools build a new social order?