DLE 600A: Foundations of Democratic Schooling
Class Schedule Number: 25397
Location: AH-4131
Time: Mondays, 4:00pm–6:40pm
Term: Spring 2015
Credit: 3 Credits
Grade: Letter grade
Prerequisites: Instructor or Department Approval
Instructor: Edward M. Olivos, Associate Professor
Email: eolivos@mail.sdsu.edu or emolivos@uoregon.edu
Phone: 619-594-5796
Office: AL-158
Office hours: Mondays, 7pm–8pm or By Appointment.
COURSE DESCRIPTION:
Graduate Bulletin Description: Analysis of relationships among ideology, culture, and power in educational context: key concepts in critical pedagogy applied to programs, curricula, and school restructuring.
Additional Description: This course examines the nature, role, purposes of U.S. schools, and seeks to foster a
critical examination of issues in the social context of education. The course begins with a discussion of purposes and ways of thinking about U.S. public education. It also explores some of the basic dividing lines in
society (class, race, and gender, etc.) and how these relate to process schooling. It analyzes not only how these
forms of stratification influence what takes place in classrooms but also how education may mitigate or reinforce these social inequalities.
This 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.
DLE 600A: Foundations of Democratic Schooling
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COURSE OBJECTIVES (STUDENT LEARNING OUTCOMES):
Students will:
1. Examine and analyze literature relevant to the philosophical foundations of critical pedagogy via the
writings of key authors and thinkers.
2. Identify the ways society and schools influence each other in terms of programs, curriculum, and interpersonal relationships.
3. Identify and compare/contrast three schools of thought which examine the relationship between
schools and society: functionalist perspective, conflict theory, and interpretivism.
4. Examine school phenomena using three theoretical perspectives which attempt to explain the relationship between school and society.
5. Read and summarize key concepts found in the critical pedagogy literature.
6. Identify key barriers bicultural children face in the U.S. public school system.
7. Examine in depth one key issue affecting the educational experiences of bicultural children in U.S.
public schools.
REQUIRED TEXTS AND MATERIALS:
Feinberg, W. & Soltis, J.F. (2004). School and society. New York: Teachers College Press.
Darder, A. (2012). Culture and power in the classroom: Educational foundations for the schooling of bicultural students.
Boulder, CO: Paradigm Publishers.
Darder, A. (2015). Freire and education. New York: Routledge.
Additional Readings Available on Blackboard:
Anyon, J. (1980). Social class and the hidden curriculum of work. The Journal of Education, 162(1), 67–92.
Bowles, S. & Gintis, H. (2002). Schooling in capitalist America revisited. Sociology of Education, 75(1), 1–18.
Collins, R. (1971). Functionalist and conflict theories of educational stratification. American Sociological Review,
36(6), 1002–1019.
Deyle, D. & Swisher, K. (1997). Research in American Indian and Alaska Native education. Review of Research
in Education. 22, 113–194.
Griffin, P. & Oueliett, M. (2003). From silence to safety and beyond: Historical trends in addressing lesbian,
gay, bisexual, transgender issues in K-12 schools. Equity and Excellence in Education, 36(2), 106–114.
Lareau, A. & Horvat, E.M. (1999). Moments of social inclusion and exclusion: Race, class, and cultural capital
in family school relationships. Sociology of Education, 72(1), 37–53.
Olivos, E.M. (2004). Tensions, contradictions, and resistance: An activist’s reflection of the struggles of Latino parents in the public school system. High School Journal, 87(4), 25–35.
Persell, C.H. (1981). Genetic and cultural deficit theories: Two sides of the same racist coin. Journal of Black
Studies, 12(1), 19–37.
Rist, R. (2000). Student social class and teacher expectations: The self-fulfilling prophecy in ghetto education.
Harvard Educational Review, 70(3), 257–302.
DLE 600A: Foundations of Democratic Schooling
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Smith, M. & McLaren, P. (2010). Critical pedagogy: An overview. Childhood education, 86(5), 332–334.
Solórzano, D. & Delgado-Bernal, D. (2001). Examining transformational resistance through a critical race and
LatCrit theory framework. Urban Education, 36(3), 306-342.
Stanton-Salazar, R. & Dornbush, S. (1995). Social capital and the reproduction of inequality: Information
networks among Mexican-origin high school students. Sociology of Education, 68(2), 116–135.
Suzuki, L.A. & Valencia, R.R. (1997). Race-ethnicity and measured intelligence: Educational implications.
American Psychologist, 52(10), 1103–11014.
Valencia, R.R. & Black, M.S. (2002). Mexican Americans don’t value education!—The basis of myth, mythmaking, and debunking. Journal of Latinos and Education, 1(2), 81–103.
Wells, A. Lopez, A. Scott, J. & Home, J.J. (1999). Charter schools and the postmodern paradox: Rethinking
social stratification in an age of deregulated school choice. Harvard Educational Review, 69(2), 172–204.
There will also be additional required readings from Blackboard (BB) plus additional handouts and websites
that may not be found on the syllabus but will be announced in class. Copies of these readings must be
printed out and brought to class on the days they are discussed.
COURSE REQUIREMENTS & ASSIGNMENTS:
Assignment I: Class attendance and participation (10 points). Students are required to attend all class
meetings, participate, and read all assigned readings. Attendance and active participation are crucial. No more
than one absence will be excused—absence of more than 20% of the course will lower your final grade by
one grade. There is no way a student can make-up the discussions and experiences that occur in class. Punctuality is also important. It is expected that students will be ready for every class session by arriving to class on
time, doing the required readings, preparing any special assignments given, and by giving thoughtful consideration to the topic under discussion. Students must also bring their required readings (books, articles,
etc.) to the class session they are to be discussed.
Assignment II: Weekly reading responses and small group discussions (4 x 10pts = 40 points). Each
student will write four 2-page (double-spaced) response papers including a series of discussion questions
(about 3 to 4). These papers (Word documents) will be posted on Blackboard. The reading responses should
not simply summarize the assigned readings, but also offer critical and thoughtful analysis and reflection on
the topics. Students must post their reading responses on Blackboard by 2pm the day they are due
(not 2:01pm) and bring one hard copy (double sided preferred) to class to share out in a small group
and turn in to the instructor. Students will only receive partial (50%) credit for their papers if they do not
post them by the deadline or share them out in class. Additional guidelines will be posted on Blackboard
(BB).
Assignment III: Autobiography of education and schooling paper (2 x 10pts = 20 points). Each stu-
dent will write two papers for class. The first will be an autobiographical reflection on their schooling experiences; the second will be a philosophical statement on education reform which integrates readings and the
course material. The entire paper will be approximately 5–6 pages long (the autobiography about 2–3 pages
long, the philosophical statement about 3 pages long). Details and guidelines will be posted on Blackboard.
Assignment IV: Current events and issues in education paper and presentation (30 points). Students
will work in groups of 3–4 students to research a current event/issue in education. Students will jointly write
a research paper which identifies a current education issue, the arguments pro and con on the issue, and how
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this issue can be theoretically framed using the educational theories discussed in class. Students will conclude
the paper by providing a recommended approach for addressing the issue in terms of equity and access. Papers should be about 5 pages long and include a reference page. Students will then share out their issues in
class in a brief (10 minutes) class presentation. The following are the “issue” choices: Bilingual education,
ethnic studies, charter schools & school vouchers, standardized testing, Native American (Indian) school
mascots, immigration and education (DREAM Act, tuition equity, etc.), LGBT students and curriculum (bullying in schools, etc.).
POLICY ON ASSIGNMENTS:
1. All assignments must demonstrate college level competencies in terms of content, grammar, and
spelling. This means there must be no typos and/or errors (use F7 on Word).
2. All assignments must follow APA formatting requirements.
3. All assignments must demonstrate knowledge of coursework materials and lectures and must cite the
appropriate material.
4. Assignments must be posted by their due date and time, no make ups or extensions will be given
without a written doctor’s note in case of illness or emergency. Late assignments will be penalized
50%.
BASIS FOR GRADING
Schedule/Due
Points
Activity
Every Session
On Calendar
Weeks 4 & 8
On Calendar
10
40
20
30
Attendance and Participation
Weekly Reading Responses and Group Sharing (10 points each)
Autobiography of education and schooling paper
Current events and issues research paper and presentation
GRADING SCALE:
95-100
90-94
87-89
83-86
80-82
A
AB+
B
B-
77-79
73-76
70-72
67-69
63-66
C+
C
CD+
D
60-62
<59
DF
LEARNING THEORY: Significant learning takes place when the subject matter is perceived by the learner as
having relevance for their own purposes. Learning which involves a change in the perception of oneself is
threatening and tends to be resisted. However, when these “threats” are low, the individual makes use of
opportunities to learn in order to enhance themselves. Learning is facilitated when the learner participates in
the learning process. When they chooses their own direction, helps to discover their own learning resources,
formulates their own problems, decides their own course of action, lives with the consequences of each of
these choices, significant learning is maximized.
ROLE OF THE INSTRUCTOR: In order to facilitate learning and a climate for sharing ideas and experiences,
the instructor will make presentations and facilitate interaction among participants through presentations,
lectures, discussions, and group activities. It is assumed that each participant brings to the course a wealth of
knowledge and resources that will be pooled to experience and examine the subject matter through the eyes
and views of more than one person.
CLASS REQUESTS: All students are expected to demonstrate professional behavior in class. In particular, students are asked to turn off cell phones during class, not text message, and not use laptop computers
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during the class lectures or whole group discussions (unless the student has a documented disability in
writing with Disabilities Services which requires use of a computer). Laptop computers can be used in small
group discussions to refer to notes or readings. As teaching professionals, we are all expected to demonstrate
behavior we would expect from our students. This includes arriving to class on time and not leaving early,
limiting side conversations, and addressing professors and classmates respectfully (both in person and in
email). Finally, students are expected to bring assigned reading materials to each class meeting.
Remind: In addition to Blackboard, I will be using “Remind” (an online texting program) to send out occasional reminders and announcements. Students who subscribe to the Remind updates will receive a text message when new announcements are posted or sent. To subscribe to the DLE 600A updates, text @dle600a to
81010. The subscription is free but usual texting charges will apply. All students are STRONGLY encouraged
to sign up for Remind.
This syllabus is subject to modifications. Changes to this syllabus will be announced in class and posted on
Blackboard. It is the students’ responsibility to be aware of changes/modifications.
WEB RESOURCES
Rethinking Schools On-Line: http://www.rethinkingschools.org/index.shtml
The Chalkboard Project: http://chalkboardproject.org/
Oregon Education Association: http://www.oregoned.org/site/pp.asp?c=9dKKKYMDH&b=123024
National Education Association: http://www.nea.org/
Network for Teacher Activist Groups: http://www.teacheractivistgroups.org/
Save Ethnic Studies: http://saveethnicstudies.org/
California Tomorrow: http://www.californiatomorrow.org/
Public Education Weekly: http://www.publiceducation.org
Fair Test—The National Center for Fair and Open Testing: http://www.fairtest.org
GLSEN - Gay, Lesbian and Straight Education Network:
http://www.glsen.org/cgi-bin/iowa/all/home/index.html
National Association for Multicultural Education: http://nameorg.org/
Teaching to Change LA: UCLA Institute for Democracy, Education & Access:
http://tcla.gseis.ucla.edu/voices/
Schools Matter: http://www.schoolsmatter.info/
Language Policy Website and Emporium: http://www.languagepolicy.net/index.html
National Charter School Resource Center: http://www.charterschoolcenter.org/
DLE 600A: Foundations of Democratic Schooling
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TENTATIVE SCHEDULE OF INSTRUCTIONAL THEMES BY WEEK (SUBJECT TO CHANGE)
Week
1
Date
1/19
Topic
2
1/26
Course introductions: syllabus, concepts, assignments, readings, ice-breaking activity, Relationship of
school to society and the history of mass education: Is there are relationship between what schools
teach and what we value in society? The politics of
education: Is education political? It is argued that
Martin Luther King, Jr. Holiday
Reading/Assignment Due
No Class
Feinberg & Soltis: School and Society
Chapter 1 (pp. 3–10)
Nieto: A brief history of bilingual education in the United States (pp. 61–72) (BB)
education is neutral and apolitical, thus a fair system of
selection. Is it? How does the political climate of our society
affect public education? Reflections on our school
experiences: What is life in schools like for those who
succeed? For those who don’t succeed? Who are schools
made to serve? How does one “fit” into schools? How did
you navigate the school system?
Current issues and debates in public education: An overview of current debates. Bilingual education
3
4
2/2
2/9
and English language learners
Educational theories: What have been the traditional theories used to explain a particular social group’s academic and social (under)achievement? How have social
policies reflected these theories? What are the common solutions posed to help these social groups and the public
schools? The functionalist perspective: What is
the function of education? What purpose do public schools
serve? What are the concepts of equal opportunity and
meritocracy and what purpose do they serve? What is a
functionalist perspective of educational and social problems
and how is it reflected in solutions?
Feinberg & Soltis: School and Society
Chapters 2 & 3 (pp. 13–38)
Darder: Culture and Power in the Classroom Chapter 1 (pp. 1–23)
Zimmerman: A dream detained (pp. 14–
17) (BB)
Current issues and debates in public education: Immigration and education (DREAM Act)
Conflict theory (Marxism) and education: The Feinberg & Soltis: School and Society
function of schooling in capitalist America. What is the
purpose/goal of education in a capitalist country? How do
school priorities reflect national economic interests? Do
schools favor the elite or the dominant culture? Do schools
have a hidden function? What is social reproduction?
What is the “hidden curriculum”?
Chapter 4 & 5 (pp. 41–75)
Collins, R. (1971). Functionalist and conflict theories of educational stratification.
American Sociological Review, 36(6), 1002–
1019. (BB)
Bowles, S. & Gintis, H. (2002). Schooling
in capitalist America revisited. Sociology of
Education, 75(1), 1–18.
Current issues and debates in public educa- Griffin & Ouellett: From silence to safety
tion: LGBT issues and curriculum
and beyond (pp. 106–114) (BB)
Due: Weekly reading and group discussion
(Group A) (Post on BB by 2pm)
DLE 600A: Foundations of Democratic Schooling
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Updated: January 21, 2015
Week
5
Date
2/16
Topic
Reading/Assignment Due
The Interpretivist perspective of education: Feinberg & Soltis: School and Society
What’s one of the main arguments of the interpretivist view
of education? How does this perspective differ from the
Marxist and the functionalist perspective? Through an
interpretivist perspective, what is the function of education?
Which of the perspectives are you most aligned with (functionalist, Marxist, Interpretivist)?
Chapter 6 & 7 (pp. 79–110)
Anyon, J. (1980). Social class and the hidden curriculum of work. The Journal of Education, 162(1), 67–92.
Reyhner: Changes in American Indian Education:
http://www.ericdigests.org/preCurrent issues and debates in public educa- 9213/indian.htm
tion: Native American education and school mascots
Due: Weekly reading and group discussion
(Group B) (Post on BB by 2pm)
6
2/23
Critical theory: An introduction. What is the im- Darder: Culture and Power in the Classportance of theory? What can we learn from critical theory room Chapter 2 & 3 (pp. 24–64)
in schools? What we know and why we need to Persell, C.H. (1981). Genetic and cultural
know it: What do students need to know (learn) and deficit theories: Two sides of the same racwhy? Who decides what is important for students to learn ist coin. Journal of Black Studies, 12(1), 19–37.
and for teachers to teach?
Wells, A. Lopez, A. Scott, J. & Home,
J.J. (1999). Charter schools and the postCurrent issues and debates in public educa- modern paradox: Rethinking social stratifition: Charter schools and vouchers (school reform)
cation in an age of deregulated school
choice. Harvard Educational Review, 69(2),
172–204.
Due: Weekly reading and group discussion
(Group A) (Post on BB by 2pm)
7
8
3/2
3/9
Testing and accountability: Positivist assumptions.
Do we all learn the same? Do we all test the same? How
do we hold schools accountable for student learning? Cultural capital and privilege: Who needs schools?
Who fits the mold? Mold students to fit the schools or
mold schools to fit the students?
Darder: Culture and Power in the Classroom Chapter 4 (pp. 65–78)
Suzuki, L.A. & Valencia, R.R. (1997).
Race-ethnicity and measured intelligence:
Educational implications. American Psychologist, 52(10), 1103–11014.
Current issues and debates in public education: High stakes testing
Due: Weekly reading and group discussion
(Group B) (Post on BB by 2pm)
Social reproduction and resistance (revisited): Darder: Culture and Power in the ClassWhy do students act out? What are some of the root causes room Chapter 5 (pp. 79–102)
of “negative behavior? Do you agree/disagree that there is Solórzano, D. & Delgado-Bernal, D.
social reproduction? How do students learn how schools (2001). Examining transformational refunction?
sistance through a critical race and LatCrit
theory framework. Urban Education, 36(3),
Current issues and debates in public educa- 306-342.
tion: Ethnic studies
Quarles & McDonald: Arizona bans ethnic studies: Is it the old South again? (BB)
Due: Weekly reading and group discussion
(Group A) (Post on BB by 2pm)
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Week
9
Date
3/16
Topic
Cultural Democracy in the Classroom: What
are favorable conditions in a classroom for cultural democracy? Challenging curriculum and oppressive conditions in
the classroom.
Reading/Assignment Due
Darder: Culture and Power in the Classroom Chapter 6 (pp. 103–130)
Rist, R. (2000). Student social class and
teacher expectations: The self-fulfilling
prophecy in ghetto education. Harvard Educational Review, 70(3), 257–302.
Due: Weekly reading and group discussion
(Group B) (Post on BB by 2pm)
10
3/23
Education as a political act: Examining Freire’s
concept of liberation and the role of education. Revisiting
school and capitalism. The role of multiculturalism and it’s
“betrayal.”
Darder: Freire and Education Chapter 1
(pp. 1–46)
Lareau, A. & Horvat, E.M. (1999). Moments of social inclusion and exclusion:
Race, class, and cultural capital in family
school relationships. Sociology of Education,
72(1), 37–53.
Due: Autobiography of schooling paper
11
3/30
Spring Break
No Class
12
4/6
Solidarity and difference: Social reproduction revis- Darder: Freire and Education Chapter 2
ited, the role of cultural capital, stratification in the school & 3 (pp. 47–79)
and classroom, interpersonal relationships in schools, so- Stanton-Salazar, R. & Dornbush, S.
cialization in schools.
(1995). Social capital and the reproduction
of inequality: Information networks among
Mexican-origin high school students. Sociology of Education, 68(2), 116–135.
Due: Weekly reading and group discussion
(Group A) (Post on BB by 2pm)
13
4/13
Consciousness raising and the educator: What Darder: Freire and Education Chapter 3
is consciousness? Consciousness raising? The role of advo- (pp. 80–131)
cacy and activism.
Olivos, E.M. (2004). Tensions, contradictions, and resistance: An activist’s reflection
of the struggles of Latino parents in the
public school system. High School Journal,
87(4), 25–35.
Due: Weekly reading and group discussion
(Group B) (Post on BB by 2pm)
14
4/20
Future steps as a “critical” educator: Our jour- Darder: Freire and Education Chapter 4
neys through education, putting into practice our beliefs and & Epilogue (pp. 132–171)
ideas, creating the foundations for democratic schooling.
Due: Final autobiography paper
DLE 600A: Foundations of Democratic Schooling
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Updated: January 21, 2015
Week
15
Date
4/27
Topic
Reading/Assignment Due
Current issues and struggles in public educa- Due: Group Presentations
tion: Bilingual Education, School Vouchers, High
Stakes Testing, Ethnic Studies, Immigration (DREAM
Act), Charter Schools, School Funding, School Mascots,
LGBT Students
16
17
5/4
5/11
Current issues and struggles in public education: Bilingual Education, School Vouchers, High
Stakes Testing, Ethnic Studies, Immigration (DREAM
Act), Charter Schools, School Funding, School Mascots,
LGBT Students
Finals Week
Due: Group Presentations
Due: Final Presentation Paper
DIVERSITY: It is expected that in this course we work to support and value diversity. To do so requires that
we:
 respect the dignity and essential worth of all individuals.
 promote a culture of respect throughout the classroom community.
 respect the privacy, property, and freedom of others.
 reject bigotry, discrimination, violence, or intimidation of any kind.
 practice personal and academic integrity and expect it from others.
 promote the diversity of opinions, ideas and backgrounds which is the lifeblood of higher education.
DOCUMENTED DISABILITY: Appropriate accommodations will be provided for students with documented
disabilities. If you have a documented disability and require accommodation, arrange to meet with the course
instructor within the first two weeks of the term. The documentation of your disability must come in writing
from Student Disability Services (SDS). Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For more information on Student Disability Services please see http://go.sdsu.edu/student_affairs/sds/aboutsds.aspx
ACADEMIC MISCONDUCT POLICY: All students are subject to the regulations stipulated in the SDSU Students Rights and Responsibilities: http://studentaffairs.sdsu.edu/srr/index.html. This handbook represents a
compilation of important regulations, policies, and procedures pertaining to student life. It is intended to
inform students of their rights and responsibilities during their association with this institution, and to provide general guidance for enforcing those regulations and policies essential to the educational and research
missions of the University.
DLE 600A: Foundations of Democratic Schooling
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Updated: January 21, 2015