ANTHROPOLOGY OF EDUCATION
ADMPS 2352 / EDUC 2109
3 credits 2151 (Fall, 2014) 27374
Time: Wednesdays, 4:30-7:10
Setting: 5200 Wesley W. Posvar Hall
Professor: Maureen Porter, Ph.D.
Office: 5709 Posvar Hall
CONTACTS:
Office Hours are to be determined, usually Monday and Wednesday daytimes. Walk-ins are welcome, but prescheduled sessions have priority. I will also have separate ones for my Lehrstuhl members. Additional office hours at
mutually convenient times and locations may also be offered by appointment. Please note the door/office transition
guidelines that will be posted.
I am very glad to work with you to make this a generative learning experience that is mutually respectful and
energizing. I am on campus several days each week. I am not available on the phone or email on evenings or
weekends. I typically check email once most workdays as my meeting and drop-in schedule allows. Unique questions
may be addressed as they arise. Please note that it is often most responsive to cluster answers to general interest
queries and to address shared needs in the next class and/or through the Announcements function in Courseweb.
I am usually in the room setting up if it is free. Therefore, I am not available the half hour before class begins for
substantive consultations, although I welcome casual conversations. You are welcome to join me as I ensure that the
technology is working well and the board is prepped. If you have a presentation, I highly recommend that you have all
printouts, presentations, and media links ready before the course session starts.
 First Priority: sessions pre-scheduled in person
 Second: office hours and drop in
 Third: Phone: (412) 648-7041
 Fourth: Email: mporter@pitt.edu
COURSE OBJECTIVES:
This course is designed to provide an introduction to the intersection of education and anthropology. We will read
short works by many major figures in the field as well as enjoy movies that illustrate the core concepts of the course in
diverse settings and time periods. Students will gain an appreciation of where the field has been and the exciting
directions that engaged scholarship is taking. Examples of work in anthropology of education from all over the world
help to place educational policy research in a global context. We will combine applied and theoretical study in order to
situate the discipline’s contribution to policy and practice.
We draw on the anthropological tradition of understanding “education” holistically, that is in schools and in nonformal apprenticeship and community settings. We will look at many concrete examples of how anthropologists and
educators have worked together to address such enduring issues as equity, accommodation, school success,
marginalization, local control, a sense of place, rituals and festivals, and culturally responsive pedagogy. Students will
gain an appreciation of the major terms and concepts used in these intersecting fields, and will synthesize these in
their project. Students will gain insight into the challenges and rewards of using anthropological concepts in order to
purposefully and creatively shape school culture in their roles as educational leaders, policy analysts, and researchers.
To these ends, students should feel free to contribute materials for our cumulative resource base. The Courseweb
functions have proven to be a wonderful space through which to accumulate resources of shared interest, to share
exemplary work, and to cluster supplemental links, articles, and other items. New functions make it even easier to
post web links, videos, and digital resources.
Students will have the opportunity to identify problems that they might like to pursue through future individualized
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study, comp exam questions, theses, and supervised research. Participants will contribute through joint projects, oral
presentations, and constructive critique of published research. If enough students chose to use that function, they will
have the chance to provide feedback on classmates’ discussion board posts and presentations. An overarching goal of
the course is to lay the foundation for a sustainable community of practice among students fascinated by the field of
anthropology of education.
FACULTY PROFILE:
While this course offers an overview of topics central to the field of anthropology and education, students have the
added advantage of my personal spin on topics of professional interest. This list reflects my own scholarship and the
years of study, fieldwork, policy analysis, and writing in Wisconsin, Minnesota, DC, Appalachia, California, Bolivia and
Peru and at the University of Wisconsin-Madison, the Universität Freiburg im Breisgau, Stanford, the Universität
Augsburg, and the University of Pittsburgh. Here I am affiliated with Anthropology and gender, Sexuality, and
Women’s Studies (where I have held a joint appointments since 1996). I regularly participate with and am affiliated
with Global Studies, Western European Studies, the Center for Latin American Studies, and the European Union
Center of Excellence. As a result of this background I emphasize
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Nurturing a sense of place that is tied to the natural environment
Exploring metaphorical and linguistic elements of education policy discourse
Integrating multiple generations into celebrations and festivals
Honoring indigenous contributions and struggles, especially those in the Americas
Implementing culturally responsive pedagogy
Sharing my Spindler lineage as an educational anthropologist
Celebrating the role of the arts both in inquiry methods and cultural expression
Examining the role of gender in education and development and international encounters
CERTIFICATE CREDIT:
This course is regularly used by students across the university to enrich their certificate programs. If you are earning a
certificate in an interdisciplinary program such as Latin American Studies, Women’s Studies, Global Studies, etc.
please notify me. By carefully selecting and focusing your final project you will likely be able to earn credit toward
your certificate through this course. You should confirm your intentions to count the course toward a certificate with
the relevant office early in the term.
CORE TEXTS:
The course texts have been chosen for their variety of chapters and effective combination of theory, examples,
pedagogies, and policy cases. The current list has been generated with students’ feedback from previous courses as to
their favorite and most inspiring resources.
Benson, P, Galbraith, J & Espeland, P. (2012). What kids need to succeed. Proven, practical ways to raise good kids.
Third Edition. Minneapolis, MN: Free Spirit Publishing. Item #27-23975, 1(800) 735-7323 or Mary Shrader (612) 6925526, www.freespirit.com or What teens need to succeed: Proven, practical ways to shape your own future. Item #27471 Available in print and in e-book format (teens)
Bigelow, B & Peterson, B. Rethinking Columbus: The next 500 years. (2nd Ed.). Milwaukee, WI: Rethinking Schools.
ISBN: 094-296-120x
Deal, T. & Peterson, K. (2009). Shaping school culture: Pitfalls, paradoxes and promises. Second Edition. San
Francisco: Jossey-Bass. ISBN: 978-0-7879-9679-6
OPTIONAL: Peterson, K. & Deal, T. (2009). The shaping school culture fieldbook. Second Edition. San Francisco:
Jossey-Bass. ISBN: 978-0-7879-9680-2 (pbk)
Louv, R. (2006). Last child in the woods: Saving our children from nature-deficit disorder. Chapel Hill; Algonquin
Books. ISBN: 978-1-56512-522-3 Or Second Edition. (2008) ISBN: 978-1-56512-605-3
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Sims, M. & Stephens, M. (2005). Living folklore: An introduction to the study of people and their traditions. Logan,
Utah: Utah State University Press. ISBN: 0-87421-611-7. Or Second Edition. (2011) ISBN: 978-0-87421-844-2 in cloth or
978-0-87421-845-9 for the e-book.
Spindler, G. (Ed.). (1997). Education and cultural process: Anthropological approaches. Third Edition. Prospect
Heights, IL: Waveland Press. ISBN: 0-88133-958-X
I recommend that you view/review movies for the course communally. Some may be shown in part or in full during
class. They may also be available through the Stark Media Center in G20 Hillman. Feel free to contact Katie or Mihnea
at (412) 648-7232 or (412) 648-5930 with any questions.
The Book Center has reopened in grand style on Fifth. Their new website is: http://www.pittuniversitystore.com.
COURSEWEB:
An accompanying Courseweb site will be continually developed in conjunction with the course. It includes core
vocabulary and both required and supplemental resources for each unit. Students should check this resource
frequently for updates. Units will likely change as content becomes available. Students should feel free to contribute
materials for this cumulative resource. Students with exemplary work may be asked to contribute to the model
projects folders.
Assignments will reflect the particular emphases, sessions, and strengths of each cohort; they change annually in
detail but not in overall intent. The Assignments tab reflects previous courses’ assignments and archives helpful
resources that can deepen your understanding of the purpose and significance of the anthropological exercises. Look
at this as a resource, not firm set of criteria, until this year's actual assignments are posted.
Courseweb is currently piloting a Blackboard app that students can get for free at the beginning of this term. It will
facilitate mobile access to some of the features of the full course site.
CORE COMPETENCIES:
You are responsible for gaining the core technological skills in Powerpoint, Prezi, library searching, word processing
and bibliographic programs needed to complete the course. Most forms of technology have new iterations and
capacities, so ongoing professional development is essential to being an engaged adult learner. Students can acquire
free or greatly reduced cost software through the university.
Students should make full use of the training sessions on searching the vast library system holdings in the University
Library system. After they have made a good effort on their own, they should feel free to consult with Laurie Cohen,
the education specialist at Hillman Library. She is available at lcohen@pitt.edu and (412) 648-7731. Learning to
navigate the physical and virtual realms of our great libraries is a Basic Areas of Education skill that should be
continually refreshed. A new education portal to Hillman has just been developed and we hope to make good use of
it. We may also have a chance to contribute to a relevant LibGuide.
I recommend getting a copy of the Sixth Edition of the APA Publication Manual and consulting it frequently. It can
help you cite electronic as well as print resources. I like the spiral bound edition. There are also an increasing number
of official on-line resources to help you master scholarly citation.
Creating cohesive and selective annotated bibliographies using EndNote, Mendeley or RefWorks is also a Basic Areas
of Education skill. Consult the home websites, e.g. www.mendeley.com , and stay tuned for a dedicated afternoon
session in September as well as public Hillman Library training sessions. You may also contact Laurie Cohen (above) or
Marnie Hampton (hamptonm@pitt.edu and (412) 648-7770) for assistance as they concurrently explore the Mendeley
capacities. Students will be expected to demonstrate facility with bibliographic software and will be required to
append screen shots to their papers and projects. Students using this course to complete comprehensive exams or
MA theses should expect to turn in their final paper in ETD format. Free help in learning this template can be found via
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Hillman Library.
As guides that speak to users who have a wide range of expertise, I recommend and myself use:
Harris, R. (2005). Using sources effectively: Strengthening your writing and avoiding plagiarism. 3rd Edition. Glendale,
CA: Pyrczak Publishing. ISBN: 1-884585-57-4
Galvan, J. (1999) Writing literature reviews: A guide for students of the social and behavioral sciences. Los Angeles,
CA: Pyrczak Publishing. ISBN: 1-884585-93-0.
ENGAGEMENT:
Participants are expected to arrive on time, to attend all course meetings and to participate fully. If you must be
absent from a scheduled meeting, I appreciate being informed in advance. However, if weather or an emergency
precludes you from safely reaching campus, let prudence prevail. Students who are exhibiting signs of illness that is of
contagion or concern should err on the side of recuperating and not unduly spread infections. Students remain
responsible for contacting their colleagues to find out about assignments, changes in the syllabus and the discussions
that they missed by not being present. Students are responsible for meeting with their presentation groups and for
coordinating all work even if they are ill or absent from some meetings.
I expect that all participants will contribute to a positive and open seminar atmosphere by actively listening,
contributing to discussions, and demonstrating mutual respect for one another. The course deals head on with
difficult and often personally passionate issues. Therefore we will strive to create a space for inquiry that is
collaborative, respectful, and supportive.
Nearly all of the assignments will be incorporated into the class sessions. Therefore, students should be prepared to
hand in and/or share hard copies of all their assignments in class at the beginning of class. This may require coming to
campus in a timely manner to use the printers and computers and checking out all technological and media tools that
they wish to use for presentations ahead of class time. It is up to you to work with the tech support staff to make sure
that your presentation and projects are in order and ready well before 4:30. Be sure that you have all necessary cables
and adapters. Also know that you still have a generous, free allocation for printing here in the labs.
I strongly encourage you to work in small groups to build a collaborative study guide for the core concepts. You may
select these yourself. If you wish, I can set up wiki, discussion board, or other group tools linked to Courseweb. While
the competencies and knowledge will be tested in class, I will not monitor, mediate, or proactively facilitate groups’
collaborative study guides. If you are a study team, you may have the opportunity to work together during quizzes.
FINAL GRADES:
Final grades will be based equally on three elements:
1/3 from the team presentations, one from each section of the course
1/3 from the individual project, which is submitted in three components
1/3 from class participation, which is comprised of: completion and sharing of assignments during class exercises,
engagement and attendance, and collegiality
Quizes and monitoring of the on-line forums should be expected at any time. Feedback will be formative and will help
assess student progress and performance.
PROJECT:
Students have a choice of several options for the final project. Prompts may be provided via Courseweb during each
subsection. Each option requires that students turn in a product at the end of each main subdivision. The first three
options allow for students to switch choices at each course juncture; the last requires an individual contract with the
instructor that may or may not be suited to switching midway through the term.
First, students can complete three five page papers. These must be cohensive, compelling essays that have a strong
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argument that relates to each subdivision. Students must explicitly make use of course core concepts that are
cumulative for each section. The same allocation of sources applies as below. This can be directly related to
comprehensive exam questions, overviews, or theses/dissertations. It must both integrate the resources and personal
reflection. This option allows students to work within a framework that reflects best scholarly practice in order to
synthesize a literature base and to frame a researchable question. Students can increase their score by studying well
beyond the required readings and connecting the topic to articles in major anthropology of education journals, or by
sharing a draft with a classmate and receiving and using substantial feedback before the due date.
Second, students who are just exploring the field and beginning to identify topics of interest to them may opt to
complete an extensive, critical, annotated bibliography . It must have an explicit theme or line of inquiry related to
each subsection of the anthropology and education course. It must be completed via bibliographic software (EndNote/
Mendeley/ Refworks/Zotero or an equivalent). Students must use at least eight different resources per paper, at least
half of which are drawn from the course. At least three-quarters must be of peer-reviewed quality. At least four must
be from anthropology and education field journals or books. Students must explicitly make use of course core
concepts. Students can increase their score by doing more than the minimum number of references or by exchanging
drafts and providing evidence of substantial peer feedback. This option is particularly helpful for those students who
wish to build a personal library or to prepare for comprehensive exams.
Third, students may submit a portfolio of best work from an unmediated on-line discussion group forum(s). This
option requires that at least four people have chosen to participate in an online exchange for the entirety of a
subsection. Students must show that they have contributed at least six substantial postings and ten constructively
critical extensions and responses. Transcripts of best (not all) work will be submitted along with a short reflection on
the exchange. Students can increase their score by engaging in substantially more than the minimum number of
exchanges and by showing exceptional facility and familiarity with core concepts, course resources, and on-line group
dynamics. This option is particularly helpful for those students who wish to network and to engaged in purposeful
deliberation with well-informed colleagues as part of their holistic approach to learning.
The fourth option is a negotiated equivalent that is mutually agreeable to both instructor and participant. It must be
equivalent in scope and rigor to the other options and explicitly make use of core concepts. Past examples have been a
community intervention project for the district, a service-learning plan with field reconnaissance, an analysis and
redesign of key websites, a draft syllabus and preliminary teaching portfolio for a related course, and a
community/district program proposal. Students, particularly those anticipating leadership roles, may also wish to
consider designing a portfolio using the Shaping School Culture Fieldbook as a guide. Students might also consider
contributing to Hillman Library’s Lib Guide resources for Anthropology and Education.
EXTRA CREDIT:
Extra credit closely related to both the course themes and to skills enhancement will be available on a limited basis.
First, students may turn in up to two sets of fifteen+ Core Concepts . These build on the list on Courseweb and key
terms from our readings and class discussions. Every entry should contain three elements: 1) the definition, cited as
appropriate, 2) a link to sources and key readings and cases, and 3) an application of the concept to an educational
endeavor and/or cultural process. A study team can work together to turn in a set. Two people need to do twenty and
three need twenty-five new words or concepts. Each person’s contributions should be clear.
Second, students may submit reflective summaries from related “educative” activities (as defined by educator John
Dewey). Attendance and reports from regional conferences (such as UCEA, AESA, AFS) as well as UCIS, IISE, School
of Education, and program activities are highly encouraged! I also suggest attending and discussing a movie, cultural
event, or football game and relating it to course themes and core vocabulary in your summary. Activities through
PittArts or the Outside the Classroom Curriculum may also count, check with the instructor. I encourage you to
engage in extra credit in small groups; this extra effort will be rewarded in the credit awarded. Students who are not
from Pittsburgh are especially encouraged to take advantage of this motivation to create trips on their own initiative.
Extramural viewing of related films is also a favorite option.
Third, students may use Nvivo to manage their course readings and to code for common themes. A report that
provides evidence of this software can also be used to earn extra credit.
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We may be able to arrange some very exciting additional optional course-related excursions, if students are eager and
willing to take leadership roles. An example is a walking tour of downtown Pittsburgh or coordinating Mix-It-Up Day.
We may also be able to view the Race exhibit at the Carnegie. Students should consult with the instructor before
designing extra credit or attending cultural events that they wish to write about for credit.
Extra credit cannot raise your final grade more than one half grade level.
TIME ALLOCATION:
A Basic Area of Education (BAE) course represents a core competency and is therefore a rigorous, graduate level
course. According to the University’s definition of a credit hour, a one-credit course should have 14 contact hours,
where a contact hour is 50 minutes of instruction. Thus a 3-credit course should have 35 hours of direct engagement.
In addition, students are expected to spend at least 1.5 hours outside of class for each in-class hour. Therefore, you
need to spend 52.5 hours across the term, in addition to the core of 35 hours. This includes reading, completing weekly
exercises, preparing presentations, group meetings, and working on extended writing assignments. The total hours
students should budget for this course is 87.5 hours, or ~7.25 hours per week. Weeks when students are involved in a
group project there will be more time spent preparing and practicing the presentation.
LANGUAGE PROFICIENCY:
The language for this course is Standard Written English (SWE). This is an important complement to the language that
we use everyday in non-university settings, and is a core professional competency for those earning graduate degrees
in education. While some exercises call for a blend of literacy styles, all require that SWE is part of the final product.
Abbreviations, slang, texting language, and other non-academic writing styles are not appropriate and will be
considered as “deficient” in assessing whether the student has provided an adequate number and quality of responses
and assignments.
Students who need additional writing assistance in meeting the graduate level expectation of fluency in Standard
Written English and academic citations should plan ahead to work with editors, peers, and/or the University Writing
Center. Obtaining such assistance is not grounds for missing deadlines.
FULL ENGAGEMENT IN DISCUSSIONS:
From a shared statement: “Because we will rely extensively on interaction through frank conversations and
discussions, and because we will be treating controversial topics, it is important that we work together to create a
constructive environment by observing these rules:
 You should participate in the discussion of ideas. If you feel uncomfortable in the environment or with a
discussion thread in the course, it is your responsibility to talk about it first with the other person, then with
the instructor.
 You may choose to advance or defend an opinion "for the sake of the argument," if you wish.
 You may affirm your own point of view on an issue and how you arrived at that point of view.
 You should respect diverse points of view: we do not need to come to an agreement on any particular issue;
we can agree to disagree.
 You may not belittle or personally criticize another individual for holding a point of view different than your
own.
 You may ask how another person arrived at a point of view in an effort to understand it (though the other
person may pass).
 Your use of language should be respectful of other individuals or groups.
 You need not represent any group, only yourself, though you may choose to represent a group if you wish.”
ASSIGNMENT PROTOCOL:
From a shared statement: “Students should typically bring hard copies of their assignments to class for shared review
and use. They should embody best practices of visual design and academic writing. Use subtitles, white space,
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margins, and non-textual elements effectively. Double-sided work saves paper. My preference is that students adhere
to the following standards for written assignments:
 Title of assignment, your name, semester of the course, date (all in the top left-hand corner or a header on
the first page or on a header/footer)
 1" margin on all sides
 11 or 12 point, clear font (Please note that the default is usually 12 point; changing this or the font can usually
save a page of paper over even a five-page essay.)
 Double spacing of longer texts
 Page numbers on each page excluding the first page
 Total number of words in parentheses at the end for assignments where this is part of the challenge.
 No title pages are necessary

Students with excused reasons for a planned absence should turn in the assignment via a mutually agreed upon
method prior to the course date. If you encounter trouble uploading an assignment or sending email, please call the
HELP desk (412-624-HELP) for assistance.”
Please note: I assume that all assignments you submit are final work ready to be graded. Once student work is
received, it may be processed through an anti-plagiarism system before it is considered for grading. I will read
submitted work once a week. Students will receive feedback and a grade for their written work within two weeks.
REFERENCE STYLE:
The default style for the course is APA. However, in consultation with their academic advisor, students may opt to
reflect the norms of their home disciplines. You may use any reference style (e.g., American Psychological Association
[APA]; Chicago; and Modern Language Association [MLA]) for your bibliographical references in written assignments;
just be consistent within each paper and note that you are purposely not using APA. For guidance, see the most
current print and online versions of these manuals and review instructions to authors submitting manuscripts provided
in most academic journals. Use this opportunity to ask your program advisor which style is most frequently used in
your field.
“G” AND “I” GRADES:
Incompletes are rarely offered as an alternative to just doing the best one can with the time allotted. They are to be
avoided, since they delay the progress of all involved. Only verifiable extenuating circumstances, such as severe
illness, will encourage me to grant a grade of “G.” Formal documentation of the emergency, such as a letter from a
physician, may be required.
Every course with an I or a G is considered a course taken and not completed. Students may encounter problems
getting or keeping federal financial aid by receiving an incomplete if their total credits accrued is less than 2/3 of those
attempted in any given semester. Any student with such a grade may be allowed to retake the course to complete
work at the discretion of a future instructor and such a spot is not guaranteed. Students wishing to take the course
again must enroll with the regular deadlines.
A "G" grade is given by an instructor when class work is unfinished because of extenuating personal
circumstances. When given a "G" grade, students are usually instructed to complete some clearly defined remainder
(e.g. a final examination paper) within a specified period of time. The "G" must be completed no later than one year
after the term or session in which the class was taken. Students should not request or be given a "G" grade if, in
actuality, they need to repeat the course. Future instructors are under no obligation to let a student enroll a second
time during a particular term, especially if the course is already full.
Once the deadline has passed, a "G" grade will remain on the student’s record and they will be required to register for
the class again if the class is needed to fulfill requirements for graduation. Contact your instructor for details regarding
the issuance of a "G" grade. Consult your program/degree advisor to discuss implications of incomplete work on
progress.
An "I" grade differs from a "G" grade. It is issued in the case of ongoing study such as extended research, work in
individual guidance classes, clinical work or seminars. Students who receive an “I” incomplete grade, will have one
calendar year to complete all remaining assignments before their incomplete grade converts to an F for the course, as
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per University policy.
For more information, see the General Academic Regulations for Pitt graduate students at
www.umc.pitt.edu/bulletins/graduate/regulations.htm and the Pitt Academic Integrity Policy at
www.provost.pitt.edu/info/acguidelinespdf.pdf.
RECORDINGS:
The Academic Integrity statement includes a prohibition on recording without permission. This was developed
through a University Senate committee: “To ensure the free and open discussions of ideas, students may NOT record
classroom lectures, discussions, and/or activities without the advance written permission of the instructor, and any
such recording properly approved in advance can be used solely for the student’s own private use.”
Students may bring electronic media in to help with notetaking, recording displays on the board, or to enable looking
up ideas or links to related elements on the web. They may wish to refer to an item on Courseweb during class.
Emailing, texting, calling, or other social, non-academic use during course time is prohibited. It shall be looked upon
with great displeasure. We have a break – use it for these voluntary activities.
A FURTHER NOTE ABOUT EMAIL:
You will need e-mail for this course, and that is provided free through the University. Please make sure that if you have
your Pitt email forwarded to another account, you occasionally delete emails from your inbox in Webmail, accessible
at www.my.pitt.edu. Once you reach your quota of emails in your inbox in Webmail, you will no longer be able to
receive emails. If this occurs, then you may miss valuable information from your instructor or colleagues.
For help accessing or forwarding your Pitt e-mail, go to one of the University computer labs with your ID card, or call
412-624-HELP. Here is the University’s policy on e-mail, which we will follow for the success of this course: “Each
student is issued a University e-mail address (username@pitt.edu) upon admittance. This e-mail address may be used
by the University for official communication with students. Students are expected to read e-mail sent to this account
on a regular basis. Failure to read and react to University communications in a timely manner does not absolve the
student from knowing and complying with the content of the communications. The University provides an e-mail
forwarding service that allows students to read their e-mail via other service providers (e.g., Hotmail, AOL, Yahoo).
Students that choose to forward their e-mail from their pitt.edu address to another address do so at their own risk. If
e-mail is lost as a result of forwarding, it does not absolve the student from responding to official communications
sent to their University e-mail address.”
UNIVERSITY NON-DISCRIMINATION AND ACCESSIBILITY POLICY:
The University of Pittsburgh is committed to providing equal opportunities in higher education to academically
qualified students with disabilities. Students with disabilities will be integrated as completely as possible into the
University experience. Disability Resources and Services (DRS) shares with you, the student, the responsibility for
creating equal access and achievement of your academic goals.
If you have a disability that requires special testing accommodations or other classroom modifications, you need to
notify both the instructor and Disability Resources and Services no later than the second week of the term. You may
be asked to provide documentation of your disability to determine the appropriateness of accommodations. To notify
Disability Resources and Services, call (412) 648-7890 (Voice or TTD) to schedule an appointment.
The DRS provide a broad range of support and services to assist students with disabilities. Services include, but are not
limited to, the following: tape-recorded textbooks, sign language interpreters, adaptive computer technology, Braille
copy, and non-standard exam arrangements. DRS can also assist students with accessibility to campus housing and
transportation. Contact the DRS at (412) 648-7890 (voice or TDD) in room 216 of the William Pitt Union, or visit
http://www.drs.pitt.edu/ for more information.
PLAGIARISM AND ACADEMIC INTEGRITY:
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Plagiarism is a violation of the University of Pittsburgh’s standards on academic honesty (02-03-03). Violations of
these policies are taken seriously. Any student engaged in cheating, plagiarism, or other acts of academic dishonesty
would be subject to disciplinary action. Any student suspected of violating this obligation for any reason during the
semester will be required to participate in the procedural process, initiated at the instructor level, as outlined in the
University Guidelines on Academic Integrity (http://www.pitt.edu/~provost/ai1.html). This may include, but is not
limited to the confiscation of the work of any individual suspected of violating University policy. Furthermore, no
student may bring any unauthorized material to an examination including dictionaries and programmable calculators.
As a student, you have the responsibility to be honest and to conduct yourself in an ethical manner while pursuing
academic studies. Should you be accused of a breach of academic integrity, procedural safeguards including
provisions of due process have been designed to protect student rights. These may be found in guidelines on
academic integrity: Student and Faculty Obligation and Hearing Procedures. This information may be accessed online
at http://www.pitt.edu/~graduate.
In "Student Obligations and Adjudication" (University Policy 02-03-03), the University states that "students have an
obligation to exhibit honesty and to respect the ethical standard of his [sic] chosen profession in carrying out his [sic]
academic assignments." In the case of plagiarism, the policy goes on to say that a student has "violated this
obligation" if the student:
 Presents as one's own, for academic evaluation, the ideas, representations, or works of another person or
persons without customary and proper acknowledgment of sources.
 Submits the work of another person in a manner which represents the work to be one's own.
 Knowingly permits one's work to be submitted by another person without the instructor's authorization.
In addition, the policy states that a student has violated his or her obligation to the University when he or she has
given or received assistance on an assignment where the instructor has expressly prohibited that assistance.
These are the official statements: “The purpose of grievance procedures is to ensure the rights and responsibilities of
faculty and students in their relationships with each other. When a student in ADMPS believes that a faculty member
has not met his or her obligations (as an instructor or in another capacity) as described in the Academic Integrity
Guidelines, the student should follow the procedure described in the Guidelines by (1) first trying to resolve the matter
with the faculty member directly; (2) then, if needed, attempting to resolve the matter through conversations with the
chair/associate chair of the department; (3) if needed, next talking to the associate dean of the school; and (4) if
needed, filing a written statement of charges with the school-level academic integrity officer. [Dean Jere Gallagher is
the Associate Dean and Integrity Officer.]
Students in this course will be expected to comply with the University of Pittsburgh's Policy on Academic Integrity.
Any student suspected of violating this obligation for any reason during the semester will be required to participate in
the procedural process, initiated at the instructor level, as outlined in the University Guidelines on Academic Integrity.
This may include, but is not limited to, the confiscation of the examination or work of any individual suspected of
violating University Policy. Furthermore, no student may bring any unauthorized materials to an exam, including
dictionaries and programmable calculators. Students should consult with the instructor to determine whether
electronic language aids or tools may be appropriate for the specific examination or presentation requirements in a
course.”
Students will be required to review and to commit to the terms of the Academic Integrity form at the beginning of the
semester. The School of Education now has students execute their signature on the Courseweb site. The test is under
Course Documents and should be completed as soon as possible, and certainly before the add/drop deadline.
ACADEMIC INTEGRITY FORM
Students may receive a paper copy of the Academic Integrity Form or may access it on the website. Students must
sign and return this by, at the latest, the first class after the add/drop deadline, although earlier is preferred. This will
remain on file.
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9
PLEASE NOTE THAT ALL RESOURCES IN THE SYLLABUS AND COURSE PLAN OR COURSEWEB ARE ITERATIVE
AND MAY BE UPDATED DURING THE TERM FOR ACCURACY, COHERENCE, AND CONTENT.
Notes:
Page
10
COURSE PLAN
DATE
8/27
THEME
Introductions,
goals, format,
overview
9/3
What is the field
of anthropology
and education?
Metaphors
9/10
Folk, popular, and
elite culture
9/17 and
9/24
10/1
Cultural
transmission and
transformation,
cultural (dis-)
continuity
Celebrations and
rituals
APPLICATION
PREPARE FOR
CLASS in addition to
Courseweb
View American Aloha
INDIVIDUAL
TO PREPARE
GROUP
Register
CULTURAL ACQUISITION AND CHANGE
Metaphors and
Deal & Peterson: 1
Metaphor exercise
constructions of
“education is –“
education, policy
Preview Bigelow & Peterson
“school is –“
implications of
and
“grad school is – “
cultural dimensions of Benson, Galbraith & Espeland
schools
Sims & Stephens: 8-9 for
Academic Integrity
project ideas
Form
Meanings and modes
of cultural acquisition,
teaching and learning
Spindler: 14-15, 25
Sims & Stephens: 2 (then 1)
Film commentary
using core concepts so
far – questions on
Courseweb
Problematic and
consequences of
cultural transmission,
culturally-responsive
pedagogy,
modernization
Spindler 3-4
Sims & Stephens: 3
Personal profile on
Courseweb using core
concepts
Cultural continuity,
folklife, community
celebrations
Discuss Bauer County
Benson, Galbraith & Espeland
– Introduction and inventory
PLACE, RITUAL AND CELEBRATION
Spindler, 10
PROJECT 1
Deal & Peterson: 6 & 7
Sims & Stephens: 4
11
Group presentations 1A/1B/1C
Group presentations 1D/1E/1F
10/8
Sense of place,
nature
10/22 **
Cultural
integration and
proficiency
10/15 **
10/29
11/5
Holidays and
cultural
negotiations,
inclusion and
representation
Significant
community
rituals,
representation
11/12
11/19
Funds of
knowledge and
cultural assets
THANKSGIVING BREAK
12/3
Culturally
responsive
pedagogy and
reform
Fair
Foundations of a
sense of place,
traditions and
artifacts
Celebrations and
competitions, View
Red Hot Ballroom
Columbus Day
Ethnic studies
Halloween, inclusive
and multicultural
solutions with
stakeholders
Louv: Parts I and II (III)
Deal & Peterson: 2 & 3
Spindler, 3-4
Summaries of Louv
Flex week to catch up and
deepen
Extra Credit core
concepts list 1
Bigelow & Peterson
Group presentations 2A/2B
Group presentations 2C/2D/ 2E/2F
Deal & Peterson: 8-10
Sims & Stephens: 3
Stakeholder letter to
the principal or letter
to the Tuscon School
Board
RESPECT, ASSETS, AND CULTURALLY RESPONSIVE REFORM
Mascots, football, and Bigelow & Peterson
PROJECT 2
popular culture, View
Revisit Deal & Peterson: 4-7,
In Whose Honor?
11-15
Sims & Stephens: 5
Potluck of the Americas
Group presentations 3A
Literacy and funds of
knowledge,
community relations,
“where I’m from”
Assets-based
approach to holistic
reform
Deal & Peterson: Revisit 5-7,
11-12, 13-15
Sims & Stephens: revisit 1, 6
Spindler: 9, Parts V and VI
Deal & Peterson: 12
Louv III, IV, V
Benson, Galbraith & Espeland
- entire
Sense of place and
“educational bio” map
Group presentations 3B
Personal asset
inventory – “then and
now”
Group presentations 3C/3D/3E
Stewardship
education, cultural
continuity, Popular
culture, Community
engagement
Louv: Parts III, IV, V
Spindler: 11, Part V and VI
Deal & Peterson: 4, 5, 11, 12
Extra Credit core
concepts list 2
Group presentations 3E/3F
Sims & Stephens: 5
Bigelow and Peterson
12
12/10
Synthesis
discussion
Anthropology and
Education careers,
intentions and
extensions
Louv VI, VII
Benson, Galbraith & Espeland
– Tools and Resources
13
PROJECT 3
Short Presentations as Needed
GROUP PRESENTATIONS
CULTURAL ACQUISITION AND CHANGE
9/17
1A
Compare and contrast the
processes and consequences of
cultural transmission and
1B
transformation from multiple
chapters. Discuss sources and
1C
tensions of cultural change and
modernization. What are important
9/24
1D
practices and traditions that they
pass on? How?
1E
1F
Spindler 16-17,24
Spindler 18-19
Spindler 7-8,12
Spindler 5-6, 21
Spindler 12,13
Spindler 9, 26
PLACE, RITUAL, AND CELEBRATION
10/1
2A
Discuss the importance of natural
spaces and play in nature, link to the
development of a sense of place.
2B
Critique Louv’s position.
10/22
2C
Design and demonstrate a curricular
(15)
unit based on a thematic cluster
from Bigelow and Peterson as
2D
complemented by Spindler
2E
Natural spaces and sense of place
Play in the outdoors and a sense of place
Groups devise their own thematic clusters based on interest
and age focus for lesson.
2F
RESPECT, ASSETS, AND CULTURALLY RESPONSIVE REFORM
11/5
3A
Present the importance of mascots.
The debate over ethnic and culture-linked mascots,
Continue conversation about
especially at the higher education level
anthropomorphism.
11/12
3B
11/19
3C
Present how having a strong sense of
place is linked to cultural funds of
knowledge
Select a cluster of competencies and
Sense of place and nature-linked assets
External assets
14
3D
12/3
3E
3F
affinities and demonstrate how
schools and educators in many
settings can help purposefully
cultivate these assets.
Integrate lessons about cultural
continuity and culturally responsive
pedagogy into presentations about
practical applications.
Internal Assets
Culturally responsive pedagogy
Using pop culture in the school and classroom
15