Department of Educational Policy and Community Studies
DRAFT for 2015
University of Wisconsin-Milwaukee
School of Education
Department of Educational Policy and Community Studies
Introduction to Community Education, Ed Pol 112, M/W 9:30-10:45am
Spring 2015
Instructor:
Aaron Schutz, Professor
Department of Educational Policy and Community Studies
Enderis 535, Office hours: Monday 11am-12, and by appointment
schutz@uwm.edu, Office Phone: 229-4150
Course Objectives:
To discuss the history of community education.
To become acquainted with current notions of community education.
To explore different roles for the community educator.
To define crucial issues concerning schools and communities.
To understand (and critique) notions of educational empowerment.
Texts
1.
Texts at UWM bookstore:
Myles Horton and Paulo Friere, We Make the Road by Walking: Conversations on Education and Social
Change (Philadelphia: Temple University Press, 1990)
2.
Articles On-Line at on D2L.
Requirements
Participation: Classes will be based on a seminar format. Participation is an important part of this course.
Students will be expected to take part in all class discussions; reflect understandings from the readings; receive
alternative perspectives in a constructive, professional, and respectful manner; listen well to the comments of
others; share and negotiate meaning; ask questions for understanding; and contribute to the growth of others.
Attendance:
Students will be expected to attend all classes. Students who miss more than two class periods
must make-up this period by writing a 3+ page critical "think piece" in response to the readings for that day. These are
due the day of next attendance unless other arrangements are made. Students who miss more than four classes will fail
the course.
Reading:
Students will be expected to complete all course reading prior to attending class.
Daily Responses. All students will write 200 word daily responses to the readings if no other assignment is
due. These should include a discussion of a few key points from the reading and students’ response to these points.
They should provide evidence that the student has read and thought about the entire reading. These should be
posted to the D2L discussion page for the course by midnight the day before class. These cannot be made up.
Students who prefer not to post on D2L may email their responses to me instead.
Papers: All students will be required to write three papers:
1) The first paper will be a critical response to an aspect of Horton and Friere applied to some
context you know well. A more detailed outline will be forthcoming.
2) The second paper will be a report on a site, chosen by each student, related to community
education. Students will either conduct interviews with two people at the site, or an interview one person
and a visit to the site for a day. A tour of a site does not count as a "site visit"—such a visit will be an
extended opportunity to observe the site in action. Students who wish to use a site in which they work may
do so, but must interview two people in positions outside of their usual area of experience—if you will be
doing your own job site, discuss this with Aaron ahead of time.
3) The third paper will be a critical response to the material presented in the second half of class.
All papers should be 5+ typewritten papers. Excellent papers may require more pages. Papers
should be written in grammatical form, typed, give evidence to support your conclusions, and should do
more than simply report data, making an argument that brings your opinion, ideas, and experience in
contact with the material we have examined. More detailed guidelines will be passed out before the first
two papers are due.
Requirement
Weight
Participation, daily responses and class preparation
25 points
Paper #1
30 points
Paper #2
25 points
Paper #3
20 points
(Failure to attend classes, write daily responses, and to make up classes will affect a student's participation grade.)
Any student later than 20 minutes will be counted as absent.
Grading Scale
Grade
A
AB+
B
BC+
C
CD+
D
DF
Percentage
92-100
90-91
88-89
82-87
80-81
78-79
72-77
70-71
68-69
62-67
60-61
59 and below
Other Class Policies
Technology
Cell phones, computers, and tablets are not allowed in class without the permission of the instrucsator. This
technology can become disruptive both to the learning of other students, to the ability of students to pay attention to
each other, and can be distracting to the instructor making it more difficult to teach. Students can discuss with the
instructor a specific need to use a particular item of technology. Texting, websurfing, and other non-class related
activities are not allowed in the classroom.
Academic Misconduct
The University has a responsibility to promote academic honesty and integrity and to develop procedures to deal
effectively with instances of academic dishonesty. Students are responsible for the honest completion and
representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors.
Papers submitted for this class must have been written expressly for this class. Unless explicitly negotiated with the
instructor, papers or parts of papers turned into more than one course will be treated as academic misconduct.
Quotations taken from articles and/or books should be indicated with quotation marks.
Accommodation for Religious Observances
Students will be allowed to complete requirements that are missed because of a religious observance.
Grade Appeal Procedures
A student may appeal a grade on the grounds that it is based on a capricious or arbitrary decision of the course
instructor. Such an appeal shall follow the established procedures adopted by the department. These procedures are
available in writing from the department chairperson.
Incompletes
A notation of "incomplete" may be given in lieu of a final grade to a student who has carried out a subject
successfully until the end of the semester but who, because of illness or other unusual and substantiated cause
beyond the student's control, has been unable to complete some limited amount of term work. An incomplete is not
given unless you prove to the instructor that you were prevented from completing course requirements for just
cause as indicated above.
Participation by Students with Disabilities
If you need special accommodations in order to meet any of the requirements of this course, please contact the
instructor as soon as possible.
Sexual Harassment
Sexual harassment is not tolerated by the University, and threatens the edicational experience and well-being of
students, faculty, and staff. The University will not tolerate behavior between or among members of the University
community which creates an unacceptable working environment for anyone
Missing Papers
You should always keep a copy of any major paper or exam you pass in to me. If the paper is somehow misplaced,
and you do not have a copy, you will need to rewrite.
Links to UWM Syllabus Policies on a range of issues that all apply to this class can be found here:
http://www4.uwm.edu/secu/SyllabusLinks.pdf.
Course Outline
NOTE: This outline is open to change, as are readings, etc.
It is possible that one week of the course may need to be online.
1/21
Introductions and Expectations
1/25
COMMUNITY EDUCATION AS SOCIAL ACTION, or WHAT IS “EDUCATION”
Video on Highlander
1/28
Introduction to Horton and Freire
Reading:
Horton and Freire Chs. 1 & 2
2/2
Choosing a Site for Your Project: Discussion BRING A LAPTOP OR TABLET IF YOU CAN
Reading:
Volunteer Agencies List (NOTE: THIS IS AN OLD LIST—JUST TO SPARK
IDEAS)
2/2
Freire on Education
Reading:
Darder, “Teaching as an Act of Love,” (on D2L)
2/4
Horton and Friere: Ideas
Reading:
Horton and Freire, Ch. 3
2/9
Horton and Friere: Educational Practice
Reading:
Horton and Freire, Ch. 4
2/11
Liberating Practice
Reading:
Horton and Friere, Chs. 5 & 6
2/16
2/18
2/23
2/25
3/2
3/4
3/9
Theater of the Oppressed
Theater of the Oppressed I
Watch: Theater of Oppressed Video TBA
Reading: TBA
Theater of the Oppressed II
TBA
HISTORY OF COMMUNITY EDUCATION AS A FIELD
History of Community Education
Reading:
Minzey and Letarte, Chs. 2-3
PAPER #1 Due
Development of Community Education
Reading:
Minzey and Letarte, Ch. 4
COMMUNITY EDUCATION AT UWM: A CASE STUDY
Compensatory and Non-Compensatory Education: A Utopian Undergraduate Program
Reading:
Davis, "The Failures of Compensatory Education" (D2L)
Review of Program of Study and Curriculum for Department of Community Education
Reading:
Harris, "An Undergraduate Program. . . ." (D2L)
SCHOOLS AND COMMUNITIES
Challenges of Education and Community
Reading:
Schutz, “Home is a Prison in the Global City,” pp. 691-703
[NOTE: If you have read this for another class, you can ask for an alternative]
3/15-22
Spring Break
3/23
Strategies for Linking Schools and Communities
Reading:
Schutz, “Home is a Prison in the Global City,” pp. 703-733
3/25
Parent Involvement
Reading:
Fine, “Apparent Involvement”
3/30
4/1
4/6
PRESENTATIONS OF STUDENT PROJECTS
Presentation of Student Projects
Student Project Paper Due
Presentation of Student Projects Cont.
Presentation of Student Projects
BUILDING COMMUNITY DIALOGUES
Study Circles: Introduction
Reading:
Study Circles: An Overview (on D2L)
Helping Every Student Succeed (on D2L)
4/13
Study Circles: Multiple Examples
Reading:
Choose one in prior class:
Poverty and Community
Facing Racism in a Diverse Nation
Building Strong Neighborhoods for Families with Children
Protecting Communities, Serving the Public
4/15
TBA
4/20
TBA
4/22
NONPROFIT INDUSTRIAL COMPLEX AND ALTERNATIVES
Nonprofit Industrial Complex I
Reading:
The Revolution Will Not Be Funded, pp. 1-39
CONSENSUS COMMUNITY ORGANIZING
4/27
Nonprofit Industrial Complex II
Reading:
The Revolution Will Not Be Funded, pp. 129-148
4/29
Collaborative Approaches to Service Delivery: Women’s Shelter Movement I
Reading:
Women and Male Violence, pp. 29-52
5/4
Collaborative Approaches to Service Delivery: Women’s Shelter Movement II
Reading
Women and Male Violence, pp. 53-79
5/6
TBA
12/20
PAPER #3 DUE