SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 1 Summer 2009 – M/W 4:30-7:55pm. Wilber 251 Dr. Anne Fairbrother Office address: Wilber 250H Office phone: 315-312-3216 Email: fairbrot@oswego.edu Office Hours: By appointment EDU 500: Critical Pedagogy School of Education Conceptual Framework: The role of schools is to promote authentic learning by all students. The role of educators in meeting that goal is to function as socially conscious catalysts for change who create and sustain school environments where excellence is cherished and social justice flourishes. Social Justice Authentic Learning Reflection Knowledge Practice Collaboration & Leadership Dispositions and Conceptual Framework: “Faculty, administrators, teachers and other school personnel associated with programs in the School of Education support the development of candidates’ understanding and practice” of the following professional dispositions: • Commitment to authentic learning and teaching • Critical reflection • Integrity • Socially-conscious responsibility • Socially- conscious respect • Collaboration • Advocacy These professional dispositions are the habits of mind and behavior that make it possible for educators to use their professional knowledge and skills effectively to fulfill the vision expressed in the conceptual framework of the SUNY School of Education. COURSE OVERVIEW Through readings of education theorists and practitioners, this course invites teachers to reflect on and discuss the representations, power arrangements, and the personal, political and educational impact of elitism and classism; racism; sexism; heterosexism and homophobia; ableism; and colonialism/imperialism in the United States and globally. The course entertains broad questions about the relationship between school and society, for example: How do the institutional forces listed affect the personal and professional identities of teachers? How do teachers make choices about curriculum and instruction, particularly in literacy, taking into consideration a complex understanding of these forces? How do these social forces shape the cultures of school, classroom, family and community? What are their effects on the daily lives of children and youth? Conversations about these questions make possible for course participants to become engaged in what philosopher of education Paulo Freire calls praxis, being engaged in a critical reading of the world and acting as conscious personal and social change agents. The course format will be: Seminar. Students are expected to be co-facilitators, taking turns in the responsibility for directing, participating, and involving other members in discussions. Cooperative learning. Students will work together and cooperatively on many assignments, often presenting as a group. Individual work. In class and outside of class, students will do independent and individual work. Direct instruction. Regularly, the professor will introduce ideas, pose questions, prompt activities. SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 2 COURSE OBJECTIVES Students in Critical Pedagogy are expected to: 1. Read, reflect, discuss, and write about the fundamental concepts and principles of critical pedagogy, taking in consideration the impact of issues concerning race/ethnicity, social class, gender, ability, sexual orientation and nationality (Knowledge, Reflection, Authentic Learning, Social Justice) 2. Be able to identify authors, theories and concepts in the critical pedagogical tradition. (Knowledge) 3. Conduct and participate in informed class discussions and presentations, with concern for the involvement of all participants (Collaboration, Leadership, Technology) In the parenthesis above are the categories of the SUNY Oswego’s School of Education “Conceptual Framework” that the course fulfills. COURSE REQUIREMENTS Academic requirements Submit written assignments on time. Late work will be graded down for each day it is late. If absent, please submit your response paper in person or by email (only in Word format as an attachment) on time for a full grade. Constructive participation will help you and every one else to enjoy and to learn from the class! Operate with the utmost integrity and honesty in all class activities and on all assignments. This course is part of your professional career and your personal future. Treat your position in the course with the respect it deserves by doing your best work, and helping and encouraging others to do their best work. There should be no question in your mind about what it means to act in an honest way, including avoiding plagiarism. If there is, please do not hesitate to ask questions of your fellow students, or your professor. Review the sections in the college catalog that relate to this issue. General civility requirements for class attendance Please disconnect cell phones, unless there is an emergency that you mention to the professor before the class meets. Please refrain for texting / messaging during class time. Please do not use a lap top during class time. Talk to me if you need an exception to this. Please refrain from doing other work during class time. Well-behaved children, guests & pets in class are OK when necessary. Please show respect for each other’s ideas, learning, wellbeing. NOTE: If you have a disabling condition that may interfere with your ability to successfully complete this course, please contact the Disability Services Office, 226 Hewitt Union, 312-3358. Email: www.oswego.edu/dis_svc. Also, if you feel comfortable doing so, please let me know about any that you have that will affect your involvement in the class. 1. 2. 3. REQUIRED READINGS Course Reader – Available from Kraftees Wink, Joan. (2005). (3rd. ed.). Critical Pedagogy: Notes from the Real World. White Plains, NY: Longman Publishers USA. Articles/Chapters as assigned for reading or as self-selected for presentations SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 3 COURSE REQUIREMENTS / ASSESSMENT 1. 2. 3. 4. 5. 6. 7. Attendance and Participation Critical Pedagogy Reading Responses Social Justice Research and Presentation Leadership of Discussion Critical Pedagogy Scholar Research and Presentation Movie Response Final Freewrite 15% of grade 35% of grade 15% of grade 10% of grade 10% of grade 10% of grade 5% of grade 100% 1. Attendance and participation 15% of grade I can’t stress enough the importance of attending every class on time. For the course to be a good and helpful experience for you, our bodies/minds must be really present and engaged in the ideas at hand before, during and after class meetings. While this is the ideal, things happen. Please email (fairbrot@oswego.edu) or phone (312-3216) before missing a class. There is no making up of missed work=presence in class. We only meet 12 times. Attendance grade will drop to B with one absence, from B to C with the second absence. It doesn’t matter the reason for the absence. More absences will probably result in dropping or failing the course. 2. Critical Pedagogy reading responses (and in-class work) 35% of grade Please read assigned weekly readings and write short summaries and a longer response (2-3 pages) before coming to class. Reading and reflecting will allow for informed participation in class discussions. Class meetings will necessarily reflect the quality of work put in during the week. Organize yourself so that you can have time to study. Please type your responses. Turn them in when they are due. There will be late grades applied to late work – down a grade every day. No work will be accepted more than a week late. If you are absent you may submit your paper by email, with one day grace, after that the late grade policy applies. Each response should start with the date of the class (example: Class 2, July 8, 2009), and a list of the authors and titles of the readings to which you are responding. You can write a narrative with both summary and response/reaction, or keep a dialectical journal where you divide the page into two parts with notes (a brief summary of concepts and issues addressed in the readings, maybe embodied in a quote) on one side, and a response (your comments) on the other. Or another format? 3. Social Justice Research and presentation 15% of grade. In a group, you will research, and present on, one of the following –isms: Sexism, Racism, Classism, Able-ism, Heterosexism, Anti-Semitism. Your research will address: history/definitions; manifestations; ways/materials to teach about it; counter-hegemony strategies. You should use technology, prepare a handout, introduce one activity. 30 minute presentation. More details to follow. Due 8/12 4. Leadership of discussion 10% of grade Groups of two will be organized to lead discussions (20 mins) on the assigned readings. These facilitators will prepare an outline or summary of the reading(s) and must write discussion questions or devise activities to be shared with the class. You will not need to turn in a formal written response when you present, but turn in the power point and/or other materials you use. 4 SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 5. Critical pedagogy scholar research and presentation 10% of grade With one other person, you will find and read at least two articles by a critical theorist/researcher/practitioner of your choice. Together you will write a summary and discussion of the arguments of the articles to the class and make a short presentation. You will prepare a handout with brief biographical information and the analytic response to share with the class. You will turn in: a copy of the power point (if you did one), or presentation plan; the articles you found; and a copy of the handout. You should use technology. 6. Movie Response Details will be given later. 10% of grade 7. Final Freewrite Details will be given later. 5% of grade SCHEDULE OF CLASSES AND ASSIGNMENTS There will be assigned readings for each class, some for in-class work and some to be read for the next class meeting. Some of the pre-assigned outside-of-class readings are listed below, and others will be assigned in class. Class 1: Monday July 6 Introductions – Course Syllabus - Activities Reading for July 8: Wink, Chapter 1 & 2 (pp. 1-21) Write a response Class 2: Wednesday July 8 Wink, Chapter 1 & 2 Discussion Leaders Chapter 1 (2): ________________________________________________ Discussion Leaders Chapter 2 (2): _______________________________________________ Presentation on theorist/practitioner (2): Presentation on theorist/practitioner (2): John Dewey Maria Montessori . . In class: Circle of Oppression – overview of Issues Ayvazian – “Interrupting the cycle of oppression: The role of allies as agents of change” (Reader pp. 11-14) Reading for July 13: Wink, Chs 3 & 4 (pp. 22 – 82) Write a response Class 3: Monday July 13 Wink, Chapter Chs 3 & 4 Video - In the White Man’s Image Discussion Leaders Ch 4 (2): ________________________________________________________ In class: terminology activity Reading for July 15: Wink, Ch 5 (pp. 83-119) Write a response 5 SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 Class 4: Wednesday July 15 Wink, Chapter 5 Discussion Leaders Ch 5 (2): ______________________________________________________ Presentation on theorist/practitioner (2): Presentation on theorist/practitioner (2): W. E. B. Dubois Maxine Greene . . Issue of Gender – jigsaw articles in reader Reading for July 20: Wink, Chapter 6 (pp. 120-150) Caster - “The big lesson” (Reader pp. 59-62) Daniel -“Invitations to all: Welcoming Gays and Lesbians into my classroom and curriculum” (Reader pp.63-68) Write a response Class 5: Monday July 20 Wink, Chapter 6 Caster - “The big lesson” Daniel - “Invitations to all: Welcoming Gays and Lesbians into my classroom and curriculum” Discussion Leaders ch 6 (2): _________________________________________________________ Issue of Sexuality – Video – It’s Elementary, and It’s Still Elementary GLSEN Quiz + Info Reading for July 22: Wink, Chs 7 & 8 (pp. 151-179) Stevens and Bean, Ch. 1 (Reader pp 127-140) Write a response Class 6: Wednesday July 22 – Information on “-isms” presentation Wink Chs 7 & 8 Stevens and Bean Ch 1 Discussion Leaders (Wink Ch 7&8) (2): _____________________________________________ Discussion Leaders (S & B Ch 1) (2): _______________________________________________ Critical Literacy Presentation on theorist/practitioner (2): Antonia Darder Readings for July 27 Anyon – “Social class and the hidden curriculum of work” (Reader pp.77-90) Finn - “A distinctly un-American idea: An education appropriate to their station” from Literacy with an attitude Ch. 2 (Reader pp. 91-100) bell hooks – “Confronting class in the classroom” (Reader pp. 101-110) Write a response . 6 SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 Class 7: Monday July 27 Anyon – “Social class and the hidden curriculum of work” Finn - “A distinctly un-American idea: An education appropriate to their station” bell hooks – “Confronting class in the classroom” Issues of Class Presentation on theorist/practitioner (2): Presentation on theorist/practitioner (2): bell hooks Jean Anyon . . Readings for July 30 Oakes – “Tracking: Why schools need to take another route” (Reader pp. 221-224) Rosenbaum – “If tracking is bad, is detracking better?” (Reader pp. 225-232) Christensen –“Untracking English: Creating quality education for all students”(Reader pp.233-246) Schwall - “‘Is this just regular English?’: An English teacher examines how tracking affects her students.” (Reader pp. 247-250) Oakes & Wells –“Detracking: The social construction of ability, cultural politics, and resistance to Reform” (Reader pp. 251-268) Class 8: Monday July 29 Oakes – “Tracking: Why schools need to take another route” Rosenbaum – “If tracking is bad, is detracking better?” Christensen – “Untracking English: Creating quality education for all students” Schwall – “‘Is this just regular English?’: An English teacher examines how tracking affects her students.” And Oakes & Wells – “Detracking: The social construction of ability, cultural politics, and resistance to reform” Fine – video Discussion Leaders (4 – one for each of the shorter articles, and all four for Oakes & Wells): _____________________________________________________________________________ _____________________________________________________________________________ Presentation on theorist/practitioner (2): Michelle Fine . Readings for Aug 3: Stevens and Bean Ch 2 (Reader pp. 141-162) Freire - “From Pedagogy of the Oppressed” (Reader pp. 195-206) Darder - “Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our work” (Reader pp. 207-220) Write a response 7 SUNY Oswego School of Education, Curriculum & Instruction Department EDU500 Summer 2009 Class 9: Monday August 3 Stevens and Bean Ch 2 Freire - “From Pedagogy of the Oppressed” Darder - “Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and our work” Discussion Leaders S & B (Ch 2) (2): ______________________________________________ Discussion Leaders (Freire articles) (2): ____________________________________________ Presentation on theorist/practitioner (2): Presentation on theorist/practitioner (3): Paulo Freire Peter McLaren . . Reading for August 6: Darder, Baltodano, & Torres - “Critical pedagogy: An introduction” (Reader 169-194) Nile & Straton – “Beyond guilt: How to deal with societal racism” (Reader pp. 111-116) Howard - “White Americans in a multicultural society” (Reader pp. 117-126) Write a response Class 10: Wednesday August 5 Darder, Baltodano, & Torres - “Critical pedagogy: An introduction” Nile & Straton – “Beyond guilt: How to deal with societal racism” Howard - “White Americans in a multicultural society” Video Discussion Leaders (N & S and Howard) (2): ____________________________________________ Issues of Race Reading for August 10: Giroux Article (handout). Write response Class 11: Monday August 10 Giroux Article Presentation on theorist/practitioner (2): Ira Shor . Presentation on theorist/practitioner (2): Henry Giroux . Class 12: Wednesday August 12 Presentations Final Reflection due by email Friday August 14