School and Society
Education 3013
Instructor, Kelli Woodrow
Class meets: Wednesdays, 4:00-6:30 p.m., Educ Room 136
Phone: (303) 735-1068
Email: kelli.woodrow@colorado.edu
Office hours: Educ Room 439; Wed 2:45-4:00 p.m. or by appointment
Course Overview
School and Society introduces students to a broad range of social, political, cultural, and philosophical issues
that are crucial to understanding the role of schools in American society. Throughout the course participants
will address the following topics:
•
•
•
the foundations of education in society (history, philosophy, sociology, cultural concepts, political
orientations, legal aspects, etc.),
our nation’s social and demographic diversity (race, ethnicity, gender, social class, language, ability,
sexual orientation, etc.), and
the complexities of the system of schools/education in the U.S. (its organization, governance, finance,
curriculum, teachers, differing educational opportunities and outcomes for students, reform ideas, etc.).
This course is designed to assist students in …
•
•
•
•
discovering the complexity of schooling and society,
understanding the multiple roles teachers play in schooling (e.g., organizers, mentors, sharers of talents,
copers with biases),
improving written, spoken, and technological communication skills, and
promoting critical thought about educational ideals.
By the end of the course, students should have made significant strides toward developing and solidifying a
firm base of knowledge and foundations of schooling and education in U.S. society.
Required Textbooks/Materials:
MacLeod, Jay. (1995). Ain’t No Makin’ It: Aspirations and Attainment in a Low-Income Neighborhood. Boulder,
CO: Westview Press.
Kozol, Jonathan. (1991). Savage Inequalities: Children in America’s Schools. New York: Harper Perennial.
Optional Textbooks/Materials:
DeMarrais, K. and LeCompte, M.D. (1999). The Way Schools Work , 3rd edition, White Plains, New York:
Longman, Inc.
th
Ryan, K, & Cooper, J.M. (Eds.). (1998). Kaleidoscope: Readings in education. (8 ed.). Boston, MA: Houghton Mifflin..
1
Reading Packet: Readings are on reserve in the Education, Diversity, and Equity Library in the
School of Education, Room 344 and at the Reserve Desk at Norlin Library.
Reasonable Accommodation: Any student eligible for and needing academic adjustments or accommodations
because of a documented disability should consult with the course instructor.
This course adheres to the university honor code. Information regarding honor code available at:
http://www.colorado.edu/committees/honorcode/
Meeting Schedule
Date
Topic(s) to be covered
Week 1
1/16 Course Overview
Introductions
Course Requirements and Policies
1/18
What is Schooling and Who am I?
The Nature of Teaching:
Teacher’s Work
Week 2
1/23
Foundations of Education
Philosophy of Education
Bases of U.S. School Curriculum
1/25
Foundations contd.
Resources,/Readings/Assignment
Handouts:
Organizing your resource file
List of Approved Community Placements
Readings:
Kurth-Schai and LeCompte: “Teaching as an
Exchange of Gifts”
Crowley: “Letter from a Teacher”
Readings:
DeMarrais and LeCompte, Ch. 6, pp. 223-236
Oakes, Ch.1
Readings:
Anyon: “Social Class and the Hidden Curriculum of Work”
McCutcheon: “Curriculum and the Work of Teachers”
Deadlines:

Week 3
1/30 Foundations contd.
Traditional curriculum
2/1
Foundations contd.
Progressive curriculum
Week 4
2/6
Foundations contd.
Critical Curriculum
2/8
Foundations contd.
Critical Curriculum
Educational System & Teaching
Obtain a university webmail address, identikey and password.
Make practicum arrangements and send me the practicum details
at kelli.woodrow@colorado.edu.
Readings:
Hirsch: “The Core Knowledge Curriculum”
Readings:
Dewey: “My Pedagogic Creed”
Due: First Email Journal
Readings:
Freire, from Pedagogy of the Oppressed, Chapter 2
Readings:
Noddings, “Teaching Themes of Care”
DeMarrais and LeCompte, Ch. 2, 74-79
2
Week 5
2/13
Schooling and Society
School Funding
2/15
The Structure of the U.S. Educational
System: Educational Politics,
Organization and Finance
Week 6
2/20
The Nature of Teaching
The Teaching Profession
2/22
Diversity and Schooling
Introduction
Week 7
2/27
Diversity and Schooling
Social Class
3/1
Diversity and Schooling
Social Class
Week 8
3/6
Diversity and Schooling
Race and Ethnicity
3/8
Diversity and Schooling
Race and Ethnicity
Week 9
3/13 Diversity and Schooling
Gender
3/15
Diversity and Schooling
Gender
Readings:
DeMarrais and LeCompte, Ch. 2, pp. 59-65
Kozol, from Savage Inequalities, Ch. 1
Activity: Internet Evaluation Workshop
Due: Philosophy of Education Paper
[b/c there is no reading, it might be helpful to start MacLeod]
Readings:
DeMarrais and LeCompte, Ch.4, pp. 154-173
Readings:
Gibbs, “Working Harder, Getting Nowhere”
Verhover, “Mother Scolded by Judge…”
MacLeod, pp.3-10, 50-56 [Introduction, Family]
Mantsios, “Class in America: Myths and Realities-optional
Readings:
MacLeod, pp. 61-66, 74-81, 83-110 [Work, School]
Readings:
MacLeod, pp. 128-133,239-268 [Aspirations, Conclusion]
Due: Second Email Journal
Readings:
McIntosh: “White Privilege…”
Sleeter, “Resisting Racial Awareness…”
Readings:
Garcia-Castanon: “Training Hmong Refugee Students”
Deyhle and LeCompte, “Cultural Differences…”
Fordham & Ogbu, “Black Students’ School Success”
Anzaldua, “Borderlands: La Frontera…”
Horvat & Antonio, “Hey, Those Shoes Are Out of Uniform”
Readings:
Gilligan, “Joining the Resistance”
AAUW Report
Readings:
Fine, “Sexuality, Schooling and Adolescent Females…”
3
Due: Position Paper
Week 10
3/20
Diversity and Schooling
Sexual Orientation, Heterosexism,
and Homophobia
3/22
Diversity and Schooling
Sexual Orientation
Week 11
3/27, 29
Readings:
O’Coner, “Who Gets Called Queer in School”
Buckel, “Legal Perspective on Ensuring a Safe….”
Readings:
Vazquez, “Appearances”
Spring Break
Week 12
4/3
Diversity and Schooling
Education for Exceptional Students
4/5
Diversity and Schooling
Education for Exceptional Students
Readings:
NICHCY News Digest
Readings:
Mairs, “On Being A Cripple”
Due: Third Email Journal
Week 13
4/10
Class Cancelled, AERA meeting
4/12
Class Cancelled, AERA meeting
Week 14
4/17
Diversity and Schooling
Bilingual Education
Language Diversity
4/19
Diversity and Schooling
Bilingual Education
Language Diversity
Week 15
4/24
Sexual Abuse and Harrassment
4/26
Readings:
Fitzgerald, “Views on Bilingualism in the U.S.”
Readings:
Cummins: The Role of Primary Language Development
in Promoting Educational Success…”
Carvajal, “Suburbs Struggle to Absorb Immigrant…”
Due: Letter to Parents
Readings:
Burns, “Peer Sexual Harassment in the School and
Reporting Child Abuse”
Due: Email Journal – Practicum Reflection
Three Dimensional Portfolio Presentations
Week 16
5/1
Three Dimensional Portfolio Presentations
4
5/3
Three Dimensional Portfolio Presentations
Assignments/Requirements
Assignment
1. Community-Based Work with Children (Practicum):
[3.1I, 5.1I, 5.2I, 5.3I, 6.1I, 6.2I, 6.4I, 8.2I, 8.5I]
Weight
Due
Pass/No-Pass
5/3
Each course participant will be assigned a non-profit community agency to work with at-risk children for
a minimum of 2 hours a week for 14 weeks during the duration of the class. Their tasks may include
individual or group tutoring with low-achieving, ESL, or disabled students, working as mentors, and
assisting with recreational programs.
Each course participant is observed and evaluated in his/her practicum setting by agency supervisors;
each presents reflections on the experiences in an email journal and a culminating oral presentation to the
class. Their participation in the practicum and its impact on their ability to work with children with
varying needs is observed and evaluated by the instructor. Participants in this course cannot receive a
passing grade for the course unless they satisfactorily complete this practicum.
2. Sexual Harassment/Child Abuse Lecture:
Pass/No-Pass
4/24
[8.2I, 8.3I]
Each student is required to attend a sexual harassment/child abuse lecture to be given in class on April 24.
This is a mandatory requirement for a passing grade in the course. Students who cannot attend the in-class
lecture must check out the Peggy Burns Sexual Harassment/Child Abuse video from the Education,
Diversity and Equity Library in the School of Education and write a 3 page summary of the lecture content in
order to receive credit.
3. Use of Technology
[7.1I, 7.3I, 7.5I]
60 points
N/A
Each participant must demonstrate technology competence by …
a.
Creating and using a UCB webmail account and by communicating with the instructor and other
students in the class. Each student must have a UCB Identikey password and UCB webmail account
in order to participate in the technology workshops for the course. The UCB account will be used for
communication and email journals.
b.
Computer word-processing all work for this course, hand-written work will not be accepted.
c.
Using the World Wide Web. Students are required to attend an internet evaluation workshop. Students are also
required to access and download appropriate information for the position paper and other class assignments. The
workshop, use of the internet and other technology in the class are worth 20 points.
d.
Web Page Design Workshop. Students are required to attend a web page design workshop in order to create an
electronic teaching dossier. This is a mandatory workshop and several designated times will be offered during the
first two weeks of the semester.
e. Email Journal. Four times throughout the semester, students will be emailed a question
concerning the readings and/or practicum placements. One of the email journals will address the
needs of language minority students and students with disabilities. Students will respond with a 4-5
paragraph, reflective email to the instructor at kelli.woodrow@colorado.edu. Email journals are due
by the end of the Friday. Email journals are worth 10 points each.
5
4. Oral Proficiency Requirement
Teachers must be able to speak comfortably to a large group of people. Therefore, all students will be
required to complete the following two assignments:
a. Three Dimensional Portfolio and Presentation:
[5.3I, 6.1I, 7.1I, 7.3I, 8.1I, 8.2I, 8.2D, 8.3D, 8.5D]
30 points
4/26-5/3
Each course participant will make a five minute culminating oral presentation to the class, organized around a
metaphor relevant to schooling and society, that demonstrates what they have learned in the class. The
presentation must utilize multiple modes of presentation and technological resources, and must attend to
different learning styles. The instructor evaluates the presentation. 3-D Portfolios will be presented as in
lieu of a final examination, at the end of the semester. This assignment is designed to provide a non-text
assessment, and it also helps participants work out ways to deliver material to diverse learners.
b. Leading Class Lesson/Discussion:
[3.1I, 3.2I, 4.1I, 5.1I, 5.3I, 8.2P]
40 Points
Sign-up
All students will be expected to participate, with other students, in a group which takes responsibility for
teaching a short lesson or leading a discussion on one of the required readings during a class sessions.
This will give participants a chance to try out pedagogical skills. Groups will consist of 2 or 3 students
leading a 30 minute class lesson or discussion. Group members will be expected to collaborate in the
design, organization, and presentation to the class of the reading they have chosen. Grades will reflect
the depth of understanding participants display, the creativity of the presentation, and the care with
which members of the group have taken in sharing the work equally. Groups will meet with the
instructor prior to their presentation and will submit a group lesson plan the day of the presentation and
an individual 1-2 paragraph reflection the class session after the presentation. The actual presentation is
worth 30 points and the group lesson plan and individual reflection are worth 5 points each.
5. Philosophy of Education Paper:
[6.4I, 7.3I, 8.1D, 8.2D, 8.3D, 8.5D]
40 points
2/15
In this 5 page paper, students will examine their current beliefs about what is worth teaching, how that content
should be taught, as well as other philosophical issues surrounding education and schooling in America. Students
should consider course readings in philosophy of education and curriculum theories, matching their preferred
philosophy with a curriculum that fits best with it. The paper should address possible personal strengths and
weaknesses, biases and preferences, that could affect how adequately the participant can respond to the needs of
students.
6. Position Paper:
[5.3I, 6.4I, 7.3I, 8.2D, 8.3D]
40 points
3/15
Each course participant will write an analytic position paper demonstrating his/her understanding of the
concepts and theories underlying schooling in a democratic society. This 5 page paper require participants
to choose an issue covered in the class and then write a short paper making an argument regarding the
issue by spelling out the various positions taken on all sides of the issue and then choosing a position to
defend. Students must use a credible and relevant internet site as a resource in this paper.
7. Letter to Parents:
[5.7I, 5.8I, 5.9I, 6.1I, 6.3I, 6.4I, 6.5I, 8.2D, 8.5D]
10 points
4/19
Each course participant develops strategies for communicating with school students and their parents or
guardians about the students’ special educational needs and progress. Each participant writes a letter to
parents, using as an example a child such as those in the practicum site, describing their approach to
teaching and learning and their standards for student performance and behavior, and soliciting the
parents’ assistance in assisting that child to achieve and are evaluated by the course instructor. The goal of
this letter is for students to practice providing sufficient information to parents and to learn diplomacy
skills and strategies for involving parents in their child’s education.
6
8. Attendance and participation:
30 points
Each class
[8.1P, 8.2P, 8.3P, 8.4P, 8.5P]
Participants are expected to come to every class prepared to discuss the assigned readings. This class will
rely heavily on whole-class and small-group discussions. Attendance and participation will be noted. You
are allowed to miss up to 25% of scheduled class hours and still receive a passing grade. In other words, if
you miss more than 7 classes you will receive a grade of “F” for this course—no exceptions. If during the
course of the semester you realize that something like a medical condition or a family emergency will
make you miss more than 7 classes you should withdraw from the course and take it at a later date. If you
miss a class meeting, you are responsible for getting any handouts and notes that you missed. Leaving
class early or coming in more than 1 hour late will count as having missed 1/2 of a class. Half of the
participation consists of 15 points for attendance (1/2 point for each class session). The other half of the
grade will assess the quantity and quality of your participation throughout the semester in class
discussions and small group activities.
TOTAL POINTS = 250
Grading Policy/Procedures/Criteria
Your grade will depend on the number of points you receive for attendance/participation and for completion of
the course assignments. Grades will be assigned using the following scale:
250 - 235 pts. = A
234 – 225 pts. = A-
224 - 215 pts. = B+
214 - 200 pts. = B
199 - 190 pts. = C+
189 - 175 pts. = C
174 - 160 pts. = D
²159 pts. = F
Goals/Objectives
(The bold numbers within square brackets “[…]” in this syllabus are the numbers of the
“Performance-Based Standards for Colorado Teachers” as adopted by the
Colorado Department of Education which are addressed by that course activity.)
The letters to the right of a standards reference denote the level of expertise
to which each standard is addressed I = Introductory, D = Developing, P = Practicing, S = Satisfying)
Theme A. Foundations
Philosophy of Education: Bases of U.S. School Curriculum [8.1I, 8.3 I]
Objectives: Participants in the course will …:
•
•
•
examine the various purposes, traditions, and goals which have characterized U.S. education
throughout recent history,
be knowledgeable of the bases for and content within various curricula used in U.S. schools, and
articulate their own views on and reactions to the various goals and purposes of U.S. education.
Theme B. Schooling and Society [8.1 I, 8.3 I, 8.2 D, 8.4 D]
History of Education: The U.S. Educational System and the Teaching Profession
Objectives: Participants in the course will …:
•
•
•
know how educational systems and individual schools interact within society and societal
organizations,
understand how the finance, governance, and organization of schools have changed over time,
and
understand how training and characteristics of the teaching force have evolved in the U.S.
The Structure of the U.S. Educational System: Educational Politics, Organization and Finance
Objectives: Participants in the course will …:
•
•
•
•
experience the political context of schooling,
understand how education is financed,
observe how schools are organized and governed,
observe how local school boards operate, and
7
•
understand how the primary players (e.g. parents, students, teachers, and administrators) interact
in local schools.
Theme C. Diversity (cultural, economic, ethnic, linguistic, religious, and gender) and Schooling
[8.2 I,8.3 D]
Cultural Diversity: Gender, Class, Privilege
Objectives: Participants in the course will …:
•
•
•
•
•
•
understand the definitions of and differences between race, class, ethnicity, culture, sexual
orientation, and gender,
be cognizant of their own social, cultural, and economic background and biases,
be familiar with the characteristics of students in contemporary schools,
encounter the existence of diversity in American public education,
identify personal biases related to their status, and
be able to articulate their own personal “diversity” experiences.
Language Diversity
Objectives: Participants in the course will …:
•
•
•
•
•
recognize the characteristics of linguistic diversity in society and schools,
understand the role of native language proficiency in functioning in society and in the acquisition
of cognitive skills such as reading, mathematics and writing,
be able to describe various models of language instruction for Limited English Proficient students
(TBE, ESL, bilingual maintenance, 2-way bilingual, immersion, submersion),
recognize the stages in and differences between primary and secondary language acquisition, and
evaluate the effectiveness of various models for language instruction for language learners with
varying linguistic needs.
Exceptional/Special Needs Children
Objectives: Participants in the course will …:
•
•
•
•
•
•
•
define “exceptionality,” and “special needs,”
know the conditions which characterize “exceptionality” and “special needs,”
differentiate between different categories of “exceptional” and “special needs,” in schooling,
recognize the legal requirements for schooling “exceptional” and “special needs” students,
be able to describe the steps involved in the referral and appraisal process,
be able to describe “inclusion” and “exclusion” in schooling, and
understand the components of an IEP.
Theme D. The Nature of Teaching [8.4 D]
The Teaching Profession
Objectives: Participants in the course will …:
•
•
•
•
know the characteristics of the teaching force,
understand the purposes of and the variety of professional organizations available to teachers,
understand the steps in the teacher certification process, and
be aware of the need for and issues involved in professional development.
Teachers’ Work
Objectives: Participants in the course will …:
•
•
•
•
•
•
understand the laws and administrative standards to which educators must adhere in the schools,
be aware of the ethical responsibilities of teachers,
understand the nature of teacher work (i.e., schedules, pacing, rhythm, and task variety),
know about the range of content knowledge for which teachers are responsible,
demonstrate understanding of parent rights and community interest in schools, and
understand how to interact with parents and children from diverse backgrounds.
Reasonable Accommodation: Any student eligible for and needing academic adjustments or accommodations
because of a documented disability should consult with the course instructor.
8
Topical Outline
Based on the Colorado Model Content standards, the course will be structured around the following general
questions:
Theme A. Foundations
Philosophy of Education; Bases of U.S. School Curriculum [8.1 I, 8.3 I]
Questions to be considered:
•
What is a curriculum?
•
•
•
•
What is (and has been) the purpose(s) of education/schools in U.S. society?
How does society value knowledge and schooling?
Who determines what should be taught and to whom?
How are various curricula instituted in schools?
Theme B. Schooling and Society [8.1 I, 8.3 I, 8.2 D, 8.4 D]
History of Education: The U.S. Educational System and the Teaching Profession
Questions:
•
•
•
•
•
•
•
•
•
In what ways do schools, social organizations, the political system, and American culture interact
and influence one another?
How do (have) changes in American society influence(d) the development of educational
systems?
What is the nature of school culture?
How have schools evolved into formal organizations?
What has been the role of teachers in formal and informal education?
How have the roles and tasks of teachers changed over the course of American history?
What characterizes teachers in the U.S.? Who becomes a teacher?
What roles do professional organizations play in the lives of teachers?
How has the nature of teachers’ work changed over the course of American history?
The Structure of the U.S. Educational System: Educational Politics, Organization and Finance
Questions:
•
•
•
•
How are schools organized?
Who controls schools, what authority do they exercise, and how is this applied?
Who are the primary “players” in schooling (parents, students, teachers) and what are their roles?
How are schools financed, i.e., who pays and how?
Theme C. Diversity (cultural, economic, ethnic, linguistic, religious, and gender) and schooling [8.2 I,
8.3 D]
Cultural Diversity: Gender, Ethnicity, Class, Privilege
Questions:
•
•
•
•
Who am I? How do I identify and deal with my cultural, economic, ethnic, religious and gender
identity?
How do culture, gender, class, sexual orientation, and privilege manifest themselves in American
schools?
How do teachers at the local level deal with individual and group differences in culture, ethnicity,
economics, language, religion, sexual orientation, and gender in schools?
How do teachers determine their role and responsibilities in culturally, economically, ethnically,
linguistically, religiously, sexually and gender- diverse situations?
Language Diversity
Questions:
•
What are the characteristics of language minority children in American schools?
•
•
•
What is the extent of linguistic diversity in society and the school population?
What impact does linguistic diversity have on society and schooling?
How do children acquire first and second languages?
9
•
What are the legal responsibilities for providing instruction to language minority students?
Exceptional/Special Needs Children
Questions:
•
•
•
•
•
Who should be taught?
What is an “exceptional” child?
What characterizes the population of “exceptional” children currently enrolled in schools?
What obligations do schools and teachers have toward “exceptional” children?
What are the differences between “exceptional” children and children with “special needs”?
Theme D. The Nature of Teaching [8.4 D]
The Teaching Profession
Questions:
•
•
•
•
•
Who becomes a teacher?
How does one become an educational professional?
What are the various categories of teachers?
What role do professional organizations play in the lives and work of teachers?
What constitutes professional behavior for a teacher?
Teachers’ Work
Questions:
•
•
•
•
What do teachers need to know?
What must teachers be able to do?
How do teachers interact with parents and the community?
What are the legal rights and responsibilities of teachers?
Reading List:
**These readings are required. They are on reserve in the Education, Diversity, and Equity library in the School
of Education, Room 344 and at the Reserve Desk in Norlin Library.**
AAUW Report. (1992). How schools short-change girls. Pp. 64-71.
Anyon, Jean. (1990). Social class and the hidden curriculum of work. IN Kevin J. Dougherty and Floyd M.
Hammack, (Eds.). Education and Society: A Reader. Fort Worth, TX: Harcourt Brace Jovanovich College
Publishers, pp. 424-437.
Anzaldua, G. ( 1987). La conciencia de la mestiza; Towards a new consciousness. San Francisco: Aunt Lute Books.
Bennett deMarrais, Kathleen & Margaret D. LeCompte. (1998). The Scientific Management of School. In The
rd
Way Schools Work: A Sociological Analysis of Education, 3 ed., pp. 74-79.
Burns, Peggy. (1996). Peer Sexual Harassment in the School & Reporting Child Abuse. A report published by
Education Compliances Solutions Group.
Cummins, James. (). The role of primary language development in promoting educational success for
language minority students. In Schooling Language Minority Students: A Theoretical Framework, pp.
3-49.
Deyhle, D. and Margaret D. LeCompte. (1994) Cultural differences in child development: Navajo adolescents
in middle schools. Theory into practice 33.
th
Dewey, John. (1998.) My pedagogic creed. In Kevin Ryan and James M. Cooper (Eds.), Kaleidoscope, 8 ed.
Boston: Houghton Mifflin, pp. 280-286.
Fine, Michelle. (1993). Sexuality, schooling, and adolescent females: the missing discourse of desire. In Beyond
Silenced Voices: Class, Race, and Gender in United States Schools. Lois Weis and Michelle Fine (Eds.). New
York: State University of New York Press, pp. 75-99.
Fitzgerald, . ( ) Views on bilingualism in the U.S.
Fordham, Signithia and John U. Ogbu. (1985). Black Students’ School Success: Coping with the “Burden of
‘Acting White’.” The Urban Review, 18(3), 176-203.
Freire, Paulo. (1974). Pedagogy of the Oppressed. New York: The Seabury Press., pp. 19-25, 57-74.
10
Garcia-Castanon, . ( ) Training hmong refugee students
Gibbs, N. ( 1995) Working harder, getting nowhere. Time. 146 (1).
Hirsch, E.D., Jr. (1998). The core knowledge curriculum—what’s behind its success? In Kevin Ryan and
th
James M. Cooper (Eds.), Kaleidoscope, 8 ed. Boston: Houghton Mifflin, pp. 179-184.
Horvat, Erin M. & Antonio, Anthony L. (1999). “Hey, Those Shoes Are Out of Uniform”: African American
Girls in an Elite High School and the Importance of Habitus. Anthropology and Education Quarterly, 30(3),
317-342.
Kozol, J. (1991). Savage inequalities: Children in America’s schools. New York: Harper.
Kurth-Schai, R., and M.D. LeCompte. (1994 ) Teaching as an exchange of gifts.
Mairs, N. ( 1986) On being a cripple. Plain Text Essays. Tuscon: U of AP.
Mantsios, G. ( 1987) Class in America: Myths and realities. In Racism and sexism: An integrated study. New
York: St. Martin’s Press. Pp. 72-85
McIntosh, Peggy. (1989). White Privilege: Unpacking the invisible knapsack. In Peace and Freedom,
July/August, pp. 10-12.
McNaught, B. ( 1983) Dear Anita: Late night reflections of a catholic homosexual. In On being gay: Thoughts on
family, faith, and love. New York: St. Martin’s Press.
National Information Center for Children and Youth with Disabilities (NICHCY) News Digest. (1993).
Questions and Answers about the IDEA. (Volume 3, Number 2), pp. 1-15.
Sleeter, Christine E. (1993). How white teachers construct race. In Cameron McCarthy and Warren Crichlow,
(Eds.). Race, Identity, Representation in Education. New York: Routledge. Pp. 157-171.
Vasquez, C. (1995 ) Appearances. In Rereading America: Cultural contexts for critical thinking and writing. New
York: St. Martin’s Press.
Weis, L., & Fine, M. (Eds.) (1993). Beyond silenced voices: Class, race, and gender in United States schools. New
York: SUNY Press.
Supplemental readings:
**The following are not required reading. This annotated bibliography is provided for those who wish to
explore these topics further**
Berliner, David C. and Bruce J. Biddle. (1995). American individualism and the powers of education.
Blumenfeld, Warren J., (Ed.). (1992). Homophobia: How We All Pay the Price. Boston, MA: Beacon Press.
Buckel, David S. (2000). Legal perspective on ensuring a safe and non-discriminatory school environment for
lesbian, gay, bisexual, and transgendered students. Education and Urban Society, (May 2000).
Collins, ( ) Black women and motherhood.
Crawford, J. (1991). Bilingualism in America: a forgotten legacy. In Bilingual Education: History, Politics
nd
Theory, and Practice, (2 ed.) Los Angeles, CA: Bilingual Education Services, Inc., pp. 18-30.
Gatto, John Taylor. (1992). Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling. Gabriola Island,
BC: New Society Publishers, pp. 1-21.
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