EDUCATION IN AMERICAN CULTURE

FALL 2004

EPE 301-005: Tues/Thurs 11am - 12:15pm, DH 353

EPE 301-006: Tues/Thurs 2pm-3:15pm, DH 331

Instructor: Theresa Winokur

Office: Taylor 143B

Office Hours: Tues. & Thurs. 10am-10:50am, 1pm-1:50pm and by appointment

Phone: (859) 257-7835

E-mail: [email protected]

EPE 301- Education in American Culture

This course is designed to be a critical examination of contending views, past and present, regarding the nature and role of educational institutions in American society.

Course Description:

EPE 301 explores the context of teaching and learning in American society, both within and outside of the classroom. EPE 301 critically examines different perspectives on education and culture, explores anxieties and aspirations about schools, the ways popular culture influences schooling, and the impact of race, class, gender, ethnic, and regional dynamics, both past and present, on teaching and learning. EE 301 considers what roles schools play in constructing and perpetuating both inequalities and opportunities as well as the specific dimensions and practices of schools which marginalize or privilege particular groups of people.

Goals for Student Learning:

· To promote skills of critical analysis by examining historical and contemporary debates about the nature of schooling and education in American society.

· To develop the ability to evaluate educational policies, structures, and processes for their differential impact on groups.

· To critically analyze differing historical and contemporary definitions of education and culture.

· To understand the social, economic, and political dimensions of schools that shape the possibilities of education.

· To explore the ways in which race, class, gender, ethnicity, rurality, and nationality mediate student and teacher subjectivities and shape the processes and organization of schooling.

· To develop an increased awareness of what it means in school cultures to be a person of our own gender, race, class, etc., as well as understand how these categories affect those who are different from us.

Students will be encouraged to do the following: share their own experiences and ideas with the class (while respecting others), sharpen their critical thinking skills, refine their research, writing and presentation techniques and expand their perspectives on education’s impact on American society as well as on their own experiences.

REQUIRED READINGS

Gatto, John Taylor. (2001). A Different Kind of Teacher: Solving the Crisis of American Schooling. Berkeley, CA: Berkeley Hills

Books.

Noll, James Wm. (2004). Taking Sides: Clashing Views on Controversial Educational Issues. Guilford, CT: McGraw-

Hill/Dushkin

***Reading Packet available at Johnny Print.

***Additional readings may be assigned throughout the semester.

CLASSROOM POLCIES

Attendance and Participation: Attendance and participation are essential. The whole class benefits from and deserves consistent active participation from all students. Therefore, regular attendance will be taken and more than 3 unexcused (see Student Rights and Responsibilities guidelines) absences could result in a deduction of the final grade. Five or more unexcused absences may result in the student’s withdrawal from the course.

***If you are absent because you are an eligible UK athlete or if you are on a UK-sponsored trip for other classes, or if you are observing major religious holidays – these are excused absences. BUT these dates must be presented to the instructor at least one week prior to each absence(bring schedules signed by the coach/moderator). Only for these and other excused absences (with documentation) will the instructor make accommodations for make-up assignments and/or exams. Please refer to UK’s Student Rights and Responsibilities, which is available online at: http://www.uky.edu/StudentAffairs/Code/.

Cheating: Students are encouraged to work with others and with the instructor in and out of the classroom, but all students are expected to submit their own work out of respect for the integrity of the educational process. Cheating will not be tolerated. Penalties range from automatic “E” in the course to expulsion.

Grading: Each student’s work will be assessed as fairly, comprehensively, accurately and as quickly as possible. The next section of this syllabus outlines the overall percent values of each component of the course, but more details will be provided as projects are assigned.

COURSE COMPONENTS

Quizzes (10% of final grade): Of 11 quizzes, the lowest grade will be dropped.

Education in the Media Project (10% of final grade): Students will write an essay (3 page minimum) that analyzes education or education-related messages/images from popular media: books, film, TV, radio, advertising. (See Media Project Guidelines.) Due in class on Tuesday, Nov. 23.

Education in the Media Project Presentation (10% of final grade): Students will deliver an oral presentation based on their essay. Each student will have approx. 5 minutes for speaking, audio visual aids, etc. Presentations on Dec. 7 and 9.

In-Class Debates (20% of final grade): Students will argue for/against positions on issues assigned from the Taking Sides text. On the pre-assigned date for each issue, two opposing teams will each present a 20-minute argument using the text AND outside research. On debate days, the whole class is required to read the Taking Sides selections. Debate dates will be scheduled throughout the semester. Topics will be assigned by lottery.

Field Experience Reflection (10% of final grade): A field placement of 15 hours is required of all EPE 301 students. Students must choose a non-formal education setting as their site from a list included in this syllabus or an appropriate site of their choice, with the instructor’s approval. Students are responsible for contacting the agency and arranging their own schedule. The assignment will consist of four 2 full-page reflections on the field experience, using the guidelines to be provided. Due dates for each essay: Sept. 21, Oct. 26, Nov. 16 and Dec. 7.

Midterm Exam (25% of final grade): There will be an in-class midterm exam in a short answer and essay format. The exam is scheduled for Thurs. Oct. 14 (Friday Oct. 22 is the last day to withdraw a class).

Final Exam (15% of final grade): The final exam will be a take-home short answer and essay format. The exam will cover assigned readings, notes, and classroom discussion. Final Exam due by 2:15pm on Thursday, Dec. 16 IN MY OFFICE.

TENTATIVE SCHEDULE OF READINGS & ASSIGNMENTS

Students should be prepared to discuss reading assignments on the day those readings are listed.

WEEK 1

Aug. 26: Introductions, distribution and discussion of syllabus.

WEEK 2

Aug. 31: Packet: “The Influence of Teachers,” by Mihaly Csikszentmihalyi and Jane McCormack in

Kaleidoscope: Readings in Education.

“The 7 Lesson Schoolteacher” by John Taylor Gatto in Dumbing Us Down.

Sept. 2: Packet: “Who’s in Charge? Federal, State, and Local Control” by Michael W. Kirst in Learning from the

Past.

WEEK 3

Sept. 7: Packet: “Americans and Their Schools,” by Henry Perkinson in The Imperfect Panacea.

“The Evolution of the American Public School,” Chapter 2 of Panacea.

Sept. 9: Activity Debate Prep: “How Do I Make an Argument?”

WEEK 4

Sept. 14: Textbook: From A Different Kind of Teacher, pp. 1-46.

Sept. 16: Textbook: From A Different Kind of Teacher, pp. 49-82.

WEEK 5

Sept. 21: Textbook: From A Different Kind of Teacher, pp. 83-132.

DUE: Field Experience Essay #1

Sept. 23: Textbook: From A Different Kind of Teacher, pp. 133-157.

WEEK 6

Sept. 28: Textbook: From A Different Kind of Teacher, pp. 171-199.

Sept. 30: IN-CLASS DEBATE # 1 (Issue 5)

WEEK 7

Oct. 5: Textbook: From A Different Kind of Teacher, pp. 200-226.

Oct. 7 Textbook: From A Different Kind of Teacher, pp. 158-167.

WEEK 8

Oct. 10 Textbook: Wrap-up A Different Kind of Teacher

Oct. 14 MIDTERM

WEEK 9

Oct. 19 Packet: 'Gone With the Wind': The Invisibility of Racism in American History Textbooks, From Lies My

Teacher Taught Me.

Oct. 21 Film: "Separate But Equal"

WEEK 10

Oct. 26 Film: "Separate But Equal"

DUE: Field Experience Essay #2

Oct. 28 Film: "Separate But Equal" (conclusion and discussion)

WEEK 11

Nov. 2 NO SCHOOL!!! ELECTION DAY!!! GO OUT THERE AND VOTE!!!!!

Nov. 4 IN-CLASS DEBATE # 2 (Issue 14)

WEEK 12

Nov. 9: Textbook: From Taking Sides, Issues 1 and 2, pp 2-32

Nov. 11 Textbook: From Taking Sides, Issue 11 pp 194-214.

WEEK 13

Nov. 16 Textbook: From Taking Sides, Issue 8 and 9, pp 132-168

DUE: Field Experience Essay #3

Nov. 18 Textbook: Wrap up Taking Sides

WEEK 14

Nov. 23 IN-CLASS DEBATE # 3 (Issue 20)

DUE: EDUCATION IN THE MEDIA PROJECT (MIN. 3-PG ESSAY)

Nov. 25 NO SCHOOL!!! Thanksgiving break.

WEEK 15

Nov. 30 IN-CLASS DEBATE # 4 (Issue 17)

Dec. 2 NO CLASS: Work on presentations, complete final field experience hours, etc. I will be available in

my office during class time & office hours.

WEEK 16

Dec. 7 PRESENTATIONS: Education in the Media

DUE: Field Experience Essay #4

Dec. 9 PRESENTATIONS: Education in the Media

FINALS WEEK

Dec. 16 (THURS) ***TAKE HOME FINAL EXAMS ARE DUE BY 2:15 PM IN MY OFFICE.

SPECIAL PROJECTS: EDUCATION IN THE MEDIA PROJECT

If you've ever seen “School of Rock”, if you've read “Tuesdays With Morrie,” even if you've thrown away all those "Back to School" ads in the Sunday paper - but especially if you can admit ever watching Saved by the Bell, then YOU can do this assignment.

In our media-driven culture, we often find ourselves in the role of audience. Of the hundreds, even thousands of images and messages we receive every day, how many have anything to do with education, schools or learning? Are the issues of schools, students, education or learning evident in popular media? How are these issues portrayed? What about images or messages that have to do with other, particularly more controversial or popular, subject matters: race, gender, social class, the economy, health, wealth and happiness to name a few. Even when the subject is not specifically focused on these topics, can you somehow interpret them as having connections to education or educational issues?

Take some time to reflect on the images you receive. How do you receive these messages? Do you get them from television shows? Films? Music? How about from advertising? In a 3-page essay (full 3 page minimum), you must: (1) identify the message; (2) discuss the medium it was received in; and (3) demonstrate its connections to historical or contemporary educational issues.

Your essay topic is due by Thursday, October 21; The essay is due in class on Tuesday, Nov. 23.
You will be doing presentations on your essay Dec. 7 & Dec. 9 (order of presentations by lottery). Be creative in you presentations – this isn’t a book report or a movie review. You may use PowerPoint, A/V equipment, anything you can think of within reason to make your point.

Some Examples:

Movies: Heathers, Higher Learning, Stand and Deliver, PCU, Kindergarten Cop, School Ties, Election, Blackboard Jungle

TV Shows: Beverly Hills 90210, Saved by the Bell, Boston Public, Felicity, South Park

Print: Back-to-School ads, political cartoons, popular magazines.

Books/Plays: Pygmalion, Harry Potter, Catcher in the Rye, Up From Slavery, The Chocolate War, The Catcher in the Rye

SPECIAL PROJECTS: DEBATES

Students will argue for/against positions on issues assigned from the Taking Sides text. On the pre-assigned date for each issue, two opposing teams will each present a 20-minute argument using the text AND considerable outside research. Students will select their own teams of 3-4 students. On Thursday, September 2, teams will be assigned their topic and their position (pro-con) by lottery. Class time will be allotted to discuss argument and research strategy.

On debate days, the rest of the class is required to read the assigned Taking Sides selections and prepare at least 2 questions or comments for each position (pro-con).

SPECIAL PROJECTS: FIELD EXPERIENCE

Possible Field Placement Sites/Projects

EPE 301 requires 15 hours in field research/placement. In order to help you plan and set up your field placement for 301, the following list of field placement sites used by former 301 students might be a helpful starting point. This list is by no means exhaustive nor are you limited to these specific agencies. This list is only a departure point to help you to think about the possibilities for your EPE 31 field work. You are strongly encouraged for the purpose of this field experience to participate in a non-classroom educational setting, for example, community education programs, social services agencies, after school programs, literacy programs, etc. Students are also expected to use this placement as an opportunity to gain a familiarity with groups that differ from your own racial, ethnic, or class background. There are lots of possibilities out there so choose one that matches your interests and/or allows you to have contact with different approaches to education.

You may also complete this requirement by doing field-based research. You might, for example, observe school board or site-based council meetings; interview teachers, students, or administrators; conduct oral histories; analyze the effects of funding on local schools; examining various educational practices and policies such as gender and racial dynamics in sports or other aspects of student life.

All of the agencies listed below are located in Fayette County. However, you may do your field placement in other communities. Some students have also observed at multiple sites for their field projects. I would suggest that you call each agency directly or visit their website for further information. You need to begin this process as soon as possible. In many agencies, most of your time will probably consist of observation. However, some agencies will allow more active involvement. All placements projects need to be approved by the instructor.

Your Field Experience Placement Letter (distributed separately) is due in class on Thursday, Sept. 16.
Your Field Experience Essays (see Topics on last page of syllabus) are due 9/21, 10/26, 11/16 and 12/7.

FIELD EXPERIENCE SITES

UK Office of International Affairs: Cross-cultural workshops.

A variety of activities, simulation games, etc. with the goal of learning more about different cultures. American students are needed and urged to attend. Apply in 203 Bradley Hall or www.uky.edu/intaffairs/forms/index.htm

UK Ethnic Dialogues are groups of UK students, faculty and staff who agree to meet to discuss issues of race. For more information www.uky.edu/ILC/html/dialogues or call John Lindsay 252-7781.

International Conversation Hour meets Thursdays from 6 to 9 at the M.I. King Center in the Student Center so international students can practice their English. American students are encouraged to attend. During the semester they sometimes meet to walk to a restaurant. For a complete schedule of their plans write [email protected]

The Lexington Youth Leadership Academy needs mentors for their community mentoring program for high school students. Contact [email protected]

Operation Read and ESL tutor training program. Call 254-9964 or [email protected]

First Link – referral service for volunteer opportunities in the community. 313-LINK.

Democracy Resource Center, 276-0563. www.kydrc.org

Lexington Hispanic Association – www.hulex.org, 254-4248.

The National Conference for Community and Justice. Bluegrass at Nccj.org, 255-9339

***21st Century Community Learning Center, after school program for Booker T., Cardinal Valley and Leestown. Needs a variety of student volunteers for a range of activities. Contact: Regina Berry at 396-2741.

Neighborhood Empowerment Centers: Cardinal Valley Center, East End, West End, and Gainesway.

YWCA/YMCA, a variety of programs and locations.

Carnegie Center for Literacy and Learning.

Various local chapters of Kentuckians for the Commonwealth. A variety of activities to promote social and education justice. Lexington office 254-3585.

Kentucky Fairness Alliance

Russell Cave Elementary – Hosts program

Adult Education Program

AIDS Volunteers of Lexington

Bluegrass-Aspendale Teen Center

The Hope Center (homeless shelters)

Family Resource Centers (at a variety of different schools)

Family Care Center

The Nest (child abuse prevention)

Salvation Army Day Care/Kindergarten/shelter/youth programs

Virginia Place

Planned Parenthood

Lexington Fayette County Health Department

Manchester Center

Winburn Middle School

Robert H. Williams Cultural Center

Parent’s Place

Living Arts and Sciences

Lexington Children’s Museum

High Street Neighborhood Center

Moveable Feast

Micro City Government – teen clubs/after school programs/day care

Kentucky Disabilities Coalition

Kindercare

Multicultural Arts and Recreation Services, 258-2913

Lexington Speech and Hearing Center

Big Brothers/Big Sisters of the Bluegrass

Woodbridge Academy

Adult Literacy- Operation Read

Special Education programs

Spanish immersion programs at Maxwell Elementary and Bryan station Middle

Lexington-Fayette County Health Department-Resource Mother Program-for pregnant and parenting teens

University of Kentucky:

International Affairs

Minority Affairs

Women’s Studies

African American Studies

Health Education Programs for Students

M.L.K. Cultural Center

FIELD EXPERIENCE ESSAY GUIDELINES

EPE 301-Fall 2004

As you conduct your field participation/observation this semester, keep some of these guidelines in mind. For your field experience essays, you must answer 4 of these questions. Each essay must be at least 1 1/2 to 2 pages in length. Use any of the readings we have done or discussions we have had to spark your insight and analysis for incorporating your experiences and observations into these essays. Essays are due 9/21, 10/26, 11/16 and 12/7.

1. Thinking as an anthropologist, what is the culture of the organization/activity? Reflect on the effects (positive or negative) of class, race, and gender in this organization. If there are no obvious effects, why?)

2. What are the patterns of authority, decision-making or policy-making?

3. What cultural beliefs, norms or ideologies are apparent in this setting? (Ex. You are working in a religiously affiliated or politically affiliated organization. What patterns exist because of this?)

4. What are your reactions to the educational work conducted in your organization? Does it confirm or contradict your own beliefs, understandings or practices?

5. Take the role of the participants/clients of your organization. How might they view their educational experience? How might they rate the overall effects of the organization?

6. Does the way your organization/activity runs complement or conflict with other institutions within our culture?

7. How do different groups see your organization? Are they critical? Why? Are they supportive? Why? (Groups like parents, competing groups, government officials, academics, etc.)

8. What might be the historical or political factors (locally or nationally) that may have led to the existence of your organization or organizations like yours?

9. Is your organization/activity fighting for a cause? What cause? Is it a successful one?

10. How does your organization's educational mission fit in to the current system of education? Is it contradictory to it? Is it already a part of the larger educational system? Does it serve a complementary or preparatory purpose to the larger educational system?

11. How is your organization funded? Through profit (like fees, tuition, etc.)? Local, state or federal grants? Private donations?

12. Does your organization have a mission statement? Without repeating exactly what the mission states, in your own words, what is your organization's mission? How do your organization's activities measure up to the mission? Is it achieving it? Or not meeting the goals at all?

13. Are you pursuing an activity that could serve to create good citizenship?

14. Is your organization/agency/activity part of a larger organization? What role does your part play in the larger scheme of things? Is your group/agency constrained at all by the rules and regulations of the larger organization?

15. Does your experience in this organization/activity in any way reflect your own personal beliefs, desires or expectations about your role in education?

16. What purpose does your organization/activity play in society? Do you perform a service? Do you participate in the shaping of minds (young or old)?

17. How do people treat you, knowing you work with this organization/activity? Does it add value to your life? Do you take any slack for it (not cool, or represents another belief system, etc.)

18. Does your organization/activity have an effect/impact on your own educational goals? (Ex. Does it fuel your desire to teach? Would you like to pursue a permanent career in this area?) Why or why not?

19. How does this organization/activity fit in to your experience of this class (EPE 301)? To answer this question, you must also explain what you think of this class. For example, what it may or may not be helping you to achieve. You must also assess its value to the rest of your program/major and express how the field experience complements or conflicts with the purposes you believe this class sets out for you.