Class and Event Attendance and ParticipationAbsence During In-Class Graded AssignmentsLate Papers and Comments on PapersHonor CodeShort Writing AssignmentsExaminationResearch PaperAttendance, Class Participation and Tuesday Dialogue Questions COURSE SCHEDULE IntroductionWeek 1Tues., Jan. 11 Introduction - syllabusReading: There are no readings for the first day. Please review the syllabus. Thurs., Jan. 13 Introduction - serviceReading: Please review forms and information on service component on Jepson’s website : http://jepson.richmond.edu/students/current/forms/justice-student-courseguidelines-F10.pdf Why a Democratic Theory of EducationWeek 2Dialectic of FreedomDue: Group A Bb post and questions from readingReading: Greene, “Multiplicities, Pluralities, and a Common World” and “Education, Art, and Mastery: Toward the Spheres of Freedom”Due: Group A journalEducation and ExperienceReading: Dewey, “Traditional vs. Progressive Education,” “The Need of a Theory of Experience,” and “Criteria of Experience”Due: Group B Bb post and questions from readingLearning Praxis with the OppressedDue: Group C Bb post and questions from readingRights to a Just and Moral EducationDue: Group D Bb post and questions from readingReading: Nord, “Moral Disagreement, Moral Education, Common Ground” (Bb)Due: Group D journal Distributing Higher EducationWeek 7Due: Group E Bb post and questions from readingThe Injustice of Segregation in Richmond and in VirginiaTues., Mar. 15 Due: Group A Bb post and questions from readingThurs., Mar. 17 Reading: Pratt, “Eye of the Storm: The Busing Experiment, 1971-73” and “Separate but Equal Revisited: Transformation and Transition, 1974-89”Educational Opportunity in Modern AmericaDue: Group B Bb post and questions from readingDue: Group C Bb post and questions from readingThe Perspective of a TeacherDue: Group D B post and questions from readingSecond essay dueGlobal Justice and Civility – The Use of Education to Foster UnderstandingDue: Group E Bb post and questions from readingLeadership as an Application Thurs., Apr. 21 PresentationsLDST 205 JUSTICE AND CIVIL SOCIETY SPRING 2011 - COURSE SYLLABUS Instructor: Dr. Thomas J. Shields Office: North Court Hall, Room 305 E-mail: Phone: 289-8524 (office) [email protected] Office hours: By appointment Class meeting time Section 04 Tuesday, Thursday 12:00 p.m. – 1:15 p.m. and location: North Court, Room 105 INTRODUCTION This course explores justice and civility as they relate to contemporary public education and its impact on a democratic society. Students will tackle readings on the nature of civil society, theories of justice, and analyses of poverty as they relate to our system of public education. Combining an intellectual focus on social needs and justice in education with a community-based learning component, the course encourages students to develop their understanding of “leadership as service to society.” The course reflects the goals for the Jepson School: to educate students for and about leadership and to “motivate students to seek positions of leadership as a vehicle for service.” For more information please go to http://jepson.richmond.edu/students/current/forms/justice-student-courseguidelines-F10.pdf . SERVICE This course aims to foster reflective practice—by which persons do something and reflect upon it to learn from it, in turn transforming themselves and their actions. This requires that students apply critical thinking skills while at the service site and in class and that they consider their efforts in light of careful social and moral analysis. This three-credit course is divided between 45 hours of class time and 30 hours of community-based learning. This service should: • immerse students in a significant area of education in a manner that permits them to learn from those in need and those doing something about it; • involve students in direct, face-to-face contact with the person, people, or group being served; • take students off campus and, preferably, among people new and unfamiliar; • and, take place under the auspices of an organization with a supervisor committed and able to provide the student with professional orientation, guidance, counsel, support, and evaluation. I recommend the following education service sites for this course: Bensley Elementary School Build It Service Sites: • Henderson Middle School • Overby-Sheppard Elementary School • Youth Life Foundation of Richmond Highland Park Learning Center CHAT (Church Hill Activities and Tutoring)2 2 Communities In Schools Crestview Elementary School Friends Association for Children: Richmond Families Initiative Service Sites • Peter Paul Development Center • William Byrd Community House Summer Hill Elementary School Virginia Juvenile Correctional Center The following is a link to the explanation of the service sites with contact information http://jepson.richmond.edu/academics/practice/suggestions.html . For your information, here is a link for a checklist for the service site component: http://jepson.richmond.edu/students/current/forms/justice-student-todolist-S11.pdf . COURSE LEARNING PLAN Course Learning Objectives1. The student will learn about educational as service and be able to analyze questions of social justice. - The essential, overarching learning objectives of this course are the following: 2. The student should have an enhanced understanding of the concepts and practices involved in leadership in a pluralistic society. 3. The student should be familiar with the kinds of questions asked by educational and leadership scholars. 4. The student should have enhanced powers of critical analysis and increased capabilities of oral and written communication. COURSE IN ACTION This course seeks to actively engage you in the class, to challenge you to challenge yourself, your peers...and your instructor. In short, this is not a course for the passive or for those who want the teacher to provide all the answers. Employing a variety of teaching techniques, the course requires a high level of student participation in classroom activities and group discussions. You will be challenged to think critically and imaginatively about the course material. It is important to note that this course will be a shared intellectual