Marquette University – College of Education Critical Inquiry into Contemporary Issues: Developing a Knowledge-base for Teaching in a Diverse Society EDUC 3240 – Fall, 2009 Schroeder 132, 11:00 – 12:15 Instructor: Martin Scanlan, Ph.D. E-mail: [email protected] Phone: 414-288-4434 Office: Schroeder Health Complex, 116F, by appointment Required Texts ⇒ Banks, J. & McGee Banks, C. A. (2007). Multicultural Education: Issues and Perspectives. 6th Edition. Danvers, MA: Wiley/Jossey-Bass Education. ⇒ Rethinking our Classrooms: Teaching for Equity and Justice, Vol 1, New Edition. (2007) Rethinking Schools Publication. ⇒ Other required readings will be available electronically on the D2L course web site. This site will also be used for various administrative tasks (e.g. discussion forum, assignment submission and grading, group coordination, quizzes). Course Overview This course presents a critical social analysis and critique of current issues in elementary and secondary education. As our democratic nation becomes more culturally diverse, educators benefit from critically examining the history and current practice of compulsory education. Teaching can be understood as a process of critical social critique and inquiry. Using communication, critical reflection, and current technology, EDUC 3249 conducts this critique around multiple dimensions of diversity. Prerequisite: EDUC 008/1210 Developing teachers as agents of critical inquiry, social justice, and activism is central to this course and to the teacher education program of Marquette University. At the end of the course, students will have a better understanding of the complexity of schooling in today’s increasingly diverse society and a clearer understanding of teaching for social justice and of engaging in the activism required for meaningful educational change. EDUC 3249 fulfills the Diverse Cultures requirement of the Core Curriculum, and is part of Marquette’s “Manresa Project for the Theological Exploration of Vocation.” The vocational discernment explored in this course is personal response to the call to activism in society.Page 2 of 10 Intended Learner Outcomes: Through this course participants will… 1. Develop a clearer sense of social and policy issues affecting education in America. Particular focus is given to the following topics: Critical pedagogy Gender/Sexual Diversity & Schooling Culture & Schooling Bilingual Education / Linguistic diversity Race & Schooling Stratification: Testing/Tracking Class & Schooling School Choice/Vouchers 2. Understand how these social and policy issues impact students and families across multiple dimensions of diversity. 3. Incorporate quantitative reasoning skills to better understand inequity in schooling. 4. Reflect on personal experiences in relation to these social and policy issues. 5. Explore classroom, school, and community responses to inequities and injustices associated with multiple dimensions of diversity. 6. * Identify differences and similarities in communication, values, practices, and beliefs between one’s own culture and other cultures. 7. * Explain how categories of human diversity (such as race, gender, ethnicity, and disability) influence personal identities and can create structural and institutional inequity. 8. * Critically reflect upon one’s personal and cultural presuppositions and how these affect one’s values and relationships. *Note: these outcomes are identified as Common Core Diverse Cultures Outcomes Student Responsibilities: Grade component Percent of final grade Due Date 1. Attendance / Participation 10% Ongoing 2. Reflective Journals (5) 10% Throughout semester 3. Quizzes / Exams (5) 40% Throughout semester 4. Critical Issue Presentation 20% Throughout semester 5. Critical Issue Paper 20% 10/8 or 11/12 All work will be done with academic integrity as described in Marquette University Policy (http://www.marquette.edu/rc/academichonesty.shtml). A = Excellent (94 – 100%) AB = 90 – 93% B = Satisfactory (84 – 89%) BC = 80 – 83% C = Minimally acceptable (70 – 79%) F = Failure (below 70%) Unless prior arrangements have been made, late assignments are downgraded a point per day. Attendance / Participation (10% of grade) Given that most learning takes place via discussion, activities, and other experiences in the classroom, please attend all class sessions, arrive on time, and stay the entire class. Participation in class requires coming prepared and will include leading discussions, role-playing, and actively listening to colleagues. Successful class discussions involve tolerance and respect for the diversity of opinions expressed by your colleagues.Page 3 of 10 Participation and attendance will be graded pass/fail daily. An unexcused absence or weak participation results in failing grade. Three failing grades in participation / attendance results in a reduction of one letter grade in this area and a mandatory conference. Additional failing grades may result in a reduction of two letter grades or removal from the course. Reflective Journals (10% of grade) Five times throughout the semester students will submit reflective journal entries. These entries will be in response to guiding questions. Entries will typically be a few paragraphs long (max= 750 words). These will be submitted online in the survey section of D2L, and graded pass/fail. Formal Assessments (40% of grade) Students will be assessed through 3 quizzes and 2 tests (midterm, final exam). These assessments will focus on content knowledge and understanding of the issues from readings and class discussions. Critical Issue Presentation (20% of grade) Students will research and conduct a class presentation and activity on a core issue. Comprehensive directions and scoring rubrics for this presentation are in Appendix A. Critical Issue Paper (20% of grade) Students will independently write a research paper on another issue. Comprehensive directions and scoring rubrics for this paper are in Appendix B. Critical Issue Presentation Paper Race 9/22 10/8 Class 9/29 10/8 Gender / Sexual Diversity 10/8 10/8 MIDTERM Stratification 10/27 11/12 Linguistic Diversity 11/5 11/12 School choice / vouchers 11/12 11/12 ------- Guiding ethos: This course is aligned with the mission of the School of Education, which promotes an Ignatian view of educators as