Transcript Approaches To Making Strategy

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Not all slides are included.
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Core content is always provided.
Welcome to EPS 201/202 FOUNDATIONS OF EDUCATION
Professor Jeanne Connell
The study of the relationship between school and society.
If you missed class on Tuesday, be sure to get a HANDOUT
with the basic course information, available upfront.
Go to lecture website to obtain the Unit 1 reading
assignments (weeks 1-6) and full course information.
Questions 2 & 3 will be examined today EPS 201/202:
1. Who should be educated and how?
2. What essential knowledge and values should each student
learn in school?
3. Who should control the curriculum and for what purposes?
4. When, where, and how should education be delivered?
Course Requirements
DATES!!
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5 Thursday Lecture Responses (maximum of
10 points)
 (2 pts. each for a total of 10 pts) P/F
10%
Dates for Lecture Writes: 2-10, 3-17, 3-31,
4-7, 4-14; extras to accommodate for
absences: 4-28, and 5-3. These dates are
located on the Reading Table.
2 Exams
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40%
Exam 1 (20%) Monday, Feb. 21 , 7-9 PM
Exam 2 (20%) Monday, April 4, 7-9 PM not the 5th!
Professor Steven Tozer, UIC
Main Author of
School and Society
EPS 201/202 McGraw-Hill Reader
“If foundations instruction is to have a genuine impact
on teachers’ meaning construction in professional
practice, the students must be engaged in forming
and articulating meaning for themselves in their
social foundations coursework” (Tozer, 1993).
Opportunities to articulate meaning: Short essays on
exams, writing in lecture, and writing in discussion
section.
In lecture I will ask you to write and to share
your responses with the class. Responses
include volunteers and cold call—so be ready.
Struggles to write, is struggle with thought itself.
Philosopher John Dewey notes that–
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“Critical thinking originates in the learner’s
engagement with problems.”
“Students need an environment that encourages
inquiry, exploration, discussion, debate, and ways to
express themselves.”
2. What essential knowledge and values should
each student learn in school?
3. Who should control the curriculum and for what
purposes?
Core Questions:
Knowledge and values?
Who is in control?
What purposes?
What standards should be included in history in Virginia?
What do you think about the process of coming to a consensus?
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Frontline PBS–State of Virginia debates history standards.
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The committee contains teachers, curriculum specialists, state
board of education representatives.
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http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/video.html
“Texas Conservatives Win Curriculum Change”
Texas Board of Education (elected board)
2010 Modified the recommended history, social studies,
and economic standards developed by educators.
Some of the changes recommended by the
Texas State Board of Education:
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Call into question separation of church and state and the
secular nature of the American Revolution.
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Study of the conservative resurgence of the 1980s and 1990s.
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Study of violent philosophy of Black Panthers as part of the
Civil Rights movement, and votes in Congress on Civil Rights
that Republicans supported.
Remove Jefferson from the list of figures who inspired
revolutions in the 18th and 19th centuries.
Report on MSNBS on Texas School Board
http://www.youtube.com/watch?v=TG-aVBfd4C8
“Texas Conservatives Win
Curriculum Change”
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Except for debates over teaching evolution, it is rare
for a board to make these kinds of changes.
Reason given: “adding balance” “academia skewed
to the left”
Response: Many students, teachers, and scholars
objected to many of the changes.
Bigger story: Texas is a large textbook market and
influences textbooks nationwide.
What forces help to explain the changes
made in the learning standards in Texas?
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Religious interests--in questioning the
separation of church and state
Political Structure--Laws in Texas give an
elected board power to changes a
recommended curriculum.
Politics--Votes were made according to
political party.
Spring “Curricular Standards and the Political
Nature of Knowledge” (232)
A CONTESTED PROCESS
Knowledge is not politically neutral.
Scholars do not always agree.
Content in subject matter is selected, thus some
subject matter is always left out.
STATES MUST DETERMINE: What knowledge is
most valuable to students?
For what purposes do we educate in America?
A list of some common purposes of schooling,
covering social, political and economic needs.
(see Arends et al. on HOMEPAGE).
1.To teach basic academic skills.
2.To build student self-esteem.
3.To promote critical thinking
skills.
4.To teach cooperative skills.
8.To transmit our cultural
heritage.
9.To preserve our cultural
richness and diversity.
10.To promote national unity.
11.To build a strong economy.
5.To promote equality of
opportunity.
6.To prepare students for college.
7.To prepare students for work.
12.To promote social justice.
13.To promote global
understanding.
14.To combat social problems.
15.To provide social services.
Economically and culturally complex societies
sponsor schools to provide children with experiences
vital to the continuation of their way of life.
PERPETUATION of SOCIETY
What is the nature of the society?
What resources are available?
Which facts seem the most crucial?
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Population (2001 estimate). 26,813,000
Main Ethnic Groups: Pashtun 42%, Tajik 27%, Hazara 9%,
Uzbek 9%, Minor Ethnic Groups 13%
Religions: 80% Sunni Muslim, 19% Shi’a Muslim, 1% Other
Languages: Dari (Afghan Persian) and Pashto
Education: Approximately 6 million children, of whom some 30%
are girls enrolled in school during 2007, 7 million not attending.
 Literacy: (2007 estimate) 28% Overall
43% Male
13% Female
Health: Infant mortality rate: 157.4 /1,000
 (2000) Life expectancy
43.6 yrs. (male)
43.9 yrs. (female)
Work Force: Mostly in rural agriculture; number cannot be
estimated due to current conflict
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Educate students for:
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CONTINUITY Continue traditions
 Which ones?
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IMPROVING SOCIETY
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MEET CHALLENGES Unknown future, lifelong learning
What are the 3 general purposes of
schooling identified by Arends et al.?
1. Developing human potential
2. Socialization --Political and cultural
3. Improving society (to live up to its ideals)
Arends asks you to consider: What purposes of
schooling do you see yourself working for?
1. Developing human potential-Each
individual to their fullest potential.
Who should come first?
Interests and talents are nurtured.
Problems? Limited Resources
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Directly Special Programs (like Magnate Schools,
Special Education, extra-curricular activities which
focus on certain talents) or
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Indirectly (Holding everyone to high standard-reward those who achieve, but that assumes
everyone receives high quality schooling)
How is political
socialization
defined?
2. Two types of Socialization – “Fitting in”
a) Political Socialization (Dominant viewpoint is taught)
Shared belief in the political process.
Learn how to be a citizen (active or passive?).
Democratic societies are characterized by political freedom,
which means citizen can critically examine the government
policies and practices.
Think about how you learned about democracy and citizenship
in school (history, Student Government, responsibilities as a
member of a school community, awareness of current events)
What are the facts of the case of
history teacher Anthony Digilio?
Political
Socialization
Embrace and
believe in our
political process.
What is our
political
process? What
is the role of the
citizen?
Most distinctive feature of
liberal democracy:
Citizens need to have virtues that combine to
create the ability and willingness to question
political authority and to engage in public
debate (public reasonableness rather than selfinterest, persuasion, compromise).
“consent of the governed” “whose voice is heard?”
What is the role of schools in preparing citizens?
What questions need to be answered in order for
the school board to assess his performance as a
history teacher?
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Students enjoyed history
Class visited the homeless
Discussed the environment
Uses innovative methods
Speaker on Vietnam War
Raises awareness of injustices
Took students to antiwar rally
Some parents complain that he is brainwashing students
to his views.
Some parents praise him for making history relevant.
What are the facts of the case of
teacher Anthony Digilio?
Is he
following the
curriculum?
How is cultural
socialization defined?
2. Two types of Socialization – “Fitting in” “cultural tool box”
b) Cultural Socialization– set of common beliefs, language,
behaviors, and norms.
What is basic, required?
Presents a challenge in a pluralistic society
—how much assimilation is required?
Ethnicity and cultural differences influence
our relationships in society.
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The US is becoming a more multicultural society
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School Population:
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58%
19%
16%
4%
1%
2%
White
Latino/Hispanic
African American
Asian
Native American
Other
How is reconstruction
of society defined?
3. Process of social renewal towards the ideals of democracy
Reconstructing or Improving society—
“teaching for social justice” “social reform” 2 definitions!
Reform minded political socialization by giving students a deep
appreciation of democratic processes and motivating them to help
solve social problems (racism, sexism, poverty, environmental
destruction). Experience through SERVICE LEARNING
PROJECTS
OR
 A more critical view of reconstructing society is to teach students
to confront the fundamental social and economic arrangements
that oppress certain groups in society. MORE
CONTROVERSIAL (seeming to be too critical)
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What are the 3 purposes of schooling identified by Arends et al.
All require clarification of meaning.
Can you define the 3 purposes and discuss some of the controversies
surrounding how these purposes are interpreted?
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1. Developing human potential
 Each individual to their fullest potential
 Interests and talents are nurtured BUT LIMITED $$$
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2. Socialization --Political and cultural
 1. Citizenship and
 2. Cultural Behaviors/Values (Western, White, Middle-Class,
Multicultural)
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3. Improving society
 1. Help solve social problems and
 2. Correct injustices and change political, economic, and social
institutions (more radical)
Arends asks you: What purposes of schooling do you see yourself working for?
What purposes are indicated as important
in Obama’s Proposal to Reauthorize ESEA
2010 “Race to the Top”
President Obama’s Opening Letter
Every child in America deserves a world-class education.
Today, more than ever, a world-class education is a prerequisite for
success. America was once the best educated nation in the world. A
generation ago, we led all nations in college completion, but today, 10
countries have passed us. It is not that their students are smarter than
ours. It is that these countries are being smarter about how to educate
their students. And the countries that out-educate us today will outcompete us tomorrow.
By 2020, the United States will once again lead the world in college
completion. We must ensure that every student graduates from high
school well prepared for college and a career.
A world-class education is also a moral imperative – the key to securing a
more equal, fair, and just society. We will not remain true to our
highest ideals unless we do a far better job of educating each one of
our sons and daughters. We will not be able to keep the American
promise of equal opportunity if we fail to provide a world-class
education to every child.