Transcript Slide 1

Ideology Drives Everything!
What does democracy mean?
Should we be seeking to fulfill its ideals? We have made some
progress, such as ended legal segregation, opened curriculum for
girls, worked toward services for students with disabilities.
What kind of society are we? History shows we have struggled with
implementing our ideals of equality, freedom, equal opportunity in society,
equal opportunity in public schools. What is the role of education and
educators in this struggle?
2 Big influences. Which one dominates today?
Democracy—role of schools-prepare students for citizenship.
Political participation-voting, feedback to government, vote “bums out”
Sense of Community-our social connections, cooperation with others,
and our concerns for social problems
Rights and Freedoms—know what they are, make choices for ourselves,
rights for all.
Meaning of democracy for Dewey and Freire?
Capitalism—role of schools-prepare students for work. Right of individuals to
control their economic destinies. Profit, bottom line, rewards (cash),
efficiency, competition, global markets ….. Business ideas in R2T: has
schools compete for grants, merit pay for teachers, and more charter schools.
A Liberal Democracy
“Right of the people to alter…” (Declaration of
Independence) This is the 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
self-interest, persuasion, compromise).
“unalienable rights” “consent of the governed”
How powerful do you feel as a citizen?
Public Schools Can Be Influenced by Policies
—so we have an opportunity to correct historical
injustices and inequalities in education if we want to.
“What seems most important today is that
we garner the political will to critically
examine together every philosophical and
pedagogical insight that might move us
toward greater social justice, human rights,
and economic democracy.”
Antonia Darder, 2004
Three Main Purposes of Schools Spring Chapter 1
Transmission and Reconstruction (debated)
Dewey (radically different from social efficiency or functionalism, but
within a modern liberal frame, new pedagogy) and
Freire (radical change in institutions, new pedagogy).
Both believe in the reconstructive role of schools, but can’t do it alone.
1. Political
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Prepare citizens
Americanize immigrants
Why
educate?
2. Social
Teach mainstream
behaviors and values

Address social problems

3. Economic
Invest in training the workforce

Human capital theory—investment in
education will improve the quality of workers and
the wealth of the community

Concern about global competition
If labor market concerns dominate, business needs
would shape the curriculum. Business ideas would influence.

Purposes of education in Illinois
The Illinois public schools will enable all
students to succeed in post-secondary
education and career opportunities, to be
effective life-long learners, and to participate
actively in our democracy.
Freire believes it is difficult to change schools if differences
in power between classes is great in society-at-large.
Can’t expect others to champion interests of the poor.
Can expect allies, and cross-class support from some.
FREIRE (Radical, change institutions)
1. Political


Prepare citizens
Americanize immigrants
2. Social
Teach mainstream
behaviors and values

Address social problems

3. Economic
Invest in training the workforce

Human capital theory—investment in
education will improve the quality of workers and
the wealth of the community

Concern about global competition
If labor market concerns dominate, business needs
would shape the curriculum. Business ideas would
influence.

Prepare oppressed (working class and poor)
to understand their position in existing
order.
Prepare them for collective action in order
to change institutions, focus on class
struggles.
Change power relations in political and
social life.
Change economic institutions to be more
democratic, current arrangement
oppressive.
Signs of neglect and power:
Alienation among these students
(blame themselves, don’t feel smart)
Poor quality school for low income.
Poor prepared for low income jobs
No input from poor about schools
High dropouts among poor
Is this a sign of neglect? Sign of power differences?
Can we ignore the extreme differences between schools serving poor
rural and urban students?
Do we have a system of class-based schooling in America?
Remember Harper High School? (1894)
Do educators have a role in improving
equality of opportunity for all in the nation’s
schools? In their own school?
Does the state of Illinois have a role in
improving the state’s school system?
Do citizens have an interest?
FREIRE POSITION ON LEARNING AND
KNOWLEDGE
“IF THESE WALLS COULD TALK,
WHAT WOULD THEY SAY?”
“The information is up here. Follow along.”
http://www.youtube.com/watch?v=dGCJ46vyR9o
How did these students FEEL about their education?
What were their complaints?
Review your responses on Lecture Write #5
Video made by a Cultural Anthropology class at Kansas
State University Spring 2007
Look for aspects of Dewey
and Freire in
Michie’s Teaching
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Next week read:
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Guest Speaker on Tuesday next
week: Professor Greg Michie
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Holler if You Hear Me
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A short reading on EReserves/Copy Pack by LadsonBillings on culturally relevant
teaching
Teacher Award
1996
Michie- Through his media literacy classes, kids expressed
themselves through film, poetry, writing. Michie respects his
students as social critics.
He includes study of issues important to their lives such as cultural
difference, poverty, safety, gangs, availability of guns and drups in
society-at-large, how their neighborhood relates to Chicago
politics, and their relationship with police in the neighborhood.
Example of political engagement: When a student is attacked by a
police officer at a bus stop, he makes seeking
disciplinary action against officer a part of the curriculum.
NEXT WEEK Professor Greg Michie ISU
Guest Speaker Tuesday, April 20
Teacher for 10 years Chicago Public Schools
author of “Holler if you hear me”
Now a Teacher Educator at ISU, but in Chicago program.
What are the reconstructive roles of
schools according to Dewey?
1. Political


Prepare citizens
Americanize immigrants
DEWEY (Modern Liberal, seeks
gradual change, seeks progress,
wants to diminish power of
elites & business, education for
active citizenship)
2. Social
Teach mainstream
behaviors and values

Address social problems

3. Economic
Invest in training the workforce

Human capital theory—investment in
education will improve the quality of workers and
the wealth of the community

Concern about global competition
If labor market concerns dominate, business needs
would shape the curriculum. Business ideas would
influence.

Increased political participation for
citizens, changes will evolve.
**Apply democratic principles to all
aspects of social life, build a
stronger sense of community
and connections with others,
use critical intelligence to solve
social problems.
Democratic principles to improve
business functioning
New Pedagogy of
Dewey and Freire
The art of teaching
Focus on the relationships
between:
Teacher,
Student,
Students,
World
Pedagogy-The art of teaching; principles and
methods of teaching
Dewey and Freire Who supports what? LIST
(Antonia Darder, Dewey’s Pedagogic Creed)
Encourage curiosity
Rejects authoritarian teaching
Encourages student autonomy
All students can learn
Connect to experience of students
Inquiry-based
Problem-posing
Dialogue
Learning as a social activity
Promote and widen interests of the child.
Make learning meaningful
Make learning relevant
Close learning relationship between teacher and
student.
Schools as democratic communities.
Fulfill individual and social functions.
Promote class solidarity of working class
Encourage creativity
Use of scientific method, experimentation to solve
social problems.
Study of civilization, race history.
Understand your position in society.
Urban Academy Review
(Read about Dewey’s Model for Schooling see
Tozer, Chapter 5, 151-155 )
A School Inspired by the philosophy of John Dewey
Urban Academy, New York City (See video on our
homepage)
Inquiry
Student/Teacher
partnership
Service Learning
Performance Assessment
Modern Version of Dewey’s Theory
Inquiry Cycle - Professor Chip Bruce, Graduate School of
Library and Information Science, UIUC
Based on Dewey
Cycle is for both
students and teachers.
Urban Academy “It’s All About Respect”
Magnate School Admission Process
Mixed student body “Second Chance School”
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Mission “All students receive a strong academic foundation
for life.”
 Philosophy of John Dewey, Progressive Education
 Schools as democratic communities
 Less hierarchical, students and faculty share office space
Teachers view teaching as social activism
Teach for diversity, in a humane way
Values what students bring, but lack skills
Rejects drills and discipline approaches
Pedagogy (Methodology) Inquiry-based learning
All students perform community service, relevance
Who attends Urban
Academy?”
120 students
 39% African American,
 28% Hispanic,
 30% White, 3% Asian,
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60% eligible for free or reduced lunch,
SAT above national average of 1071 composite,
96% of graduates attend 4 year colleges
Overview of
Dewey’s view
of knowledge
An educated
5. GROWTH
person has the
power to gain
more education
1.EXPERIENCE (past/present) 4. REFLECTION
2. PROBLEM?
3. INQUIRY
Use scientific
methods
Three Main Purposes of Schools Spring Chapter 1
Transmission and Reconstruction (debated)
Dewey (radically different from social efficiency or functionalism, but within
a modern liberal frame, new pedagogy) and
Freire (radical change in institutions, new pedagogy).
Both believe in the reconstructive role of schools, but can’t do it alone.
1. Political


Prepare citizens
Americanize immigrants
2. Social
Teach mainstream
behaviors and values

Address social problems

3. Economic
Why
educate?
What is the
proper
balance?
Invest in training the workforce

Human capital theory—investment in
education will improve the quality of workers and
the wealth of the community

Concern about global competition
If labor market concerns dominate, business needs
would shape the curriculum, business ideas would influence.

Darder What are the main differences
between Dewey and Freire?

Freire emphasized class struggle and the working as a collective, emphasis on
changing political and social structures.


If teaching Mexican American students, study of immigrant history, of their
economic conditions, and race relations, study of their neighborhood, be
active in political and social issues in neighborhood, tap into their full
potential (like Social Justice High School model)
Dewey emphasized individual and social functions of our lives, learn how to
solve social problems through inquiry and experimentation. Did not focus on
class struggle. Infusing democratic principles in all aspects of life, critical
intelligence for all.

If teaching Mexican American students, study of social history (all groupscivilization), coordinate projects that interest these students, opportunities for
community projects that connect to local history, aim to have them reach
their highest potential.
What about policies today?
Secretary Duncan Testifies on Blueprint
for Reauthorizing ESEA March 17, 2010
Secretary Arne Duncan testified today before the Senate Health, Education,
Labor, and Pensions Committee and the House Education and Labor
Committee on the Obama Administration’s blueprint for Reauthorizing
the Elementary and Secondary Education Act (ESEA).
The blueprint, he said, “is organized around our three major goals for
reauthorization:
 Raise standards.

Reward excellence and growth.
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Increase local control and flexibility while maintaining the focus on
equity and closing achievement gaps.
“All of these policy changes will support our effort to meet the President’s
goal that by 2020, America once again will lead the world in college
completion,” he said. “In particular, the ESEA will set a goal that by 2020
all students will graduate ready to succeed in college and the
workplace.”
Race to the Top 2010
Reform and Invest in K-12 Education
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President Obama will reform America’s public schools to deliver a 21st Century education
that will prepare all children for success in the new global workplace. He will foster a race
to the top in our nation’s schools, by promoting world-class academic standards and a
curriculum that fosters critical thinking, problem solving, and the innovative use of
knowledge to prepare students for college and career. He will push to end the use of
ineffective, "off-the-shelf" tests, and support new, state-of-the-art assessment and
accountability systems that provide timely and useful information about the learning and
progress of individual students.
Teachers are the single most important resource to a child’s learning. President Obama will
ensure that teachers are supported as professionals in the classroom, while also holding
them more accountable. He will invest in innovative strategies to help teachers to improve
student outcomes, and use rewards and incentives to keep talented teachers in the schools
that need them the most. President Obama will invest in a national effort to prepare and
reward outstanding teachers, while recruiting the best and brightest to the field of teaching.
And he will challenge State and school districts to remove ineffective teachers from the
classroom.
The President believes that investment in education must be accompanied by reform and
innovation. The President supports the expansion of high-quality charter schools. He has
challenged States to lift limits that stifle growth among successful charter schools and has
encouraged rigorous accountability for all charter schools.