APPALACHIAN STATE UNIVERSITY College of Education

Department of Leadership and Educational Studies Course Syllabus: FDN 2400 Section 110 / Fall 2015

1. Course Prefix and Number: FDN 2400 2. Course Title: Foundations of Education 3. Credits: 2 4. Course Prereq’s/Co-req’s. Technology in Education (co-requisite) 5. For Whom Planned: Undergraduate students in teacher education programs 6. Instructor Information: Matthew A. Reid 229 College of Education Building

Office hours: By appointment 704.437.3417 mareid2@uncg.edu www.foundations2015.weebly.com

7. COURSE PURPOSE:

The purpose of this course is to explore diverse perspectives in the institution of education

through the lenses of philosophies in Education, race/ethnicity, socioeconomic status/class,

gender, sexuality and Historical Perspectives; how these perspectives influence curriculum

theories, and how they impact modern teaching practices. Students will be introduced to

perspectives that have influenced how we understand the purposes and outcomes of education.

We will also examine how the study of education impacts and is impacted by race, class, gender,

sexuality, history, philosophy and politics.

8. COURSE GOALS:

Specific Course Goals: Students will: 1. Actively apply key themes from assigned texts in seminar discussions and class learning

activities 2. Develop an understanding of course themes and present in them through writing, dialogue,

oral presentations, and non-textual representations. 3. Demonstrate knowledge of diverse educational theories that have been thematically

arranged by philosophies in Education, race/ethnicity, socioeconomic status/class, gender, sexuality and Historical Perspectives.

4. Compare and contrast various critical perspectives as they address issues concerning the key thematic questions of the course.

5. Intellectually engage philosophical questions of value, meaning, and truth related to education, individual development and issues of race, class, gender, sexuality and politics.

6. Develop and communicate a personal understanding of critical perspectives of education centered on the lenses of philosophies in Education, race/ethnicity, socioeconomic status/class, gender, sexuality and Historical Perspectives.

COURSE LENSES AND KEY QUESTIONS:

Philosophies/curriculum theories in Education How do we Teach? How do we learn? What should we Teach? What is education For?

Race and Ethnicity What does it mean to have privilege? What is racism and who can be racist? Why do race and ethnicity matter in the classroom?

Socioeconomic Status What assumptions do we make about socioeconomic status? What does it mean to have a ‘hidden Curriculum? Can we teach without Bias?

Gender How do perceived gender roles impact teaching? How do perceived gender roles impact learning? How do assumptions about gender binaries impact the classroom?

Sexuality How do perceptions about sexuality impact teaching? How do perceptions about sexuality impact learning? What does it mean to ‘queer’ something?

Critical Historical perspectives What does it really mean to think critically? How can an understanding of history alter our perceptions of teaching and learning? How and why do we choose the curriculum that we teach?

9. TEACHING METHODS FOR ACHIEVING LEARNING OUTCOMES:

While primarily classified as a seminar course, modes of instruction will vary based on content and concepts encountered in each lesson. As I am somewhat ‘on hold’ due to the processing of paperwork, the first class will be held virtually and materials and instructions can be located at www.foundations2015.weebly.com. As instructor, I will model various strategies, simulations and philosophical mindsets which often mirror the themes presented in the texts. Instructional strategies include, but are not limited to: lecture, seminar, intentional group and partner learning opportunities, student presentations, visual, kinesthetic, and auditory activities, as well as employing various technological forms of engagement. In short, expect the unexpected!

10. EVALUATION AND GRADING:

All designated course components are given a total point value, and the points are tied to specific standards that each assignment needs to meet. Every assignment is important as a few points lost here and there can add up. Each assignment other than the daily seminar grade is based on 5 standards, therefore as long as you meet each standard and maintain strong class discussion you can expect to perform quite well in the course. The components and their points break down as follows:

Possible points:

Assessment Total Points Possible

Dialogical Reading analysis during Socratic Seminar 20

Reading synthesis Diagram/Graphic Representation 25

Privilege and Positionality Statement 25

Gender and Sexuality Presentations 25

Self-Evaluation 10

Final Inquiry Project 40

Total: 150

A A- B B- C C- D D- F 141-150 131-140 121-130 111-120 101-110 91-100 81-90 71-80 -70

Your course progress will be managed with the Blackboard Grade Center. It is your responsibility to monitor your assignments and progress regularly.

Grading: Late Submission of Written Assignments:

For all written assignments except for the final paper, three points will be deducted from your grade for each day that the assignment is late. Essentially, you drop half a letter grade every day the assignment is late. December 3rd is the final day for all assignments except for the final inquiry project. Failure to turn in an assignment after this date will result in no points for the assignment.

The Inquiry Project is due December 8th and cannot be accepted late.

A late submission grade deduction is separate from the regular grading associated with content and quality.

11. GUIDELINES FOR CLASS ATTENDANCE:

*Attendance and Participation Policy:

Regular attendance and participation are essential to the seminar classroom experience.

Since there are no discussion forums or reflection papers, your attendance is absolutely

essential. I will do my part to make class time worthwhile and intriguing; please do your part

by attending regularly and engaging in class activities.

Each student receives a seminar grade of 1 point per class meeting based on the dialogical analysis standards. Simply showing up does not guarantee a point.

Sick days: o Since there are 23 opportunities for dialogical analysis grades, you are automatically

granted 3 sick days per semester without it directly affecting your grade. Therefore,

you essentially loose the opportunity for a point for your dialogical analysis grade

every additional day that you are absent.

o Please advise me (email or phone) when you are ill and unable to attend class as it is

simply good practice to do so.

o Absences involving extended illness (beyond the 3 automatic sick days) will be

handled on an individual basis.

o Personal/family emergency: In the case of an emergency, please email or call me as

soon as possible. You will still be responsible for assignments. I will work with you

regarding an adjusted due date for any missed work.

o Absences not involving illness or family emergency will result in no points for your

dialogical analysis grade on any days you choose not to attend class beyond the 3

allotted sick days.

Excessive absences (not related to illness or emergencies), tardiness, or regularly leaving prior to class dismissal will be reflected in your final grade.

Non-attendance due to Adverse Weather Conditions: The UNCG home page signals campus

closure and delay information related to inclement weather.

*Whenever possible, I will also send out a mass email confirming the cancellation of a class due

to weather.

12. CLASS MEETING SCHEDULE AND FORMAT

The first class will meet virtually. You will be responsible for viewing and reading required posts and responding by the beginning of the following class period.

Classes meet every Tuesday and Thursday, from 9:30-11:30, in room 229College of Education Building

Tuesdays and Thursdays: Seminars - You will have completed assigned readings, be ready for the seminar process.

Papers and Projects will be explained well in advance of their due dates. 13. REQUIRED TEXTS/READING ASSIGNMENTS:

No text is required for this course, as readings will be primarily PDFs and URLs on the Class

Wiki Page, www.foundations2015.weebly.com

14. WRITTEN ASSIGNMENTS

A dialogical Analysis of the Readings (20 points) (Course Goals 1 and 2)

Dialogue is critical to teaching and learning. Your ability to articulate your points in a coherent

manor and then respond to the thoughts of others is critical for your success s you begin to

engage in the process of thinking philosophically. For this reason we will not proceed with

traditional reading response papers or discussion posts, rather you will be evaluated in real time

based on your seminar interactions. Each class will begin with a brief Socratic seminar where

we will consider the themes of the readings in relation to the course lenses, aims, and

objectives. Active participation in the seminar is critical to your demonstration of the learning

outcomes and your overall success in the course. I recognize that some of you might be

somewhat reticent to speak in front of the class, particularly at the beginning. For this reason, I

will have a backchannel chat feature set up for each class in order to allow you to articulate

responses through writing Utilizing Todaysmeet.com). This being said, I do encourage you to

push yourself outside of your comfort zone by engaging in the verbal dialogue whenever

possible. Each class session will allow you the opportunity to gain a point toward the total

dialogical analysis grade of 20 possible points. You should demonstrate the following standards

in order to get a point toward the total. 3 allowed absences are taken into account with this

total, therefore points cannot be made up for classes missed.

The student:

an articulation of key ideas/themes in the text in relation to the unit lens (philosophies in

Education, race/ethnicity, socioeconomic status/class, gender, sexuality and Historical

Perspectives) and/or to other course readings

A personal response in relation to your own understanding of the unit lens (philosophies in

Education, race/ethnicity, socioeconomic status/class, gender, sexuality and Historical

Perspectives).

Reading synthesis Diagram/Graphic Representation (25 points) (course goals 2, 3, 4 and 6)

Basic Guidelines: You will create a coherent visual representation that shows the interconnected

nature of key themes from the texts in the first two parts of the course, philosophies in

education and socioeconomic status. You will employ both text and visual imagery that clearly

and articulately addresses at least one of the key questions for the lens of philosophies in

education and clearly and articulately addresses at least one of the key questions for the theme

of socioeconomic status/class. Failure to follow these basic guidelines will result in a non-

scorable assignment and you will be required to resubmit the assignment in order to obtain any

points. A more detailed explanation of the assignment will be presented in class with adequate

advance notice of the due date.

The student:

Demonstrates understanding of the interconnectedness of the texts and themes of the first

two Lenses of the course. (5 points)

Demonstrates understanding through careful selection of key textual excerpts/quotes (5

points)

Demonstrates understanding through careful selection of visual images, diagrams, pictures,

etc. (5 points)

Creates a clear but imaginative representation of key themes of the first two lenses of the

course. (5 points)

Develops a theme centering on a clear thesis that guides the structure of the project. (5

points)

A level work demonstrates mastery of all five standards

B level work demonstrates mastery of four of the five standards

C level work demonstrates mastery of three of the five standards.

D level work demonstrates mastery of two of the five standards.

F level work demonstrates mastery of one or none of the five standards.

Privilege and Positionality Statement (25 points) (course goals 2, 3, 4, 5 and 6)

Basic guidelines: You will create a 2/3 page statement addressing your personal understanding

of your individual Privilege and Positionality in relation to the texts and themes of race, class,

gender, and sexuality. You will clearly and articulately address at least two of the key questions

for the first three lenses of the course and utilizes a structural framework and citation style

(APA) appropriate to an academic context. Failure to follow these basic guidelines will result in

a non-scorable assignment and you will be required to resubmit the assignment in order to

obtain any points. A more detailed explanation of the assignment will be presented in class with

adequate advance notice of the due date.

The student:

Creates a crisp and clear statement on your understanding of your personal Privilege and

Positionality. (5 points)

Demonstrates understanding of the interconnectedness of the texts and from the first three

lenses of the course. (5 points)

Applies strong textual support from the readings encountered in the first three lenses of the

course. (5 points)

Fluid use of English grammar and mechanical conventions. (5 points)

Develops a theme centering on a clear thesis that guides the structure of the project. (5

Points)

A level work demonstrates mastery of all five standards

B level work demonstrates mastery of four of the five standards

C level work demonstrates mastery of three of the five standards.

D level work demonstrates mastery of two of the five standards.

F level work demonstrates mastery of one or none of the five standards.

Critical Perspectives Learning activity Presentation (25 points) (course goals 2, 3, 4, 5 and 6)

Basic guidelines: You will create a short lesson/ learning activity of no more than 5 to 8 minutes

in length highlighting some aspect of philosophies in Education, race/ethnicity, socioeconomic

status/class, gender, sexuality or Historical Perspectives This lesson should aim to clearly and

articulately address at least one of the key questions from any theme of the course. The activity

should be interactive, engaging, and thought provoking. Failure to follow these basic guidelines

will result in a non-scorable assignment and you will be required to resubmit the assignment in

order to obtain any points. A more detailed explanation of the assignment will be presented in

class with adequate advance notice of the due date.

The student:

Embodies the student’s individual positionality visually, verbally, and physically. (5 points)

Creates an activity that allows the learner to engage with one of the key questions from the

course. (5 points)

Demonstrates understanding of the interconnectedness of the texts and lenses of the

course (5 points)

Presents the project with enthusiasm and develops high engagement from the class. (5

points)

Develops a theme centering on a clear thesis that guides the structure of the project. (5

points)

A level work demonstrates mastery of all five standards

B level work demonstrates mastery of four of the five standards

C level work demonstrates mastery of three of the five standards.

D level work demonstrates mastery of two of the five standards.

F level work demonstrates mastery of one or none of the five standards.

Self-Evaluation (1-2 pages) (15 Points) (course goals 1, 2 and 6)

Being self-reflective is a critical skill not only for you as a learner but to inform me about how

you have internalized your growth throughout the duration of the course. Basic guidelines: You

will utilize a more personal structural framework in a one page statement, to evaluate your

performance based on your motivation, participation, and preparation throughout the duration

of the course. Take into account your own growth throughout the semester reflect on your

mastery of the learning goals. Failure to follow these basic guidelines will result in a non-

scorable assignment and you will be required to resubmit the assignment in order to obtain any

points. A more detailed explanation of the assignment will be presented in class with adequate

advance notice of the due date.

The student:

Demonstrates Knowledge and understanding of personal strengths and weaknesses. (3

points)

Addresses personal concerns about individual motivation, participation, and preparation. (3

points)

Provides examples of course goals still to address and goals met. (3 points)

Justifies goal completion/improvement/struggle using specific examples. (3 points)

Effectively uses reflection to grow philosophically. (3 points)

A level work demonstrates mastery of all five standards

B level work demonstrates mastery of four of the five standards

C level work demonstrates mastery of three of the five standards.

D level work demonstrates mastery of two of the five standards.

F level work demonstrates mastery of one or none of the five standards.

Final Inquiry Project-Your Philosophy of Education (5 pages (40 points) (Course Goals 2, 3, 4,

and 6)

This final paper is to be the summative evaluation of your learning throughout the duration of

the semester, and as such is weighted at around a quarter of your final grade for the course.

Basic Guidelines: This paper will articulate your personal philosophy of education specific to

your understanding of race/ethnicity, socioeconomic status/class, gender, sexuality and

Historical Perspectives. In short, your goal in this paper is to bridge the gap between the critical

perspectives in the course and your understanding of how these apply to education. You will

write this paper in first person and it should reflect your own individual perspectives, but

structurally the paper should be academic in scope and structure, and written in APA style with

textual support from relevant readings encountered throughout the course. Failure to follow

these basic guidelines will result in a non-scorable assignment and you will be required to

resubmit the assignment in order to obtain any points. A more detailed explanation of the

assignment will be presented in class with adequate advance notice of the due date.

The student:

Demonstrates transfer of key ideas and themes from the course to articulate your personal

philosophy of education. (5 points)

Develops a theme centering on a clear thesis that guides the structure of the paper.

Relevant use of justified support from text, research, experience, anecdote, etc. (5 points)

Uses relevant terminology/semantics. (5 points)

Uses relevant oral or written conventions of syntax. (5 points)

Develops logical organization of thoughts and Coherence within thought progression. (5

points)

Fluidly uses of English grammar and mechanical conventions. (5 points)

Demonstrates understanding of the interconnectedness of the texts and key questions from

each of the course lenses. (5 points)

A level work demonstrates mastery of all eight standards A- level work demonstrates mastery of seven of the eight standards B level work demonstrates mastery of six of the eight standards. B- level work demonstrates mastery of five of the eight standards. C level work demonstrates mastery of four of the eight standards. C- Level Work demonstrates mastery of three of the eight standards. D level work demonstrates mastery of three of the eight standards. D- level work demonstrates mastery of two of the eight standards F level work demonstrates mastery of one of the eight standards

16. TOPICAL OUTLINE/CALENDAR:

Course Lens

Session Overview Assigned Readings Due For That Class Session

Items Due:

Ph

iloso

ph

ies

in

Edu

cati

on

Tuesday, August 18

Virtual Assignment: A virtual Icebreaker introduction on the wiki Page: Watch the introductory video posted on the wiki and follow directions in the email that I will send to each of you.

Syllabus, and Individual letters to be emailed to each student

n/a

Thursday. August 20

Lesson: The Ignorant Schoolmaster - +/∆

None

Your response to the letter should be posted on the wiki by -9:30 AM.

Tuesday, August 25

Lesson: The ‘Banking Method?’ Available on the Wiki Page - +/∆

“The Banking Model of Education” from Pedagogy of the Oppressed” –Paulo Friere

n/a

Thursday, August 27

Lesson: Lessons from the Cave - +/∆

“Allegory of the cave” -Plato n/a

Tuesday, September 1

-Socratic Seminar - Lesson: What is Social Justice? - +/∆

Social Justice activist teaching-bettez

Preparation for Socratic seminar: Dialogical analysis grades begin.

Thursday, September 3

-Socratic Seminar - Lesson: Social Consciousness and The Classroom -+/∆

“My Pedagogic Creed” –John Dewey

Preparation for Socratic seminar

Soci

oec

on

om

ic S

tatu

s

Tuesday, September 8

-Socratic Seminar - Lesson: Is that really ALL you are teaching? -+/∆

Social Class and the Hidden Curriculum of Work –Anyon

Preparation for Socratic seminar

Thursday, September 10

-Socratic Seminar - Lesson: Hard Work and Poverty: The Truth -+/∆

Debunking the ‘Pull Yourself Up By Your Bootstraps’ Myth” –Carmen Rios

Preparation for Socratic seminar

Tuesday, September 15

-Socratic Seminar - Lesson: The Positivist Bias in Teaching -+/∆

“Schooling and the Culture of Positivism” from On Critical Pedagogy -Henry Giroux

Preparation for Socratic seminar

Thursday, September 17

-Socratic Seminar - Lesson: A different Understanding of ‘Freedom’ -+/∆

“Freedom, Education, and Public Spaces” from the dialectic of freedom –maxine green

Preparation for Socratic seminar

Rac

e an

d

Eth

nic

ity

Tuesday, September 22

-Socratic Seminar - Lesson: Acknowledging Privilege. -+/∆

“White Privilege: Unpacking the invisible knapsack” –Peggy McIntosh

Preparation for Socratic seminar

Thursday, September 24

-Socratic Seminar - Lesson: Confessions of a Racist -+/∆

“I, Racist” –John Metta

Preparation for Socratic seminar Due Date: Reading synthesis Diagram

Tuesday, September 29

-Socratic Seminar - Lesson: What is race, really? -+/∆

“Learning to Talk Race” Cornel West

Preparation for Socratic seminar

Thursday, October 1

-Socratic Seminar -Harvard Implicit Bias test - Lesson: Are we really ‘colorblind?’ -+/∆

“Race and the schooling of Black Americans” –Claude Steel

Preparation for Socratic seminar

Tuesday, October 6

-Socratic Seminar - Lesson: Assumptions about Race -+/∆

“Straightening Our Hair” –bell hooks

Preparation for Socratic seminar

Thursday, October 8

-Socratic Seminar - Lesson: Language and Identity -+/∆

African American Vernacular English is not Standard English with Mistakes” Geoffery K. Pullum

Preparation for Socratic seminar

Tuesday, October 13

Fall Break-No Class

Gen

der

Thursday, October 15

-Socratic Seminar -Harvard Implicit Bias Test - Lesson: It is not About Being a ‘Feminist’ -+/∆

Gender Bias in Teachers Written Comments –Barnes in Gender in the Classroom

Preparation for Socratic seminar

Tuesday, October 20

-Socratic Seminar - Lesson: Perceptions in Classroom Spaces -+/∆

Gender Bias in the Classroom: Current Controversies and Implications for Teachers -Timothy Frawley

Preparation for Socratic seminar

Thursday, October 22

-Socratic Seminar - Lesson: Sugar, Spice, Snips, and Snails… -+/∆

“’She doesn’t shout at no girls’: pupils’ perceptions of gender equity in the classroom” -Debra Myhill and Susan Jones

Preparation for Socratic seminar

Tuesday, October 27

-Socratic Seminar - Lesson: What is Gender? -+/∆

“Beyond the Gender Binary: A Case Study of Two Transgender Students at a Midwestern Research University” -Brent Bilodeau

Preparation for Socratic seminar

Sexu

alit

y

Tuesday, October 29

-Socratic Seminar - Lesson: Gender versus Sexuality -+/∆

“Being Out, Speaking Out: Vulnerability and Classroom Inquiry” -Maughn Rollins Gregory

Statements due Preparation for Socratic seminar

Tuesday, November 3

-Socratic Seminar - Lesson: Heteronormativity -+/∆

“Being Out, Being Silent, Being Strategic: Troubling the Difference” -Mara Sapon-Shevin

Preparation for Socratic seminar

Thursday, November 5

-Socratic Seminar - Lesson: Blurring Binaries -+/∆

Dis/Integrating the Gay/Queer Binary: ‘reconstructed identity politics’ for a performative pedagogy –Karen Kopelson

Preparation for Socratic seminar Due date: Privilege and Positionality Statement

Cri

tica

l His

tori

cal P

ersp

ecti

ves Tuesday,

November 10

-Socratic Seminar - Lesson: What does it mean to ‘know’ something? -+/∆

Literacy for Stupidification: The Pedaagogy of Big Lies” in Literacies of Power: What Americans are not allowed to know –Donaldo Macedo

Preparation for Socratic seminar

Thursday, November 12

-Socratic Seminar - Lesson: ‘The World as it is’ -+/∆

“Handicapped by History” in Lies my Teacher Told Me –James W. Loewen

Preparation for Socratic seminar

Tuesday, November 17

-Socratic Seminar - Lesson: ‘Managing ideologies’ -+/∆

“Thinking Critically about History: Cross-Cultural Historical Perspectives, Ideological Management, and Consumerism” in The American School: From the Puritans to No Child Left Behind –Joel Spring

Preparation for Socratic seminar

Thursday, November 19

-Socratic Seminar - Lesson: Bias in the Classroom -+/∆

“Hiding the Hidden Curriculum: An Interpretation off the Language of Justification in Nineteenth-Century Educational Reform” –Elizabeth Vallance

Preparation for Socratic seminar

Wra

pp

ing

it U

p

Tuesday, November 24

Presentations No readings Due Date: Self-Evaluations

Thursday, November 26

Thanksgiving-No Class No readings

Tuesday December 1

Presentations No readings

Thursday December 3

Final class Lesson: ‘There is crack in everything, that’s How the Light Gets In’

“Educating For Peace” in Loosing Heart: The Moral and Spiritual Miseducation of America’s Children –Svi Shapiro

Last day to admit any late assignments other than the inquiry project

Tuesday December 8

No Class Meeting: Final Inquiry Projects are to be turned in

No readings Inquiry projects due

The assignments and readings listed in this Topical Outline/calendar are subject to revision

as dictated by the ongoing progress/needs of the class.

17. Additional Information:

Discussion Guidelines:

Engage, Listen when others are speaking, and try to be open to new ideas.

Using a laptop to post ideas on the backchannel is both allowed and encouraged. However, this does not mean that you spend the entire discussion buried in your laptop.

We are building community: support a democratic classroom process where everyone is encouraged to speak.

Understanding the arguments in the readings is different from agreeing with them. Being able to understand articulate differing points of view is important to doing philosophy.

In this class it will not be enough to understand and articulate the ideas of others. We are analyzing and applying these ideas in order to do philosophy, not simply learn about philosophy.

Seminar Class /Electronics Policy:

In a seminar-style learning environment in which interactive dialogue is essential, we must be fully present to one another.

Cell phones will not be permitted in this class, but you may use your laptops for the purpose of posting on the backchannel only.

Academic Integrity Policy:

Online access to “Academic Integrity Policy”: http://academicintegrity.appstate.edu/ A quick reminder of the cornerstones of the policy:

Students will not lie, cheat, or steal to gain academic advantage.

Students will oppose and report every instance of academic dishonesty.

Students will not unfairly further their own academic performance.

Accommodations for Students:

Please see me to discuss any special needs you have related to your learning.

Accommodations such as tutoring and skills development can be arranged through the Learning Assistance Program:

http://lap.appstate.edu/welcome-learning-assistance-program-1

18. IMPORTANT DATES

August 20: Bring in old magazines for in class activity

August 27: Dialogical Analysis grades begin for Socratic seminar

October 6: Epistemological and Metaphysical Diagram due

October 13: Fall Break-No Class

October 29: Ethical Statements due

Nov 17, 19, 24: Social Aesthetics Presentations

November 24: Final class and self-evaluations due

November 26: Final Projects: In-Class Presentations

December 1: Reading Day

December 3: Final Synthesis Papers due

Week of December 7: Final Projects to be Graded; Final Grades Posted to Genie