(EDU 430, Spies, v 8-28-15) 1 Metropolitan State University Urban Teacher Program, School of Urban Education Fall 2015 EDU 430 HISTORICAL and CULTURAL FOUNDATIONS OF URBAN EDUCATION (3 Semester Credits) Instructor: Paul Spies, Ph.D. Office Phone: 651-999-5929 Email: [email protected]Office: Midway Campus-East Entrance, Suite 100 1450 Energy Park Dr, St. Paul 55108 Appointments: 1 hour before and after class and other times/locations by arrangement at your convenience. Location of Class: Mpls, Helland Center, H2200 Day and Time: Wednesdays, 6pm-9pm Dates: August 26-December 9, 2015 Course Description: This course explores historical, cultural, sociological and philosophical foundations of urban education in the United States. Students gain understanding of the contributions and lifestyles of various racial, cultural and economic groups in our society, including Minnesota-based American Indians. Core concepts include democracy and education, educational equity for all students and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and institutionalized racism including the educational segregation and attempted deculturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural and ethical perspectives about education are explored as teacher candidates develop critical awareness of issues and develop their own philosophies of education. The community is a resource for cross- cultural inquiry and learning about the educational strengths and challenges faced by diverse groups living in urban areas. Field experience hours are part of the course requirements. Prerequisites: EDU 200, EDU 203 and Admission to the Urban Teacher Program Some “Essential Questions” To Guide Inquiry and Learning for This Course 1. What has been and should be the relationship between schools, especially urban schools, and society? What have been, are, and what should be the purposes of education (especially for urban youth) in our society? What should be the role of teachers related to these purposes? 2. How were you socialized and educated about our nation’s past, current society, your cultural/racial group, and others? How does this socialization impact your view of yourself, others and society? How does it impact your role as an urban educator? 3. Knowledge is a form of power. What knowledge has been and is of most worth? Whose knowledge has been and is of most worth? Who decides?
Transcript
(EDU 430, Spies, v 8-28-15)
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Metropolitan State University Urban Teacher Program, School of Urban Education
Fall 2015 EDU 430 HISTORICAL and CULTURAL
FOUNDATIONS OF URBAN EDUCATION (3 Semester Credits)
Instructor: Paul Spies, Ph.D. Office Phone: 651-999-5929 Email: [email protected] Office: Midway Campus-East Entrance, Suite 100
1450 Energy Park Dr, St. Paul 55108 Appointments: 1 hour before and after class and other times/locations by arrangement at your convenience.
Location of Class: Mpls, Helland Center, H2200 Day and Time: Wednesdays, 6pm-9pm Dates: August 26-December 9, 2015
Course Description: This course explores historical, cultural, sociological and philosophical foundations of urban education in the United States. Students gain understanding of the contributions and lifestyles of various racial, cultural and economic groups in our society, including Minnesota-based American Indians. Core concepts include democracy and education, educational equity for all students and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and institutionalized racism including the educational segregation and attempted deculturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural and ethical perspectives about education are explored as teacher candidates develop critical awareness of issues and develop their own philosophies of education. The community is a resource for cross- cultural inquiry and learning about the educational strengths and challenges faced by diverse groups living in urban areas. Field experience hours are part of the course requirements.
Prerequisites: EDU 200, EDU 203 and Admission to the Urban Teacher Program
Some “Essential Questions” To Guide Inquiry and Learning for This Course
1. What has been and should be the relationship between schools, especially urban
schools, and society? What have been, are, and what should be the purposes of education (especially for urban youth) in our society? What should be the role of teachers related to these purposes?
2. How were you socialized and educated about our nation’s past, current society, your
cultural/racial group, and others? How does this socialization impact your view of yourself, others and society? How does it impact your role as an urban educator?
3. Knowledge is a form of power. What knowledge has been and is of most worth?
Whose knowledge has been and is of most worth? Who decides?
4. How have the concept of race and practice of racism been used as tools of oppression in our society?
5. What are the historical and contemporary experiences of diverse cultural communities
in American society, especially in regards to “education”? How do these experiences compare and contrast between groups over time? In what ways are the experiences of recent immigrant/refugee communities similar and different to those of the past?
6. What cultural assets, achievements, or strengths do historically and currently
marginalized, disserved, and underserved students/families bring with them to school and the learning process that are often overlooked or not appreciated by mainstream culture? How can urban teachers use knowledge of these cultural assets to create bridges of learning between home/community and school?
7. What behavioral norms and taboos should teachers be aware of within various cultural
communities? What should teachers avoid doing or saying when interacting cross- culturally with members of various cultural communities?
8. What are major contemporary issues that cause concern within various cultural
communities? What are some of the major issues that various cultural communities have in dealing with social and educational institutions?
Competence Statement: Knows historical, socio-cultural and philosophical foundations of American education well enough to understand and critically address contemporary issues in schooling, their impact on student learning, and their implications for urban educators.
Learning Outcomes: As a result of this course, students should be able to:
• Develop historical, cultural, sociological and philosophical perspectives on schooling and the dynamic relationship between schools, society and families in multicultural communities.
• Understand the contributions and lifestyles of various racial, cultural, and economic groups in our society, including Minnesota-based American Indians.
• Understand the major theories surrounding the development and organization of schools, including considerations of psychology, culture, social relations, structure and power.
• Apply multiple and diverse cultural, historical and philosophical perspectives to contemporary issues in schooling and teaching.
• Gain skills to critically analyze and evaluate the significance of schools on the lives of diverse students, families and communities in our society.
• Demonstrate professional and ethical practices that increase awareness of, and appreciation for, a variety of cultural, ethnic, socioeconomic, and linguistic backgrounds.
• Demonstrate an ability to work with culturally diverse student populations.
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Required Texts: (additional readings will be provided by the instructor on the D2L class Content tab)
Spring, J. (2013). Deculturalization and the Struggle for Equality: A Brief History of the Education of Dominated Cultures in the United States. (7th ed). Boston: McGraw Hill.
Takaki, R. (2008). A Different Mirror: A History of Multicultural America 2nd Ed. Boston: Little,
Brown & Co.
Learning Environment
Each student at Metropolitan State University has the right to an education, and it is the responsibility of the university to provide an environment that promotes learning and protects the safety and well-being of the university community. Any action by a student that interferes with the education of any other student or interferes with the operations of the university in carrying out its responsibility to provide an education will be considered a violation of the Student Conduct Code, University Policy #1020.
Therefore, it is critically important that our class be a safe, inclusive learning environment for everyone involved because it is our right as learners and the success of this class is dependent upon everyone’s participation. Positive participation is essential and includes being on time, listening, asking questions, offering ideas, and not dominating discussions. Considering multiple perspectives, using appropriate language, and treating each other with respect are expected of both students and the instructor.
Furthermore, to ensure a productive learning environment for instructor and students, electronic devices such as cell phones, smart phones, or any kind of music player are not allowed to be used in class. This includes texting. If you think you might need to take a phone call, please put your phone on vibrate, tell the instructor before class and simply leave the room if you get a call. If you bring a laptop to class, you are expected to be taking notes; not doing email, class homework, or surfing the internet. In addition, children, friends or relatives of enrolled students may not attend class sessions unless prior consent of the instructor is given. In sum, everyone is expected to behave as professionals and:
• Be Prepared • Be Respectful • Contribute to a Positive Learning Environment
Behaviors not contributing to a positive learning environment will be reflected your participation grade.
Accommodations for Special Learning Needs Metropolitan State University offers reasonable accommodations to qualified students with documented disabilities and this class/instructor is no exception. If you have a disability that may require accommodations it is essential that you be registered with the Disability Services Office. You may contact the Disability Services Office, at Founders Hall, Room 221, St. Paul Campus or (651) 793-1549, or email [email protected] For additional information on Disability Services, please visit: http://www.metrostate.edu/msweb/pathway/academic_success/disability/index.html
Academic Honesty
Students are expected to be honest with the instructor and to submit work that is their own. Academic dishonesty is a very serious offense and may result in disciplinary action ranging from failure to removal from the Urban Teacher Program to expulsion from the University according to department and university policy as specified in the Metropolitan State University’s Student Handbook and Code of Student Conduct (Policy #1020). Academic dishonesty includes but is not limited to plagiarism and using the same work for more than one course. Citing sources can be done in any major conventional format such as APA, MLA, or Chicago style; consult the Writing Center for assistance.
Course Attendance Class attendance is very important to the learning process for teacher candidates and is often a reflection of one’s future professional behavior when your future students and principal will depend upon you to be present and on-time. Many of the class discussions, exercises and activities cannot be replicated by makeup assignments. There also may be topics and examples discussed in class, not in texts or readings, that you will be held accountable for understanding. Furthermore, this course is taught from the philosophy that knowledge is socially constructed; therefore, each class member’s participation is needed in order to maximize our collective learning and understanding. Therefore, any absence or a pattern of tardiness will negatively affect your achievement and grade in the course.
However, it is understood that unavoidable absences and late arrivals may occur. Whether an absence is planned or unplanned, it is your responsibility to inform the instructor of your absence before the class session missed. You will need to also follow-up on what you have missed with both a classmate and the instructor before the next class session because it is your responsibility to keep on-track with course readings and other requirements since they are designed to meet licensure standards. Failure to do so is considered to be a lack of responsible participation in the learning process of this course and will negatively impact your grade. Minimally, to receive partial credit for participation missed during the absence, students can expect to write a brief reflective response essay for each of the assigned readings that were scheduled for discussion during missed class session. Consistent with UTP Department Policy, more than three absences or missing more than 9 hours of class time will result in an unsatisfactory or failing grade.
Expected Use of Technology: University Email, D2L and TaskStream University Email: Consistent with University Student Email policy #1050, students are expected to check their university email ([email protected]) regularly, especially between class sessions for communications about the course which may be time sensitive. Students can have their official Metropolitan State University email forwarded to an alternative account (e.g., work, Yahoo, Hotmail, Google, etc.), but you are still expected to send messages to the instructor using your university email account.
D2L: All assignments must be submitted in a dropbox for the assignment on our class D2L site. D2L (Desire 2 Learn) is the univesity's on-line learning tool for instructors and students. From the university’s home page, click on the D2L icon and you'll see a link for our course. After clicking on that link, click on the tab near the top of the window that says Assessments and then the link that says Dropbox. Here is where you will upload your assignments throughout the semester. See the instructor if you have questions or concerns.
When submitting work, make sure your name is in the file name of the document and in the document itself at the top of the first page. Example of file naming format to use: Paul S. Compare-Contrast
For assistance using D2L, there are tutorials and answers to Frequently Asked Questions (FAQs) on the D2L site. You can also email or call the university's Center for Online Learning ([email protected]; 651-793-1929) which provides general assistance with online learning and course access. Please include your techID number and course name and number. Their website address is http://www.metrostate.edu/msweb/explore/col/students/index.html You can also get assistance by contacting the state's D2L help desk 877-235-2751 which is open from 7AM - 11PM Monday - Sunday except holidays or visiting their site at http://d2l.custhelp.com
TaskStream: I n a d d i t i o n t o t h e D 2 L D r o p b o x , a ll major assignments for the course must be submitted to your account at www.taskstream.com as evidence of meeting licensure standards. For assistance, see the instructor or call TaskStream at 800-311-5656.
Course Requirements: (rubrics for assessing each assignment are provided on D2L)
150 pts Overall Weekly Participation and Preparedness
50 pts *Evidence that you have met standard 3G about MN-based American Indians
100 pts *Compare & Contrast the Social and Educational History of People Belonging to any Two of the following four Major Racial/Cultural Groups: Native American, African American, Asian American (in particular Chinese and Japanese) , or Chicano/Latino (in particular Mexican and Puerto Rican) and Research the Current Opportunity & Achievement Gap in the Twin Cities and Minnesota for Students from these groups
100 pts *Cross-Cultural Project of Your Choice □ Cross-Cultural Inquiry Project □ Cross-Cultural Service-Learning Project □ Other
NOTE: All assignments should be submitted electronically into the appropriate Dropbox folder on the class D2L site for grading purposes.
When submitting work, make sure your name is in the file name of the document and in the document itself at the top of the first page along with a title, course and date. Example of document file naming format to use:
Paul S. Standard 3G Paper
*Key signature assignments must also be uploaded to www.TaskStream.com to assess your attainment of standards for licensure. See the instructor if you have questions or concerns about this expectation.
Due Dates, Late Work, Unsatisfactory Work, and Incomplete Work:
The expectations of this course will require the typical university standards of at least two hours of academic study for every hour of class time and students should plan accordingly. Students are expected to complete work by the date and time that it is due. In order to be able to receive full credit for work completed, assignments need to be completed by due dates and times. If work is late or needs revision to become at least satisfactory, students should not expect to receive full credit. When work is not ready to be turned in on the due date, students are expected to inform the instructor in writing in the D2L dropbox on the due date and state when the work will be completed. Late work will receive partial credit (-5% within 24hrs, -10% after 24hrs late, -20% after one week late). If work turned in is unsatisfactory, the student will have the opportunity to revise the work for reduced credit (-10%). An Incomplete mark for the course will only be considered upon student request in extreme circumstances, if substantial work has already been completed, and only with a mutually agreed contract for completing required work.
Submission of Signature Assessment(s) in TaskStream
The Signature Assessments in this course are designed to meet competencies toward teacher licensure and must be submitted at www.taskstream.com for assessment of meeting licensure standards and in order to receive a grade for this course. The purpose of submitting signature assessment(s) in TaskStream is to monitor all UTP students’ progress in meeting the specific MN Standards of Effective Practice aligned with key courses in your licensure program. See the specific submission requirements for this course in the assessment link on your TaskStream homepage that is called: Monitoring Candidate Progress in Meeting SEPs
If you need a TaskStream account, contact the UTP Office. If you need technical assistance on how to upload your signature assessment(s) for evaluation, call TaskStream at 800-311-5656 (press 1 for support), or visit the UTP TaskStream help webpage at https://www.taskstream.com/ts/programmanager2/StudentUsersInformation.html .
Why study Historical and Cultural Foundations of Education? Why is this course required in the UTP?
What is the relationship between school and society?
What roles have schools played in promoting equality/inequality and freedom/oppression?
Is a high quality education a civil and human right?
“The Flat World, Educational Inequality and America’s Future” (pp 1-8) from Darling-Hammond The Flat World and Education (2010)
DUE by this coming Sunday: email your brief thoughts about the first class in 1-2 paragraphs to [email protected] using your university email account ([email protected])
Session 2 Sept 2
What should be the purposes of public schooling in the 21st Century given persistent opportunity and achievement gaps?
Be prepared to discuss the following readings:
Spring, Deculturalization and the Struggle for Equality
Chap 7 “Resegregation of American Schools in a ‘Post-Racial’ Society”
(Handout on D2L) Chap 2 “The Anatomy of Inequality: How the
Opportunity Gap is Constructed” from Darling-Hammond The Flat World and Education (2010)
(Handout on D2L) Spring, Joel. “The Purposes of Public Schooling”
from Spring, American Education, 10th Ed. (pp 3-21)
(Handout on D2L) Feagin, Joe. excerpt from The White Racial Frame (2013)
(Handout on D2L) Alexander, Michelle. “Introduction” (pp1-15)
from The New Jim Crow (2010)
DUE before class: Read through both the syllabus and assignment descriptions/rubrics in the Materials link under the Content tab in D2L for our course. Then, go to the Discussions link under the Communications tab in D2L for our course and post a message with any questions you might have about the syllabus and/or specific assignments. If you don’t have a question, post a message titled “No Question”
DUE before class: Start your research on the Opportunity and Achievement Gap in the Twin Cities and Minnesota for the Comparison-Contrast Project due later in the course (see assignment description/rubric for suggested web sites). Be prepared to share with the class one fact you found about the opportunity gap as well as one fact you found about the achievement gap. Post your findings and sources in the D2L Discussions link under the Communications tab.
DUE at class: Evidence you have read the required readings
Session Topics/Learning Activities Assignments Due Session 3 Sept 9
Who is an American? Perspectives on MisEducation, ReEducation and Transformation in a Diverse Society
What views do we have of the past, society and various communities, and how do those views impact our work as urban teachers? What historical and cultural questions do we have? What can be transformative for you and your students?
Be prepared to discuss the following readings:
(text) Takaki, Ronald. A Different Mirror (Ch 1, pp 3-20 and Ch 17
pp 434-439)
(on D2L) Woodson, Carter G. “Miseducation of the Negro” (1933)
(on D2L) Baldwin, James. “A Talk to Teachers” (1963)
(on D2L) Waziyatawin. “A Call for Truth Telling.” from What Does Justice Look Like: The Struggle for Liberation in Dakota Homeland (2008).
(Optional on D2L) Spies, P. “MisEducation, ReEducation and
Transformation of a White Male Teaching for Social Justice” (2000).
DUE before class: A draft plan for your cross-cultural inquiry or service-learning project (see assignment descriptions in D2L and post your draft plan in the Cross-Cultural Project assignment folder on D2L)
DUE at class: Evidence you have read the required readings
Session 4 Sept 16
History and Schooling of Native Americans
Be prepared to discuss the following readings:
Takaki, Different Mirror (sign up to read either chapter 2, 4 or 9)
Chap 2 “Tempest in the Wilderness” Chap 4 “Toward Stony Mountains: Removal to Reservation” Chap 9 “Indian Question: Reservation to Reorganization”
Spring, Deculturalization and the Struggle for Equality
Chap 1 “Deculturalization and the Claim of Racial Superiority by Anglo-Americans” and
Chap 2 “Native Americans: Deculturalization, Schooling and Globalization, and Inequality”
(on D2L) Grande, Sandy. “Mapping the Terrain of Struggle” from
Red Pedagogy (2004) *only required to read pp 11-20*
(on D2L) Lomawaima and McCarty. “The Strengths of Indigenous Education: Overturning Myths about Indian Learners.” from To Remain an Indian.
DUE at class: Evidence you have read the required readings
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Session Topics/Learning Activities Assignments Due Session 5 Sept 23
Minnesota-based American Indian tribal government, history, language, and culture
View and read information on the following websites and others of your choice:
• http://www.education.state.mn.us/MDE/EdExc/StanC urri/Curri/index.html (scroll to bottom of page for Indian Education Curriculum and read the Teacher Background sections within various curriculum units that are linked)
Also be prepared to discuss the following readings:
(on D2L) Waziyatawin. “How Minnesotans Wrested the Land
from Dakota People.” from What Does Justice Look Like: The Struggle for Liberation in Dakota Homeland (2008).
“In the Footsteps of Little Crow: 150 Years After the US-Dakota
War” 6-part series published by the StarTribune August, 15-17 2012. http://www.startribune.com/local/164577856.html
DUE at class: Evidence you have read the required readings and a bring a draft of your 3G paper for feedback during class.
DUE by this coming Friday (11:59pm) in D2L Dropbox: An essay that provides evidence that you have met standard 3G (see assignment description and rubric on D2L)
Session 6 Sept 30
History and Schooling of African Americans
Be prepared to discuss the following readings:
(on D2L) Alexander, “The Rebirth of Caste” (pp 20-35 only) from
The New Jim Crow Takaki, Different Mirror (read either Ch 3 or 5 and then read
Ch 13 as well as other readings listed below) Chap 3 “Hidden Origins of Slavery” OR Chap 5 “No More Peck o’ Corn” Slavery and its Discontents
Chap 13 “To the Land of Hope: Blacks in Urban North”
Spring, Deculturalization and the Struggle for Equality Chap 3 African Americans: Globalization and the African Diaspora
(on D2L) “Race and Segregation in St. Paul’s Public Schools
1846-69” Minnesota History (Winter 96-97) by W.Green
(on D2L) —“A Struggle Lonely and Unequal: The Burden of Race” (pp 110-125) and “Victims without Crimes” (217-229) from Tyack, The One Best System: A History of American Urban Education
Session Topics/Learning Activities Assignments Due Session 7 October 7
History and Schooling of European Americans
Be prepared to discuss the following readings:
Takaki, Different Mirror (read 1 of 2 chapters) Chap 6 Fleeing the Tyrant’s Heel: Exiles from Ireland Chap 11 The Exodus from Russia: Pushed by Pogroms
(on D2L) -- The American School (1642-2004) by J. Spring
Ch 3--Nationalism, Multiculturalism & Moral Reform in the New Republic (pp 44-53)
Ch 4—The Ideology and Politics of the Common School (pp 73-79)
Ch 5—The Common School and the Threat of Cultural Pluralism (pp 102-107)
Ch 6—Organizing the American School: 19th Century Schoolmarm (pp 134-135)
(on D2L) —“Cultural Conflicts: Religion and Ethnicity” (pp 104-
109) and “Americanization: Match & Mismatch” (229-255) from Tyack, The One Best System: A History of American Urban Education
DUE at class: Evidence you have read the required readings
Session 8 October 14
History and Schooling of Mexican Americans & other Latina/os
Be prepared to discuss the following readings: Takaki, Different Mirror
Chap 7 Foreigners in their Native Land: The War Against Mexico Chap 12 El Norte: Up from Mexico
Spring, Deculturalization and the Struggle for Equality
Chap 5 Hispanic/Latino Americans: Exclusion and Segregation
(on D2L) Guajardo and Guajardo. “The Impact of Brown on the Brown of South Texas: A Micropolitical Perspective on the Education of Mexican Americans in a South Texas Community” * only pp 506-511 is expected for this week
DUE at class: Evidence you have read the required readings
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Session Topics/Learning Activities Assignments Due Session 9 October 21
History and Schooling of Asian Americans
Be prepared to discuss the following readings:
Takaki, Different Mirror Chap 8 Search for Gold Mountain: Strangers from Different
Shore Chap 10 Pacific Crossings: From Japan to Land of Money Trees
Spring, Deculturalization and the Struggle for Equality
Chap 4 Asian Americans: Exclusion and Segregation
(on D2L) “Seeking Refuge” (pp 1-11, 271-273) and “from Yang The Latehomcomer: A Hmong Family Memoir (2008)
DUE at class: Evidence you have read the required readings
Session 10 October 28
Modern Struggles for Civil Rights and Equitable Educational Opportunity within an increasingly diverse society
Discuss the following readings and documentaries on D2L:
Takaki, Different Mirror (pp 341-433) Chap 14 WWII: American Dilemmas Chap 15 Out of War: Clamors for Change Chap 16 Again, the Tempest-Tost
Spring, Deculturalization and the Struggle for Equality
Chap 6 “Great Civil Rights Movement and New Culture Wars”
Streaming Video Documentaries • “Rise!” http://www.pbs.org/wnet/african-americans-many-
DUE in D2L: Evidence you have read the required readings
DUE: Participation in D2L Discussion about Readings and on-line documentaries
Session 11 Nov 4
Discussion of What We’ve Learned about Similarities and Differences in the social and educational histories of major cultural groups, and the legacy of history for today and the future.
Writers Workshop for Comparison/Contrast Paper or
Presentation by bringing your “near” final draft for peer review.
DUE in D2L Dropbox no later than Nov 6: Final draft of Compare & Contrast paper or presentation (see assignment description and rubric on D2L)
Session Topics/Learning Activities Assignments Due Session 12 Nov 11
Philosophies of Education and Perspectives on the Purpose of Schools with Consideration for the Role of Urban Teachers in Society
Be prepared to discuss all of the following readings available on the content page of our class D2L site: Whitehead, Alfred N. “The Aims of Education” (1929). Counts, George. Dare the School Build a New Social Order?
(1932). Friere, Paulo “Ch 2” from Pedagogy of the Oppressed (1970). Delpit, Lisa. “Education in a Multicultural Society: Our Future’s
Greatest Challenge” from Delpit, Other People’s Children (1995).
Darling-Hammond, Linda. “The Right to Learn: Education as Democracy” from AACTE Briefs (1996)
Deloria, Vine. “Knowing and Understanding” from Power and Place: Indian Education in America (2001).
Grande, Sandy. *only pp 26-29 from Red Pedagogy (2004) * other parts of this reading were assigned earlier
Moses, “Algebra and Civil Rights?” from Radical Equations
Guajardo, et al. “Transformative Education: Chronicling a Pedagogy for Social Change.”
DUE at class: Evidence you have read the required readings
Note: Service-Learning Reflective Papers do not need to be presented. Those choosing to do the cross-cultural service-learning option can submit a reflective paper or make a presentation to the class.
Reflections on what we’ve learned this semester and the implications for urban education and urban teaching Course/Instructor Evaluations
DUE before class: Put your 5-7 minute Cross-Cultural Inquiry PowerPoint, Prezi OR a Service Learning PowerPoint or Paper in the D2L Dropbox for this assignment. If you did an Inquiry, you are also expected to post a 1pg handout on the D2L Discussion Tab summarizing your learning and resources used. You must give a paper copy to the instructor before your presentation.
Dec 9
Last Day to submit any revised or late work for the course in D2L Deadline to submit your work into TaskStream as evidence of
meeting the standards aligned with this course. IF YOU DO NOT, YOU WILL NOT RECEIVE A GRADE FOR THIS COURSE.
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Sample of Additional Readings Sources:
Anderson, J. (1988). The Education of Blacks in the South, 1860-1935. Chapel Hill: University of North Carolina Press.
Bergstrom, A., Miller Cleary, L. and Peacock, T. (2003). The Seventh Generation: Native American Students Speak About Finding the Good Path. Charleston, WV: ERIC Clearing House on Rural Education and Small Schools.
Bowles, S. (1972). Getting nowhere: Programmed class stagnation. Society 9, 8 (June): 42-49.
Gintis. (1976). Broken Promises: School Reform in Retrospect. In Schooling in Capitalist America, Basic Books: 18-52
Brown v. Board of Education I, 347 U.S. 483 (1954) and II, 349 U.S. 294 (1955).
Connell, R.W. (1993). Schools and Social Justice. Philadelphia: Temple University Press.
Cuban, L. (1993). How Teachers Taught: Constancy and Change in American Classrooms 1890-1990. NY: Teachers College.
Darling-Hammond,L. (2010). The Flat World and Education: How America’s Commitment to Equity will Determine Our Future. NY: Teachers College.
Deloria, Vine and Daniel Wildcat. (2001). Power and Place: Indian Education in America. Golden, CO: Fulcrum.
Dewey, J. (1944). Democracy and Education. New York: Free Press.
Ebbott, E. & Rosenblatt, J. (Eds.) (1985.) Indians in Minnesota. (4th ed). Minneapolis: University of Minnesota Press.
Fine, M. (1986). Why urban adolescents drop into and out of public high school. Teachers College Record 87: 393-408.
Fordham, S., & Ogbu, J. (1986). Black students' school success: Coping with the "burden of acting white." Urban Review 18: 176-206. (Either this article or the following John Ogbu article)
Freire, P. (1970/1996). Pedagogy of the Oppressed. NY: Continuum.
MMEP. (2011). State of Students of Color and American Indian Students Report. St. Paul: Minnesota Minority Education Partnership. (www.mneep.org )
Moses, Robert and Charles Cobb. (2001). Radical Equations: Civil Rights from Mississippi to the Algebra Project. Boston: Beacon Press.
Ogbu, J. U. 1995. Cultural problems in minority education: Their interpretations and consequences—Part One. Urban Review 27: 189-205.
Reed, Ronald and Johnson, Tony (Eds). Philosophical Documents in Education (2nd Edition). New York: Addison-
Wesley Longman, 2000.
Rivkin, S. G. (1994). Residential segregation and school integration. Sociology of Education 67: 279-92.
Smith, L. T. (1998). Decolonizing methodologies: Research and indigenous peoples. Zed Books.
Spring, J. (2010). Deculturalization and the Struggle for Equality: A brief history of the education of dominated cultures in the United States. 6th Ed. NY: McGraw-Hill.
Spring, Joel. (2005). The American School (1642-2004) NY: McGraw-Hill.
Strouse, Joan. (2001). Exploring Socio-Cultural Themes in Education: Readings in Social Foundations (2nd Ed).
Columbus, OH: Merrill Prentice Hall.
Strouse, J. (ed). (1997). Exploring Themes of Social Justice in Education: Readings in Social Foundations. NJ: Merrill.
Strober, M. H., & Tyack, D. (1980). Why do women teach and men manage? A report on research on schools. Signs 5: 494-503.
Tyack, David. (1974). The One Best System: A History of American Urban Education. Cambridge, MA: Harvard University Press.
Waziyatawin. (2008). What Does Justice Look Like: The Struggle for Liberation in Dakota Homeland. St. Paul, MN: Living Justice.
Wub-E-Ke-Niew. (1995). We have a right to exist: A translation of aboriginal indigenous thought. NY: Black Thistle Press.
Overall Weekly Preparation and Participation (150 points possible) The course is taught from the philosophy that knowledge is socially constructed; therefore, each class member’s participation is desired and needed in order to maximize our collective learning and understanding. Students are expected to attend each class on time and actively participate in class learning experiences. D2L and university email will be used to facilitate communication between class sessions. Active participation includes:
• attending class on time • provide evidence each week that you have read each of the required readings by
written notes posted in D2L OR highlighted pages from all required readings shown to the instructor before class, during class breaks, during documentaries, or after class
• active listening • contributing to small and large group discussions without dominating them or being
disrespectful to others • asking thoughtful questions • participating in class activities, • participating in D2L discussions and • having and using your university email account per university policy
As stated above under the class Attendance Policy, it is your responsibility to contact the instructor to both inform and follow-up with your absence; failure to do so is unprofessional and will negatively affect your grade. Minimally, to receive partial credit for participation missed during the absence, students can expect to write a brief reflective response essay addressing each of the assigned readings that were scheduled for discussion during missed class session.
Evidence of Meeting MN Standards of Effective Practice 3G (50 points possible) Based on class readings, documentary videos, and your own research, write a 4-8 page reflective essay with a bibliography that provides evidence of what you have learned about Minnesota- based American Indian tribal government, history, language, and culture required of all persons seeking teaching licensure as stated in law and MN Standard of Effective Practice 3G. Make sure you address each part of the standard. A rubric for assessing the essay is on D2L.
“Standard 3G. Understand the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture.”
Primarily Use the Indian Education Curriculum, MN Department of Education available at:
http://www.education.state.mn.us/MDE/EdExc/StanCurri/Curri/index.html ** read the teacher background information sections for various curriculum guides
Some Other Recommended links: http://www.treatiesmatter.org/
Compare & Contrast the Social and Educational History of People Belonging to any Two of the following four Major Racial/Cultural Groups: Native American, African American, Asian American (in particular Chinese and Japanese) , or Chican@/Latin@ (in particular Mexican and Puerto Rican) and Research the Current Opportunity & Achievement Gap in the Twin Cities and Minnesota for Students from these groups (100 points possible)
We will be examining the history and historical educational experiences of four main cultural groups: Native Americans, African Americans, Chican@s/Latin@s, and Asian Americans. Choose any two of these groups and compare and contrast their historical experiences in the United States and in schools. This historical comparison/contrast should be about 2/3 of your completed project. The remaining 1/3 should include an analysis of the current experiences of students from these groups in today’s Minneapolis and St. Paul schools using data from district websites and MN Dept of Education State Report Card (http://rc.education.state.mn.us/), the recent MNEEP State of Students of Color and American Indian Report ( http://mneep.org/reports/) as well as their data page (http://mneep.org/state-and-data-information-2/ and other sources. Conclude your project by considering implications of these historical experiences and current situations for today’s urban schools and teachers. You may write a paper, develop a Power-Point presentation, or do something else that demonstrates what you learned. Make sure you carefully read and follow the more detailed explanation, websites and a rubric for assessment of the assignment that are provided on D2L.
Inquiry Option: In an authentic, humble and respectful way, engage in a cross-cultural, community-based inquiry as a prospective teacher seeking to better understand the cultural assets and experiences of a group of people in Minneapolis and St. Paul (other than that which you personally identify). Develop cross-cultural understanding and competence by visiting community based agencies, community and resource centers, charter schools, stores, restaurants, etc., reading community-based papers, magazines and websites, and talking with parents, elders, and community activists, etc. Start your inquiry by reframing some of the essential questions for this course along with others you desire to answer. Your inquiry project can be presented to class as an 8-10 minute speech with or without PowerPoint, a video, audio, or a web-page. It must include not only information but personal reflection. All project presentations must be supported by a one-page handout which includes a 1-2 paragraph summary of key things you learned during the inquiry project and a bibliography of sources. A rubric for assessment of the project is provided on D2L.
Service-Learning Option: Participate in a community-based, cross-cultural, experiential/service learning project (not within a school during school hours) that you will start during our semester and complete at least 15 hours of service during the semester, but will likely end after the semester is over. (Most organizations and service learning opportunities require a longer-term commitment to develop relationships and have a positive effect for those whom you are serving.) Reflect upon your experiences by describing: a) things you knew (or thought you knew), and wanted to know before starting the experience, b) a statement of why you chose this cultural group/organization and why a particular type of service-learning experience, c) what you did during your experience, d) what you learned from the experience, e) how this experience and understanding will enhance your responsiveness as an urban teacher. Your reflections about your cross-cultural service-learning experience can be presented in a reflective essay or an 8-10 minute presentation to class with or without PowerPoint/slide show. Along with your reflections, turn in a log of hours/activity with confirming signature from the agency/people you worked with or for. A rubric for assessment of the project is provided on D2L.
