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COURSE SYLLABUS 

Education 240: Social Issues in Education 

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Faculty of Education 

Simon Fraser University 

Fall 1975 

Instructor: June Wyatt 

Room 220, Building #2 

Education Complex 

Lectures: Monday and Wednesday - September 8th to December 3rd 

9:30 - 10:20 

AQ 9001 

Objective: To examine contemporary social controversies about the way schools 

should operate 

- should they reflect and reinforce social relationships outside 

of the school or should they attempt to alter these; is the 

latter possible? 

- what rights do students, parents and teachers have in deter- 

mining what goes on in schools, what rights should they have? 

In what ways do the expectations of these groups and of indivi-' 

duals within these groups conflict. 

- what rights do religious, linguistic and cultural minority 

groups have? 

Required Reading: 

Cusick, Philip, Inside High School 

Martel, George, The Politics of the Canadian Public School 

Eisenberg and MacQueen, Don't Teach 'That 

Leven and Sylvester, Rights of Youth 

Kleinfeld, J., Effective Teachers of Indian and Eskimo High' School Students 

These texts will provide students with a ciunon core of knowledge and common 

frames of reference. All students are expected to become thoroughly familiar 

with each of these basic references. 

Recommended Reading: The following, available in the bookstore, extend and 

elaborate on information in the required texts. They will be useful in planning 

papers/projects and discussion groups. 

Burton, A., The Horn and the Beanstalk (educational alternatives, technocracy 

in Canada) 

Cazden, C., Functions of Language in the Classroom (cross-cultural education) 

Collier, J., Alaskan Eskimo Education (cross-cultural education) 

Gross and Gross, Radical School Reform (alternatives) 

Herndon, J., The Way Its Spozed to 

Be

(alternatives, roles) 

Hostetler, J., Children in Amish Society (community education, cross-cultural 

education) 

Kozol, J, 

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Free Schools (alternatives, 

ca'mrLnl'ity 

education) 

Troost, C., Radical School Reform: Options and Alternatives. 

Bowers, Housego, Dyke, Education and Social Policy: Local Control of Education 

(community education, rights) 

Lecture Topics 

I. The School and Society: Role and Functions 

a) Goals and Purposes 

b) Socialization, Stratification and Mobility 

c) Conflicts in Public Expectations 

d)

Schools: Agents of Change or Upholders of the Status Quo 

II. The School as a Social Institution 

a)

The Role of the Teacher - Teacher Expectations 

b)

The Role of the Student - Student Expectations 

c) The Role of the Principal 

d) The Hidden Curriculum 

e)

Issue: Sex Role Stereotyping 

III. Issue: Rights in School 

a)

Nature of Rights - Community and Societal Interests, Compulsory Education 

b) Student Rights 

c) Parent Rights 

d) Teacher Rights 

IV. Issue: Equality of Educational Opportunity 

a) Conceptual Dimensions 

b) The American Experience 

c) The Canadian Scene 

V. Issue: The Struggle for Control 

a) Centralization vs. Local Control 

b) Decentralization of B.C. Curriculum 

c) Neighborhood/Community Schools 

d)

Religious, Linguistic, Cultural Minorities 

VI. Issue: Pluralism and Education 

a)

Academically deficient or culturally different 

b) Compensatory Education 

c)

Multiculturalism: Melting pot or mosaic? 

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EXPECTATIONS 

.1. Tutorial Particitation: 60% of grade. 

Each member of a tutorial will participate in all discussions and will 

serve as a leader in one. 

Discussion groups will be kept small - approx. 5 people per group. (15% 

for your role as participant and 45% for your role as discussion leader) 

(See Below). 

The following issues will serve as foci for discussion: 

1.

Compulsory Education 

2.

Teacher Rights and/or Parent Rights 

3. Community Control 

4.

Cultural and Linguistic Differences 

4.

Alternatives 

Packages of readings which can be used to get started will be on reserve in 

the library. Additional materials should be sought from: 

1.

recommended reading 

2.

Bibliography for EDUC. 240 (on Reserve) 

3.

Reserve list for 240 

4. Others 

2. Format 

A. As discussion leader you are responsible for: 

1.

Formulating discussion questions based on readings and making sure 

that members of your group have these one week before the discussion. 

2.

Using the prepared packet of readings and others as a core infor- 

mation source on your topic. You will assign readings to discussion 

group members one week ahead of the discussion. 

3.

Directing the discussion 

4.

Writing up a report of the discussion 

Criteria for Evaluating the Report 

1.

Clarity of writing, organization, presentation 

2.

Comprehensiveness of literature survey (not only how much but how well 

chosen). 

3.

Clarity in focussing on and highlighting issues. (The report is not a 

series of "book reports "or summaries, but an analysis of the ways in 

which readings and discussions highlighted issues) 

The report should include: 

1. The questions you used to guide discussions with an explanation of why 

you formulated these questions (what were you trying to bring the group's 

attention to). 

51.

2.

An annotated bibliography. A brief summary paragraph for each item used 

in discussion group. What was the main point of the article, book or 

chapter? Why did you choose it? Other items you perused but didn't use 

can be listed for future references. No commentary is necessary. Items 

used which did not contribute much to discussion should be pointed out. 

Why weren't they useful? 

3.

An assessment of the impact of the questions. Did they do what you 

wanted them to do? Did they do anything? Did they do something other 

than what you expected but valid and valuable nonetheless? 

4.

A statement of the issues You should report not only on what happened 

in the discussion group but your own analysis of the issues. 

S. The impact of the group discussion (dealt with in part 

in

#3). Specify 

personal experiences, perspectives, insights of group members which 

enhanced understanding and clarified issues. Did the group process 

also fog issues? Any irreconcilable disagreements, irrelevant meanderings? 

B. As discussion participant you are responsible for: 

1. Doing readings assigned by leader 

2. Handing in a one-page written account of each discussion 

(3 points per account) in which you describe the main issues 

dealt with and the input you had in the discussion. 

II. Term Project: 40% of grade 

Choose one of the following. Any choice must be discussed thoroughly with 

tutorial leader. If none of the following suits your interests you may 

devise an alternative - this alternative must be discussed thoroughly with 

the tutorial leader. 

A. Review of journal articles and presentation in writ*ng 

A thorough review and summary of at least 8 articles that show good 

report writing (clear 

,

exposition, correct grammar, punctuation and 

spelling). These articles should be drawn from professional, educational, 

anthropological or sociological journals and should treat a common theme 

or issue. Each review should:• 

1.

thoroughly examine the basic issues and assumptions in the article 

2.

discuss their validity as good models of report writing and research 

3.

examine the conclusions made and their implications for education 

and society 

4.

indicate your own personal response to the chosen articles 

A one or two page summary of all the articles read and an overview of the 

major dimensions of the issue they treat, should follow the series of reviews. 

B. An in-depth examination of a researchers book (such as McPherson' s• 

Small Town Teacher) and 2 or 3 related journal articles (see c) 

The paper should: 

a)

Show you have become totally familiar with and analytic of all 

aspects of the book 

b) Examine carefully and discuss critically the basic issues and 

assumptions the author makes 

c)

examine and discuss related writings on these assumptions and their 

findings (similar or dissimilar) 

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d)

discuss the implications of the ideas put forth in the book and 

show a thorough understanding of the range and complexity of 

issues impinging on the school as discussed in that book. 

C. Research proposals: The student may have an idea for an experiment or similar 

research approach. The student may write up the idea in the form of an 

experiment, program proposal or similar research design. S/he may wish to 

present the idea to the class to get feedback. The project should include the 

following: 

1.

The mere idea of "I wonder what would happen if we did this?" 

2. The idea plus a survey of what has been done on the 'problem' by 

other researchers. 

3. The idea with a survey of literature plus the experimental or 

proposal design to be used in testing the hypotheses. (See Maurice 

Gibbons 'Walkabout" for an example). 

D. Alternatives--Suggestions 

There are a number of alternatives to the projects outlined above. The following 

examples give some idea of the range of possibilities: 

a)

A student, interested in sex-role stereo-typing,'decided to write a fictional 

children's story in which the girl takes the dominant leadership role while 

the boy follows her lead. The story is probably publishable. 

b)

A student, interested in cultural clash, created in audio-visual cassette 

depicting the clash between the cominant.white Canadian culture and the 

Native Indian culture. 

c) Three students, interested in the hidden curriculum amongst other things, 

collectively wrote a satirical play depicting some of the discrepancies 

between the stated ideology and actual practice Of the school. 

If you wish to satisfy the requirement through an alternative like this, or 

anything else you think of, the details should be carefully worked out with the 

instructor/tutorial leader, and criteria for evaluation developed before the project 

proceeds. 

7.

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DISCUSSION TOPICS-

DESCRIPTION 

STUDENT RIGHTS

To what extent should students determine curriculum, the 

conditions under which they learn, and the regulations 

which govern their lives in schools? 

PARENT 

RIGHTS

/ MORAL EDUCATION 

Who shall determine whether the schools have a role in moral 

education? What role shall it be. Are evolution and family life 

education 

value 

free subjects that can be taught 

objectively? 

Who shall decide: teachers, parents, students? 

U

CULTURAL DIFFERENCES 

What are the rights of ethnic minority groups with respect to 

schooling. Should instruction be given in languages other than 

English? Are children from non Anglo-Saxon backgrounds 

culturally deficient or different? What are the 

implications 

for curriculum, parentinvolvemerit etc? 

COMMUNITY CONTROL 

Ds

r

elected trustees always represent community interests? Why 

are many community groups demanding more decision making power 

in all aspects of the operation of the schools? 

ALTERNATIVES 

What alternatives to the public school system have been tried? 

What are the salient criticisms of contemporary public schools? 

What are the counter-criticisms? 

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DI•SSION TOPICS— READINGS

Here is the list of the articles that have been duplicated, for each of the 

five topics. 

Some articles listed are from the required texts, these have not been duplicated. 

There are five stacks of articles. One for each of the five topics. 

With each stack of articles there is a bibliography of further readings on 

that topic. 

Also with each stack of articles there is a folder which contains single articles, 

all related to that topic. These include the originals of the duplicated 

articles, plus many more which could or should also be used. 

The folder marked "other" contains other miscellaneous stuff. 

STUDENT RIGHTS 

Friedenberg. ? 

Autonomy and Learning 

Sipple. ? 

Another Look at Student Freedom 

Weisleder. ? 

The High School Experience and the Challenge 

of Democracy 

Skinner. ? 

The Free and Happy Student 

Robinson. ? 

Is this the right approach to Student Rights? 

Legal Status of Pupils in B.C. 

Levin and Sylvester. 

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Rights of Youth 

PARENT RIGHTS/. 

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-,/MORAL EDUCATION 

Raths, Harmin and Simon. 

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The Difficulty of Developing Values 

Purpel and Ryan. 

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Moral Education - Where sages' fear to Tread 

clippings on Sex Education 

Neglected Dimensions of Sex Bduoation 

School Storm Centers 

Man a Course of Study 

Scientists versus Fundmentalists 

Don't Teach That 

—9-

Vancouver Sun. 

Nelson and Carlson. 

Robinson and Young. 

Newsweek. 

Layton. 

Eisenburg. 

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CULTURAL DIFFERENCES 

Bereiter and Engelman. 

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Teaching the Disadvantaged Child in the 

pre—sohool 

Phillips. ? 

Participant Structures and Communicative 

Competence, 

Taba. ? 

The Family of Man 

Riot. ? 

Student Social Class and Teacher Expectations 

King. ? 

Ethnicity and School Adjustment 

Milner, 

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Prejudice and the Immigrant Child 

Ley. 

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Enriching the Culturally Disadvantaged Child 

Williams. 

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Language and Poverty 

Lind. 

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New

CanadianisasMelting

the Ethnics 

COMMUNITY CINTROL

Levin. ? 

Reform and School Trustees 

Lind. ? 

The Case for Community Control 

Stevens • 

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Community Schools 

National 

Indian

Brotherhood ? 

Indian

g ontrol of Indian Education

Erickson. ? 

What Rough Rock Demonstrates 

North-East Sector Project 

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Vancouver

ALTERNATIVES 

Butts.                

Assault on a Great Idea 

Broudy.               

Educational Alternatives, why not? 

Kohl.                

A Harlem Class writes 

Kozol.                

Free SchoolasA Time for Candor 

Kozol. 

Definition of Survival 

Mich.           

The Desohooling of Society 

Stanley.               

Illich De—frooked. 

Wills. 

Torontos Alternative Schools 

Long.,                    

The New School - Vancouver 

—10- 

B

OOKS ON RESERVE 

BERBER, C. 

must We 

Educate. (Children 'a rights, Compulsory Education) 

BOWERS, H. Education and Social Policy, Local Control of Education. 

BREMMER, J. Schools Without Walls. (Alternatives) 

BROUDY, H. The Real World of the Public Schools. (Alternatives-Critique) 

BURTON, A. The Horn and the Beanstalk. (Canadian technocracy, alternatives) 

CARDINAL, H. The Unjust Society,( Native rights in Canada) 

CARNOY, M. Schooling 

in a 

Corporate 

sooiety.( 

edited 

collection) 

CAZDEN, C. Functions of Language in the Classroom. (Cultural Differences) 

DAVIS, A. Social Class Influences Upon Learning. 

ERICKSON, D. Public Controls 

of Non-Public 

Schools. (Community Control) 

FREIRE, P. Pedagogy of the Oppressed. (community control, cultural differences 

GLASSER, W. Schools Without 

Failure. 

(alternatives) 

GOOD & BROPRY Looking in Classrooms (Teacher expectations) 

GOODMAN, P. 

Compulsory Mis-Education. 

(critique) 

GROSS & GROSS. Radical School Reform. (edited collection, critique) 

HERNDON, J. The Way 

Its Spozed 

to be. (critique of the schools) 

HOLT, L. How Children Learn. 

HOSTBTLER,J • Children in Amish Society. (Community control, Cultural d ifference 

HURWITZ, B. Challenges to Education. (edited collection- all topics) 

ILLICH, I. Desohooling Society .(alternatives) 

JACKSON, P. Life in Classroons.(rolea, hidden curriculum) 

KLEINFELD, J. Effective Teaohee of Indian and Eskimo High School Students, 

KOZOL, J. Free Schools. (community control, 

alternatives) 

McPHERSON, G. Snail Town Teacher.(rOles) 

NEILL, 

A. Sunmsrhill. 

(roles, alternatives) 

ROGERS, C • Freedom to Learn. (alternatives) 

ROSENTHAL, H. Pygmalion in the Classroom. (teacher expectations) 

RYAN, P. Poverty and the 

Child.( 

e

ocial 

differences) 

TROOST, C. Radical School 

ReforniCritique 

and

Alternatives. 

WILLIAMS, F. Language 

and

Poverty. 

(cultural and social differences) 

CUSICK,P. Inside High School 

Dell 