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COURSE SYLLABUS
Education 240: Social Issues in Education
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Faculty of Education
Simon Fraser University
Summer 1.977
Instructor: ?
Mike Manley-Casimir
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94 Denman
Court
Building 2, #205
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Coquitlam, B.C.
Phone: 291-4787 or 291-3591
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525-3121
Lectures: ?
Monday and Wednesday
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2.30 - 3.20 p.m.
May 9 - August 5
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AQ 9201
Objective:
The objective of this course is to provide students with an understanding of
the role and functions of the school as a social institution and of the issucs
that impinge on (and often swirl turbulently about) the school.
Planned Outcomes:
More specifically,
outcomes:
Outcomes
the course-is designed to yield the following learning
Primar y
Instructional Modes
mastery of a basic core of
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Required texts
knowledge about the realities
of schools as social institu-
tions -- their nature, organi-
zation, and functions.
ii ?
general understanding of the
range and complexity of issues
impinging on the school.
iii detailed knowledge of a
selected issue gained from
an in-depth analysis.
Lectures, Films, Guests and Tutorials.
Independent Reading
Term Paper or Approved Alternative.
Independent Reading
iv ability to analyze the
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Tutorials, Independent Reading.
dimensions of social issues
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Final Exam.
in education and to marshall
relevant knowledge to support
the analysis.
Required Reading:
John Eisenberg and Gailand MacQueen, Don't Teach That (General Publishing Co.,
1972). Paperback.
John A. Laska, Schooling and Education (Van Nostrand Co., 1976). Paperback.
RosemaryGanley and Ron. Wood, Technology and Change: Crisis in Canadian
Education (McClelland and Steward Ltd 1975). Paperback.
2
William Strunk and E.B. White, The Elements of Style (New York: 'lacftii1.an.
1972). Paperback.
The first five texts will provide students with a common core of knowledge
and common frames of reference. All students are expected to become thoroughly
familiar with each of these basic references. The sixth hook -- The Element
of tle -- is specifically included for those students who wish to improve
their writing style. It is not a "required" text in the same sense as the
others -- it is required only for those who need it. Still, it is a gem of a
book -- well worth reading, if not owning.
PLAN OF TOPICS:
THE SCHOOL AND SOCIETY: ROLE AND FUNCTIONS
(a)
Coals and Purposes
(b)
Socialization, Stratification and Mobility
(c)
Conflicts in Public Expectations
II THE SCHOOL AS A SOCIAL INSTITUTION: IMAGES
(a)
Formal Organization
(b)
The Role of the Principal
(c)
The Role of the Teacher
(d)
The Role of the Student
(e)
The Hidden Curriculum
(f)
Student Alienation
III ISSUE: THE STRUGGLE FOR CONTROL
(a)
Conflicting Claims for Control
(b)
Central vs. Local Control
(c)
Community - School Councils
(d)
Decentralization of Curriculum in B.C.
IV ISSUE: RIGHTS IN SCHOOL
(a)
Nature of Rights -- Community and Societal Interests
(b)
Parent's Rights
(c)
Teacher's Rights
(d)
Student's Rights
V ISSUE: EQUALITY OF EDUCATIONAL OPPORTUNITY
(a)
Conceptual Dimensions
(b)
The American Experience
(c)
The Canadian Scene
(d)
Research Issues
(e)
Policy Issues
• ?
VI ISSUE: CULTURAL PLURALISM
(a)
Melting Pot, Mosaic or Mixing Bowl?
(b)
Issues in Native Education
(c)
Cultural Shifts -- Changing Values and Life-Styles
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1• ?
3
VII •ISSU
(a)
(b)
(c)
(d)
(e)
: ACCOUNTABILITY
Concept of Accountability
Assessment Programs
PAB, PPBS, PPBES
Performance Contracting
Barriers to Accountability
VIII ISSUE: SEX ROLE STEREO-TYPING
(a)
Sexual Stereo-Typing
(b)
Sexual Discrimination
(c)
Curriculum Materials and Other Media
IX ISSUE: COMPULSORY EDUCATION
(a)
Historical Origins
(b)
Radical Critiques
(c)
A Free Market in Education?
X ISSUE: ALTERNATIVES
(a)
Free Schools
(b)
Open Education
(c)
Walkabout: Recent Developments
(d)
Cross-Age Tutoring
(e)
Alternative Schools in B.C.
XI ISSUE: REACTION
(a)
Basics Movement
(b)
Literacy
(c)
Value Schools
1
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6
COURSE
CALENDAR
May
10
First
Class
12
Course Orientation & Expectations
Lecture
17
Sex Role Stereotyping (BCTF)
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Ms.
P. ?
Roberts
19
The Winegard Report and
Equal Education Opportunity
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Dr. J. ?
Ellis
24
Student Tutoring
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Dr. A. ?
Elliott
26
Racism in School & Society (BCTF)
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Mr. W. ?
Knapp
31
Social Issues:
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Analytic Perspective
Lecture
June
2
Topic I
School: ?
Role and Functions
Lecture
7
Conflicts in Public Expectations
Lecture
9
Topic II
Convergence: ?
High School: Pt.
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1
'ilm
14
Convergence:
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High School: Pt. 2
,ilm
16
Divergence: ?
Suminerhill
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Film/Lecture
21
The Hidden Curriculum
Lecture
23
Topic III
The Struggle for Control
Lecture
28
Topic IV
Rights in School
Lecture
30
Topic V
Equality of Educational Opportunity
Lecture
July
5
Equality as Social Policy
Lecture
7
Topic VI
School and Cultural Pluralism
Lecture
12
*****Term Papers Due this Week*****
14
Cultural Shifts-Changing Values
& Life Styles
Lecture
19
Social Change:
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"Future Shock"
Film
21
Accountabiltiy
Lecture
26
Course Evaluation:
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Take Home Exam.
Lecture
28
Walkabout & Secondary Schooling
Lecture
August
2
Reaction: ?
The Basics Movement
Lecture
4
Last
Class Summary & Overview
Lecture
LT
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1
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5
EXPECTATIONS
1.
Exams:
(a) Each student is expected to write the final, exam.
(h) The exam will be distributed ahead of time.
(c) Students are expected to answer questions on topics other than the
topic of their term paper.
2.
Independent Reading and Tutorial Participation:
The course combines lectures with tutorials and independent reading. Each
student is expected to attend lectures and tutorials on a regular basis and
to accept a major responsibility for reading around the topics of lectures
and tutorials. All students are expected to participate actively in tutorials.
3.
Term Paper or Alternative:
Each student is expected to write a formal term paper or in consultation with
his/her tutorial leader to develop some alternative means of satisfying this
requirement (see below). If you decide to write the more traditional term
paper (and this is a perfectly acceptable choice), then the following guide-
lines and criteria apply.
1. Term Paper -- Guidelines and Criteria
(a) A student selecting this option is expected to write a term paper
not longer than 12 double-spaced 8 x 11 typed pages either on one of the
topics discusssed in the course or on a topic of your own choice. In
either case, your proposed paper must be approved by your tutorial
leader.
(b) Your paper should be based on your reading of at least two books
and five articles. (The latter may be from journals or collections cf
readings).
(c) Your paper should:
i)
start by posing one central question which you plan to answer.
Subsidiary questions may also be posed and answered.
ii)
identify the main elements of the question.
iii)
discuss these elements systematically in terms of the relevant
literature. This discussion should:
- relate the main points of each source to each other.
- identify the major areas of agreement and disagreement.
- identify suggestions made to resolve disagreements.
- indicate where you stand on the issue and the action you would
advocate for resolving the issue.
(d) You may fulfill the requirement in (iii) above:
EITHER - by writing the more usual essay type paper in which you
integrate the sources of your argument.
OR
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- by writing an individual analysis of each literature
source you consider relevant and then preparing a
conclusion (3-5 pages) to deal with the items in (iii).
(e) Your term paper will be evaluated according to these criteria:
i)
Evidence of careful selection and use of relevant literature.
ii)
Evidence of careful consideration of issues and alternatives.
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I
iii)
Evi deuce
that the paper answers the (tue5; Lion (s) 1)OSed it
the
outset.
iv)
Clear expos:i tion, correct grammar, punctuation, and spel Ii
(correct in the sense of current usage).
2. Alternatives -- Suggestions
There are a number of alternatives to the term paper 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 an audio-
visual cassette depicting the clash between the dominant 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 or
the school.
If you wish to satisfy the requirement through an alternative like this,
the details should be carefully worked out with the instructor/tutorial
leader, and criteria for evaluation developed before the project proceeds.
EVALUATION:
Individual evaluation will be based on performance of these four expectation:;
in the following proportion:
1.
Independent Reading and Tutorial Participation
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10%
2.
Term Paper
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45%
3.
Final Exam
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45%
TENTATIVE DRAFT: GRADING PROFILES
A.
Superior
Cognitive Abilities
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Evidence of high degree of conceptual integraticn
and synthesis, original thought and critical
evaluation.
Content ?
Mastery of a wide range of relevant literature.
Argument ?
Sophisticated and articulated development of
ideas in a coherent essay structure.
Syntax & Usage Variety of flexibility in sentence structure and
paragraph development in a manner appropriate to
the theme.
B. Good
Cognitive Abilities
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Evidence of application, analysis, a basic integra-
tion of concepts, some synthesis.
S
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I
Content
Argument
Syntax & Usage
C.
Satisfactory
Cognitive Abilities
Content
Argument
Syntax & Usage
D.
Pass
Cognitive Abilities
Content
Argument
Syntax & Usage
APPEAL PROCEDURE
mastery of a substantial body of relevant literature.
Clear organization, good intraparaqraph structure,
linear development.
Basic competence in sentence structure, paragraph
development, vocabulary, punctuation, spelling.
Evidence of knowledge, comprehension and some
application.
Mastery of an adequate body of relevant literature.
Adequate organization and coherent argument.
As in "B" above but with greater tolerance for
error.
Evidence of knowledge and understanding of basi:
concepts, little application, analysis or integration.
Evidence of the bare minimum of relevant literature.
Basically comprehensible.
Sentence structure, vocabulary, usage minimally
acceptable.
The process of grading a student's work always involves an element of
judgment. We try to be as careful and as fair as possible in evaluating term pipers.
tutorial participation and exams. Still errors of judgment can and do occur. To
safeguard the interests of the student the following appeal procedure is available
to you in the event you feel your work has been unfairly evaluated.
First Step -- Raise your concern with the individual who assigned the grade
in the first instance and seek resolution of grievance.
Second Step --
Third Step
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--
Fourth Step --
Bring the matter to the attention of the instructor.
If disagreement about the grade persists, the instructor will seek
an independent evaluation of the work in question, from another
member of the Faculty of Education with specific knowledge In the
topic of the assignment.
If still dissatisfied the student may appeal the decision to the
Dean of the Faculty of Education. This is the last avenue of
recourse within the Faculty of Education.
Final Step -- Ultimately any student can appeal a decision to the Senate Appeals
Board.
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.
The U^jjowinj, ,
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reserve
in the [lb ra ry
1.
Adams, Paul et al, Children's Rights: Toward the Liberation of the Chi. Id.
2.
Bargen, P.F., The Lel Status ofthe Canadian Public School Pupil.
3.
Bereiter, Carl, Must
We Educate?
4.
Cazden, Courtney, B. Functions of Language in
the Classroom.
5.
Cicourel, Aaron V., & Kitsuse, John I. Educational Decision-Makers
6.
Cusick, Philip, A. Inside HiSchool
7.
Dosman, Edgar J., Indians:The Urban Dilemma.
8.
Bowers, C.A., Housego, I. Dyck, D., Education and Social
Polic_y: Local
Control of Education
9.
Pennock, J.R. & Chapman, J.W.,
EEAq
u alij
10. Finnigan Bryan, Making It: The
Canadian
Dream
11.
Gartner, Alan, Children Teach Children
12.
Hollingshead, August B., Elmtown's Youth: The Impact of Social Classes
Adolescents.
13.
Hurwitz, E. & Tesconi, C. Chall
eng
e of Education
14.
lanni Francis A. Cultural Relevance and Educational Issues.
15.
McPherson, Gertrude H., Small Town Teacher
16.
Morrison, T. & Burton. A., Options: Reforms and Alternatives for
Canadin
Education
17.
Postman, W. & Weingartner C., Teaching as a Subversive Activity
18.
Porter, John, The Vertical Mosaic
19.
Sexton, Patricia, Readings on the School in Society
20.
Waller, W. The Sociology of Teaching
Articles
1.
B.C.T.F. "Task Force on the Status of Women"
2.
B.C.T.F. "Text Book Study"
3.
B.C.T.F. "Involvement: The Key to Better Schools"
4.
Engle, K.M. "Revolution in Sports" The Greening of Girls' Sports"
5.
Faculty of Education, "Some Readings in the Area of Curricula for Multi-
Cultural Canada"
6.
Golding, M.P., "Towards a Theory of Human Rights"
7.
Hurst W. et al, "Breaking the Mould"
8.
Iglitzin, L.B., " A Child's-Eye View of Sex Roles'
9.
Jacobs C. & Eaton C. "Sexism in the Elementary School"
10.
Levy, B. "Do Teachers Sell Girls Short?"
11.
Porter, J.A. "Inequalities in Education"
12.
Porter, J.A. "Social Change and the Aims and Problems of Education"
13.
Women's Research Collective, "Voices of Women Students"
14.
Vancouver Status of Women, "Exploring Sex Roles: A Kit for Counsellors"
15.
Margaret T. Morgan and Norman Robinson "The 'Back to the Basics' Movemen;:
in Education" Canadian Journal of Education 1 #2 (1976): 1-11.
