•
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Lectures:
Course Syllabus
EDUCATION
240:
Social
Issues in
Education
?
a11
D
1978
Monday, ?
11:30 12:20
AQ
920k
?
Instructor:
Wednesday, 11:30 -
12:20
AQ 9201
S.C,
de
Castell
Room
623
(Bldg. 6)
Objectives:
The
objóctives' àf this
course
are (1)
to Provido the student with factual
information
about the practice of schooling in
Canada; (2).
to
'
acquatht
his or
her
with a variety of
points of view
on
contemporary social
controversies
arising within
educational
practice,
and (3)
to equip
him
Or
her
'with the
analytical skills essential for the evaluation- of
those perspóctivcs
. '
The
primary, aim of the course is
the develo
p
ment by each
individual' of a coherent.
and-
rationally j
ustifiable viewpoint
of
his
or her
own
which
can
provide the.
basis for a continued interest
in social issues
motivate actiVe participation
in the resolution Of social problems and
enable the individual
to aska
ieantflgfil.
and
valuable contributions to contemporary debates which he
or she must
inevitably confront.
Methods:
The course will consist of lectuVOst,
guest speakers, debates, filEi tutorials,
and independant reading and
research. In addition to the required tit5 sod
suggested
readings
listed below, students will
be provided with
,copulsory
tutorial readings, and a comprehensive bibliography to
assist'wjth.ifl4v*dual',
research projects and
term papers.
Evaluat
ion:
The course mark will be determined on the basis of:
(1)
Tutorial
participation ?
20%
(2)
Two term papers
?
40%
(3)
Final
examination
?
40%
Central Concerns:
The course can be seen undo tour broad headings
1)
To mtugo an6 2un
ction of
schooling;
to iro
lat
ion btwuefl
chooi
:
am'
'I'IG ?
it an(6 Gn
pliit tntenticas o' thv pvctic'o'atøo1,thg
)
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ot
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06S (tLth Y
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c
u
aaT attention to the fore
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h ochooUng i
s wtdrt$ke,
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.,
EDUCATION 240 ... continued
?
2.
Required Readig:
(1)
Eisenberg S MacQueen: Don't Teach That. General Publishing Co, 1972.
(2)
C.P. Troost: Radical School Reform. Little Brown 4 Co.
(3)
Martell, George; The Politics of the Canadian Public School. John
11.wis'
Samuel, 1974.
(4)
Laska, John A. Schooling and Education. Van Nostrand, 19760
Suggested Readin&:
(1)
Prier., Paulo: Education.foi Critical Awareness
(2)
Ehlers, Henry: Crucial Issues in Education. Holt,.
Rinehart
Winston,,
•
1977
(3)
Postman Weingartner: Teachin
g
as a Subversive Activity. polacortis
Press, 1969.
(4)
Cusich, Philip A.: Inside High School. Holt, Rinehart 4 Winston. 1973.
Expectations:
1.
Independent Reading and Tutorial Participation:
?
.
The course combines lectures with tutorials and independent
reading. Bach
student is expected to attend lectures and tutorials
on a r.gu
l
lr
bisis
and to accept a major responsibility for reading around the
topics
of
lectures and tutorials.
?
.
2.
Term Paper or Alternative:
?
.
Each student is expected to write 2 formal t.rs papers ar4s
. ccnsu1tstiC
with his/her tutorial leader to develop some
alternative
:
ans
of
satisfying this requirement (see below). If
you decide to writs the .....
more traditional term paper (and this is a perf.ctly00Cpt&l.:Ch0iCe,
then the following guidelines and criteria apply.
1 Ters Paper -- Guidelines and Criteria
(a)
A student selecting this option is expected
to write a tail
paper not longer than 8 double-spaced 8 z 11 typ$
pips
either on topics discussed in the course or
on s topic . ofyour.
own choice. In either case, your proposerpsp.r
j Ust
b.:
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 ft"
onrnals or
collections of readings)
(c)
Your paper should
1) start by posing one central question which
ou plan to
answer. Subsidiary questions say also b
posed ad
anawsrgd
•
EDUCATION 240 •.. continued
?
3.
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 actto* YOU
would advocate for resolving the issue.
(4)
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 - by writing an individual analysis of each literiture
source you consider relevant and then preparing a
conclusion (3-5 pages) to deal with the
it*s in (iii).
(e) Your term paper will be evaluated according to these criteria;
1.) Evidence of careful selection and use of relevant. flterture,
it) Evidence of careful consideration of issues and alternatives..
iii) Evidence that the paper answers the question(s) pose4 at the
outset.
iv)
Clear exposition, correct grammar, punctuation, and spelling
(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 possibiltttf$.:
(a)
The student may wish to devote some part of his/hr
time to...
active participation in a cniiminity-action project,..
wbqit tt
thg
*
brief report of his/her activities, observations, and coicusiofls
?
.
S
as related to the theoretical concerns of this course.
(b)
A student, interested in cultural clash, created ansudiovisual
cassette depicting the clash between the dominant whit. canadian
?
.
S
culture and the Native Indian culture.
?
S
(c)
Three students, interested in the hidden curriculum
amongst other
things, collectively wrote a satirical play depicting sc*e of tb.
discrepancies between the stated ideology and aCtsl
practice of. . ... ..
the school. ?
.
?
.• ..
?
S -.
If you wish to satisfy the requirement through an alternative
like this,
the details should be carefully worked out with the
thstructor/ttitort.1 ?
S
leadel, and criteria for evaluation developed before the
project
proceeds.
. ?
.
EDUCATION 240 ... continued
3. Final Examination:
No student will be exempted from the final examination, which is an
essential part of the course. The questions will be made available
in advance.
N.B. The dates for submission of term papers and final examinationmust
be adhered to. No late submissions will be accepted.
S
?
.,
EDUCATION 240 ...
continued
COURSE CALENDAR: Education 240
September
11
Introduction and Orientation:
?
Comments
on
the Identification
and Analysis of Social
Issues ?
S
September
13
Education and Schooling
Lecture
September
18
School and Society
Lecture -
Guest
September
20
School and Society
Lecture - Guest
September
25
Indoctrination
Lecture
September
27
Compulsory Education
1 - Film "High School"
Film/Lecture
and lecture
October 2
Compulsory Education
2 - Film "High School"
Film/Lecture
and lecture
October 4
Socialization
as the aim of education
Lecture
October.9
----- THANKSGIVING -----
October 11
Alternatives - Film "Sunmerhil1"
Pile/Lecture
October 16
Alternatives in Vancouver
Lecture - Guest
October 18
Childrens' Rights
Lecture -
Guest
October 23
Teachers' Rights -
on
Professionalism
Lecture— Guest
October 25
Parents' Rights
Lecture - Guest
October 30
Multiculturalism,
and the rights of
minority.
Lecture
?
Guest
groups
November
1
The Problems of Immigrants and Cultural
Minorities. ?
Film - "Hutterites"
Film/Lecture
November
6
Independent Schools - for and against
Debate - Guests
November
8
Status of Women
Lecture - Guest
November
13
Racism
Lecture -
Guest
November
15
Film - "The Eye of the Storm".
?
Lecture
on
Equality of
Opportunity,
Overt and
Covert
Pile/Lecture
Policy
20
Knowledgo - "Back to the Basics" Forum
?
'
Panel -
Guests
r
22
What
Nn=Rofto-
should
sack
be taught?
to the
?
Basics Re-Visited.-
S
Lecture
7
Knowledge - The Objectivity of Science
Lecture -
Guest
-
A Critique
Lecture
Education for Social Change?
Lecture
