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Social Issues in Education

Instructor: Allan Luke

Office: 618

2914344

EDUCATION 240

Summer Semester, 1983

May 13 to August 5

Friday, 1:00 to 3:50

Education Building 6, Room 601

I. COURSE INTRODUCTION

Objectives: The purpose of this course is: 1) to provide access to a broad

base of information about the theory and practice of schooling in British

Columbia and Canada; 2) to outline a variety of points of view on public

and professional controversies and debates about the aims and practices of

public schooling; and 3) to develop analytical and historically grounded

perspectives for the evaluation of contentious "social issues". The aim

of the course, then, is the development by students of a coherent and justi-

fiable critical perspective with which to identify and assess contemporary

debates on educational Issues.

Format: The course combines lectures, film and videotape presentations,

student presentations, and seminar discussions.

Themes and Continuity: We will begin with an introduction to the educational

"field" in British Columbia, identifying the principal players, and noting

some of the current controversies over public education. The first three

weeks we will review basic concepts and terms drawn from educational histàry,

politics, philosophy and sociology which will enable us to assess the changing

roles and functions of schools in society. Then we will turn to the analysis

of four specific topics: alternative educational schemes of the 1960's and

70's; schooling and social class difference; multiculturalism and racism;

and institutional sexism. Each topic has been the focus of a good deal of

controversy over the last decade, and each is enshrouded by political rhetoric,

popular misconception and "myth".

What should be taught in public schools, and how teachers should teach are

issues of continuing political and public debate. We turn to a case study:

the "literacy crisis" in industrialized countries which has been a point of

contention between professional educators and political/public interest

groups, the latter calling for a return "to the basics". Undertaking a

bit of 'detective' work, we will examine various artifacts (textbooks,

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official documents, test results, policy statements, etc.) to try to get

an historical overview on this particular social issue. We'll briefly

review changing "paradigms" of educational practice in order to get some

sense of how schooling practice has developed over the last hundred years.

The point here is that "social issues", focusses of conflict over educational

policy and practice, do not simply reflect current concerns; on closer

analysis, each has a distinct historical basis.

For purposes of comparison, we'll swi1J cultural contexts and turn to the

"radical" pedagogy of Brazilian educator Paulo Freire. Freire's work has

provided the basis for a relevent and common sensical approach to literacy

training which contrasts markedly with the 'mainstream' trends in North

American pedagogy. His program for literacy has been adopted in Tanzania,

Mozambique, Brazil, Nicaragua, and other developing countries. Freire and

Ivan Illich have articulated a philosophic, political and sociological

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critique of institutionalized public schooling. Juxtaposing the social

role of education in Third World countries with the conventional view

of public schooling in North America, we will discuss the applicability,

validity and use of Freire and Illich's insights.

Finally, we will turn to the specific problems and issues confronting

teachers and educational decision makers in the coming decade. We will

examine the historical development of teaching from an underpaid, de-

centralized 'craft' into a highly trained and specialized profession,

noting the influence of "scientific management" on public education. We

will also focus on the history of the B.C.T.F., tracing its development

as a labour and professional organization. This discussion will, hopefully,

foreshadow some of the prospects for teachers in the 1980's.

We will conclude with a discussion of what is perhaps the most pressing

"social issue" confronting teachers and students today: the anticipated

effects of technological change on social structure, the workplace, and

the practices of public schools. We will examine the effects of mass

media on children and discuss the potential educational uses of media

and computers in public schools. Should the school teach the specialized

technological demands of specific occupations? Does the the inclusion

of such technological 'skills' in the curriculum pose a threat to humanistic

and liberal arts education? No doubt we will conclude on a (check one)

( ) gloomy and/or ( ) optimistic note.

II. COURSE REQUIREMENTS

Students will be expected to complete required readings. Grades will be

assigned on the following basis:

25% 5 to 7 page paper focussing on an aspect of socialization in schools.

Due July 8.

25% A brief 10 minute in-class presentation which summarizes and discusses

an important article or some piece of curriculum. This assignment

be accompanied with a 5 page written review. Any class before Aug. 5.

25% 5 to 7 page paper on either: (a) Freire's pedagogy; (b) Illich's concept

of "deschooling", or; (c) a specific social issue in Canadian or B.C.

education. Due August 5.

25% Tutorial participation.

A brief 1 page writing assignment will be due May 20th; this assignment is

primarily to check on writing problems and will not be assigned a formal mark.

It will, however, be included in the tutorial mark.

All paper topics, literature reviews, curriculum analyses must be cleared in

advance with the instructor. The class presentation/literature review can be

undertaken at any point during the term, but must be arranged in advance.

Keep a xerox copy of all written work undertaken for the course. This can

prevent problems in the event work is lost or misplaced, or in the event that

you should request an unbiased reevaluation of a mark.

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• 240/6

Recommended Readings: These materials are available in the bookstore in

limited quantities. They are optional readings for those interested in

a more theoretical and in depth discussion of schooling, society and

socialization. Note that they will be of considerable aid in the

preparation of the first paper on socialization.

Apple, M. Ideology and Curriculum (1980).

Olson, P. (ed.) Interchange 1981: 2-3. Theme issue: "Rethinking Social

Reproduction".*

Reserve Readings: The following materials are on 24 hour reserve in the

library. They have been selected to aid you in putting together papers.

The * denotes anthologies of essays by various authors. These will be

of particular use if you are examining a specific aspect of socialization

(i.e. the hidden curriculum, streaming and testing, sexism in the classroom).

Essays from these anthologies are also acceptable choices for your in-class

presentation/literature review.

Sharp, R. Knowledge, Ideology and the Politics of Schooling (1980).

Cosin, Dale, et al. (eds.) Schooling and Society: A Sociological Reader (1976).*

Dale, Esland, et a]. (eds.) Schooling and Capitalism (1977).*

Banks, Olive. The Sociology of Education (1970).

Porter, J. The Measure of Canadian Society: Equality, Opportunity and Education

Karabel and Halsey (eds.) Power and Ideology in Education (1977).*

Nelson, R. and Nock, D.

?

(eds.)

eading

R,

?

Wri

ting and Riches (1976).*

Martell, G. (ed.) The Politics of the Canadian Public School (1972).*

Illich, I. Deschooling Society (1970).

Freire, P. Pedagogy of the Oppressed (1972).

Freire, P. Education for Critical Consciousness

,

(.1972).

Neill, A.S. Summerhill (1968).

Ashworth, M. The Forces Which Shaped Them (1976).

(1979).

V. GRADE APPEALS

Should you wish to appeal the grade on a specific written assignment, the following

procedure may be pursued: 1) request of the instructor a review of the grade and/or

the opportunity to rewrite the paper/assignment; 2) should this prove unsatisfactory,

you may request that the instructor send the paper/assignment to another member

of the Faculty of Education for reassessment.

Should you wish to appeal the final mark, the following procedure may be pursued:

1) contact the instructor and request a review and explanation of the grade; 2)

should this prove unsatisfactory, you may file an appeal with the Director of

Undergraduate Programs, Faculty of Education (Ed. MPX); 3) should this prove

unsatisfactory, you may appeal to the University Senate.

---

.

?

.

Educ. 240-3 Social Issues in Education

Spring, 1983

?

INSTRUCTOR: Dr. Mike Manley-Casimir

Tuesdays & Thursdays 11:30 - 12:20

(plus one hour of tutorial per week)

?

LOCATION: on campus

CALENDAR DESCRIPTION:

Social functions of the school; societal trends affecting the institu-

tions and practices of education.

RANGE OF TOPICS:

The course will focus on the school as a social institution examining:

the social forces impinging on the school; educational policy and issues

of justice particularly questions of equality of educational opportunity;

structural sources of injustice, e.g., sex-role, stereotyping, institutional

racism, the effect of social class on school learning, and school based

processes; education as liberation and Paulo Friere's ideas of developing

critical consciousness.

REQUIREMENTS:

1.

Tutorial participation with 2-3 associated short assignments.

2.

Term paper (10 - 12 pages in length).

3.

Final exam (probably take-home).

TEXTS:

Philip A. Cusick. Inside High School. New York: bit, Rinehart and

Winston, 1973. (paperback)

Brian Wren. Education for Justice. Maryknoll, New York: Orbis Books,

iii. ?

paperac

Paulo Freire. Pedagogy of the Oppressed. McGraw Hill. (paperback)