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COURSE SYLLABUS
EDUCATION 240: Social Issues in Education
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Instructor: Suzanne de Castell
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Lectures: Monday-9--ITflD
Office: 623, Building 6
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Office Hours: Monday 1:30-4:00
Feel free to arrange individual tytorials. Office: 291-3627 Home: 879-7232
Ob jectives:
The objectives of this course are: 1) to provide information about the theory and
practice of schooling in B.C. and Canada; 2) to outline a variety of points of view
on social controversies arising within educational Practice; and 3) to provide
analytical skills essential for the evaluation of those perspectives. The primary
aim of the course is the development by each student of a coherent and justifiable
critical perspective with which to identify and analyze contemporary debates on edu(-
ational issues.
Methods:
The course will consist of lectures, guest speakers, films, tuorials, and inde-
pendent reading and research. In addition to the required texts and suggested readings
listed below, students will be provided with extensive handout readings and bib-
liographies to assist with individual research and discussion papers.
The course mark will be determined on the basis of the following assignments:
1)
2 short discussion papers
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25%
2) mid-term exam
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25%
3)
seminar participation ?
25%
4) final paper
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25%
Central Concerns:
The course will focus on various aspects and 'types' of schooling. These broad cate-
gories will guide the discussion:
1)
The nature and function of schooling/ the relationship of school and
society.
2)
The implicit and explicit aims of schooling.
3)
The overt and covert methods of educators and educational institutions.
4)
The content of education/ what is taught in schools.
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Required Readings:
(ea dot-c-.
1)
Cusick, Philip A. Insie High School
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(New York: Holt, Rinehart and Winston,
1973).
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2)
Martell, George. The Politics of the Canadian Public School
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(Toronto:
Lewis and Samuel, 1974).
3)
Selected essays from Nelson, R.W. and D.A. Nock, Reading, Writing and
Riches (Kitchner, Ontario: Between the Lines, 1978).
ous handouts and reserve readings listed on the course calendar.
Expectations:
1) Tutorial Participation and Assignments
Each student is expected to attend tutorials on a regular basis prepared to
discuss required readings and lecture topics. The tutorial leaders will detail
the format of discussions during the first week; brief tutorial assignments
will be required.
2) Research Papers
All students are expected to write two short discussion papers, 2-3 pages in
length:
RESEARCH PAPER 111 (Due Oct. 6)
A discussion generally centering on schooling and socialization; more
specific topics will be suggested by tutorial leaders. This paper must
involve reviews of at least one reserve (or approved) reading
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and one
article from an educational journal.
RESEARCH PAPER 112 (Due. Nov. 12)
A case study of a B.C. or Canadian social issue in education; this paper
involves a theoretically framed discussijn of a specific educational
topic. Primary research (newspaper articles, public documents, and intervicw-
is strongly recommended.
Your papers will be evaluated according to these criteria:
1)
Effective selection and use of relevant source materials.
2)
Coherently framed discussion of issues and events.
3)
Clear exposition, correct grammar, punctuation and spelling.
All specific topics must be approved by the tutorial leader, who will be
available during scheduled office hours. Optional workshops on the preparation
of research papers will be held during the semester. Use of a style manual
Strunk and White's Elements of Style is recommended.
3) Mid-term Examination
The mid-term examination will be handed out in class on Nov. 2. This will be a
take-home exam, and will require two short essays on topics covered in the
course, and definitions of key terms. Due date Nov. 9.
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4) Final Pap:
The final paper is due on the last day of class, must be 5-8 typewritten pages in
length, and be on topics provided. (See seminar leader for topics.)
Appeal Procedure:
The following appeal procedure is available to you in the event you feel that your
work has been unfairly evaluated:
1)
Consult with the individual who assigned the grade and seek resolution of
grievance.
2)
Submit the work to the instructor for regrading by either the instructor or
another tutorial leader.
3)
If disagreement about the grade continues, the instructor will seek
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an
independent evaluation of the work in quest
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ion by another member of the
Faculty of Education with specific
knowledg'e'
on the topic.
4)
If still dissatisfied, the student may appeal the decision to the Chair-
person of Undergraduate Studies, Faculty of Education.
5)
Any student can appeal a decision to the Senate Appeals Board of
the University.
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Recommended Readings - On Reserve
1)
Ashworth, Mary The Forces Which Shaped Them
2)
Cosin, B.R. et al., eds. Schooling and Society*
3) Cusick Inside High School
4)
Dailly, Eileen Statement by the Minister of Education (1973)
5)
Dale, R. et al., eds. Schooling and Capitalisni
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Eisenberg, John and G. MacQueen Don't Teach That
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Freire, Paulo Education for Critical Consciousness
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Illich, Ivan Deschooling Society
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Johnson, F. Henry A History of Public Education in British Columbia
10)
Kozol, Johnathan The Night is Dark and I am Far from Home
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Laska, John Schooling and Education: Basic Concepts and Problems
12)
Martell Politics of the Canadian Public School*
13)
McGeer, Patrick Statement by the Minister of Education (1976)
14)
Nelson and Nock, Reading, Writing and Riches
15)
Neill, A.S. Summerhill
16)
Ossenberg, R.J. Power and Change in Canada*
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Porter, John The Measure of Canadian Society
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Postman, W. and C. Weingartner Teaching as a Subversive Activity
19)
Beck, Jenks, et al., Worlds Apart: New Directions in Sociology of Education
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Wilson, D. and Jones, D. Schooling and Society in 20th Century B.C.
21)
Jones, D. et al., Shaping the Schools of the Canadian West
* anthologies of essays by various authors
A more detailed bibliography and list of research sources and materials will be
provided for specific topics on request.
