PROFESSOR:
Dr. David G. Creamer, S. J.
Phone: 474-9141 Fax: 474-7613
E-mail: c
Office 124, St. Paul's College (Office hours are posted)

COURSE TIME & LOCATION:
129.181 (S04) Term 2: Tuesday and Fridays from 8:30-10:20 a..m.
Room 313, Education Building

COURSE DESCRIPTION:
This course (129.181 S04: School and Society I: The Social Foundations of Education) is an examination of educational ideas and practices, especially schooling, in the context of a diverse society. The course focuses on understanding schooling through historical, philosophical, sociological, economic, political, and cross-cultural perspectives. Themes from these disciplines will be integrated into an examination of the critical issues that affect Canadian education today and that promise to continue into the 21st century.

The foundations perspective is a way of understanding the connections between teacher, student, school, and society. The aim is for you to comprehend the educational environment you are about to enter as secondary school teachers!

RESOURCES:

1. Lectures by Professor, Student (group) presentations, video tapes, and WebCT 3.0 (a suite of tools developed to deliver Web-based course materials) will be used to facilitate an understanding of course topics.

2. A bound compilation of the readings from Plato, Comenius, Rousseau and Wollstonecraft is available from the Instructor ($7.00). A copy of this compilation is also available on two hour reserve in the St. Paul's College Library.

3. Osborne, Ken. Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why. Toronto: Penguin Books, 1999.

4. Two copies of other assigned readings are available on two hour reserve in the St. Paul's College Library.
 

REQUIREMENTS:

1. Read the assigned readings before class.

2. Attend and participate in class and on WebCT Bulletin Board Discussion. Class attendance is monitored periodically and is strongly recommended. You might be asking yourself, "But why?" There are several reasons. First, hearing a second presentation of information you have already read is practically guaranteed to help you learn the material (especially important for "multiple choice" tests). Second, although most of the information covered will be in the textbook or assigned readings, class lectures and student presentations will offer examples and clarification of what is in the text, including an opportunity for you to ask questions about what you have read. Third, at times, classes will include material that is NOT in the textbook or assigned readings, but will nonetheless appear on the "multiple choice" tests. Finally, note the University's policy on Attendance at Class (3.13)--"Regular attendance is expected of all students in all courses. An instructor may initiate procedures to debar a student from attending classes and from final examinations and/or from receiving credit where unexcused absences exceed those permitted by the faculty or school regulations." In the Faculty of Education that is three hours of scheduled classes in any one term.

3. Web CT Postings: (10%)

(a) Before Tuesday, January 15, students are asked to post a brief "biographical sketch" in the Class Biographies section of the Bulletin Board. Include your name, program of study and year (if you have a photo, please include it). Then give a brief summary of the education you have received to date and your evaluation of it. Finally write a paragraph explaining why you want to be a secondary school teacher.

(b) At least once each week (i. e., a total of 12 times including the "biographical sketch"), students are to make a course related posting on the Main Bulletin Board. You may post comments about the course content, ask a question about course content, or seek clarification of some course topic. You may share a personal educational experience, summarize something you have read, tell us about a film you have seen, or review Web Sites related to course topics. Feel free, of course, to "reply" to postings by other class members at any time.

(c) There will be a section on the Bulletin Board where you may ask questions about, or post comments on, the "Analysis of an Educational Experience" assignment.

You will receive 3/4 of a point for each appropriate and substantive posting (total of 9); one additional point will be awarded at the discretion of the instructor.

4. Student (Group) Presentation: (25%) Class presentations of 30 minutes are to set forth the issues and questions (both Pro and Con) on one of the following contemporary educational issues:

1. WHAT IS THE PURPOSE OF SCHOOLING?
2. WHAT KIND OF SCHOOLS DO WE WANT?
3. SCHOOL-CHOICE MOVEMENTS
4. FROM BI-CULTURALISM TO MULTICULTURALISM
5. HOW DO SCHOOLS IMPACT MINORITIES?
6. SHOULD ABORIGINAL PEOPLES CONTROL THEIR OWN SCHOOLS?
7. SHOULD TEACHERS CONTROL STUDENTS?
8. TECHNOLOGY IN THE CLASSROOM
9. THE BUSINESS OF SCHOOLING
10. GLOBAL EDUCATION
11. GOD IN THE CLASSROOM

In addition to the assigned reading material, your presentation should reflect some familiarity with the literature available on your chosen topic (begin with items listed in the Bibliography as well as the WWW). To enhance your presentation consider using one or more of the following: handouts, overheads, "Power Point," questions to stimulate class thinking, a segment from a film or video, role-play, small group work, archival materials, newspaper clippings, Federal and Provincial Government pamphlets, personal experiences, etc. Detailed instructions for the manner and the criteria by which presentations will be evaluated are found on the Course WebCT site.

Each Student Presentation Group is expected to meet with the Instructor at least two weeks prior to their class presentation to discuss their presentation plan. Appointments can be made by phone, email, or with the Instructor before or after class.
 

5. A mid-term test on Friday, February 8, 2002: 20%

This multiple-choice test (20 questions) will be based on the content of lectures, readings, videos, class presentations, and discussions (up to and including Tuesday, February 5). The results of this test will provide students with feedback about how they are doing prior to the last date for Voluntary Withdrawal (March 15), without academic penalty, from second term half-courses.
 

6. Analysis of an Educational Experience: Due on Tuesday, April 9, 2002: (25%)

Issue Twelve in Contemporary Canadian Educational Issues asks "Does Practice Teaching Help Train Student Teachers?" Arguing "no," Rodney Clifton characterizes practise teaching as "survival in a marginal situation." Using this concept of "marginality," you are to analyse an experience you have had in an educational setting. This analysis is to be a maximum of 2000 words (minimum of 1500). Detailed instructions for carrying out this assignment and the criteria by which it will be evaluated are found on the course WebCT site. A copy of the Clifton article is available on two hour reserve in the St. Paul's College Library.
 

7. Final examination: (20%)

This multiple-choice examination (20 questions) will be held in class, on Tuesday, April 2, 2002. It will be based on the content of classes (readings, presentations, videos, and discussions) from February 22 to March 30, 2001.

EVALUATION:

Mid-term test 20%
Evaluation of Educational Experience 25%
Class presentation 25%
WebCT postings 10%
Final examination 20%
 

Failure/Incomplete Grades: See page 24 (3.15) of the University of Manitoba Undergraduate Calendar, 2000-2001 for the regulations. Please note that you must "apply to the instructor PRIOR TO THE END OF LECTURES for consideration of an incomplete grade classification and time extension for work completion." Such an extension is NOT automatic!

Academic Dishonesty: Acquaint yourself with the University's policy on plagiarism, cheating and examination personation (see page 23 of the University of Manitoba Undergraduate Calendar, 2000-2001).

Your attention is also drawn to pages 177-179, setting forth the Faculty of Education's Academic Regulations.
 

1. INTRODUCTION AND OVERVIEW

2. PHILOSOPHY OF EDUCATION
Plato

John Amos Comenius

Jean-Jacques Rousseau and Mary Wollstonecraft

Reading:

Excerpts from Plato's Meno and The Republic, Comenius' The Great Didactic, Rousseau's Emilè, and Wollstonecraft's A Vindication of the Rights of Woman, as compiled by the Instructor.
 

3. HISTORY OF EDUCATION IN MANITOBA

Reading:

Professor Creamer's notes on WebCT site
 

4. WHAT IS THE PURPOSE OF SCHOOLING?

Knowledge and Skills ("Schools are for learning, and what ought to be learned mainly is useful knowledge" Robert Ebel)

Character and social development ("Education should be organized around themes of care . . . Moral life should be frankly embraced as the main goal of education" Nel Noddings)

Fullness of experience (John Dewey)

Reading:

(a) Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter One, Why Do We have Public Schools, pp. 3-12; Chapter Two, The Goals of Education, pp. 13-28.

(b) Frank J. Sparzo, Robert Bruning, Julie S. Vargas, and David Gilman, "Educational Problems for the 21^st Century: Part 1, The Purpose of Schooling," Contemporary Education (Vol. 70, No. 1, Fall 1998), pp. 5-13.

(c) Walter Feinberg, "The Influential E. D. Hirsch," Rethinking Schools (Vol. 13, No. 3, Spring 1999) [Electronic Version]

(d) James A. Beane, "Reclaiming a Democratic Purpose for Education," Educational Leadership(October 1998), pp. 8-11.
 

5. WHAT KIND OF SCHOOLS DO WE WANT?

Public schools

Private schools

Home schools

Reading:

(a) Lawrence Baines, Chris Muire, and Gregory Stanley, "The Public School as Wasteland," Contemporary Education (Vol. 70, No. 2, Winter 1999), pp. 18-24.

(b) Shannon Black, "Old Boy's new way: 'maximum impact'," National Post, Tuesday, April 11, 2000.

(c) Romulo F. Magsino, "Human Rights, Fair Treatment, and Funding of Private Schools in Canada," in Lance W. Roberts and Rodney A. Clifton, eds. Crosscurrents: Contemporary Canadian Educational Issues (Toronto: Nelson Canada, 1995), pp. 102-116.
 

6. SCHOOL-CHOICE MOVEMENTS

Charter schools

Educational vouchers

Tax credits

Reading:

(a) Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter Twelve, Alternatives, Variety and Choice, pp. 155-170.

(b) Chester E. Finn, Jr., "What You Need to Know About Charter Schools," Independent School, Fall, 1998, pp. 71-75.

(c) Lynn Bosetti, Elaine Foulkes, Robert O'Reilly, and Dave Sande, Canadian Charter Schools at the Crossroads: Final Report (Kelowna, BC: Society for the Advancement of Excellence in Education, 2000), Executive Summary, pp. 1-4, and Chapter 1, pp. 5-7.

(d) Sheila Decter and Charles Glenn, "Yes or No on School Vouchers?" (Op-ed essays), Boston Globe (November 27, 1998).

(e) Tom Henderson, "Vouchers: Will They Cure Our Schools?" Our Schools/Our Selves (July, 1994), pp. 50-53.
 

7. FROM BICULTURALISM TO MULTICULTURALISM

Bilingual education/Are French immersion programs justified for English-speaking children?

Should education focus on multiculturalism?

Reading:

(a) Sonia Cipywnyk, "Bilingualism and Multiculturalism in Education: Manitoba, Saskatchewan, and Alberta," Multiculturalism, Bilingualism and Canadian Institutions (Toronto: Faculty of Education, 1979), pp. 112-125.

(b) Bruce Bain, "Totems and Taboos in Canadian Bilingual Education," Our Schools/Our Selves (May/June 1993), pp. 153-166.

(c) Joanne Laucius, "Bilingual children have early edge, study finds," National Post (May 1, 2000).

(d) John Willinsky, "After 1492-1992: A Post-Colonial Supplement for the Canadian Curriculum," Our Schools/Our Selves (May/June 1993), pp. 101-124.

(e) Valerie Ooka Pang, John Rivera, and Jill Kerper Mora, "The Ethic of Caring: Clarifying the Foundation of Multicultural Education," The Educational Forum (Volume 64, Fall 1999), pp. 25-32.
 

* MID-TERM EXAM February 9
 

* MID-TERM BREAK FROM FEBRUARY 12 TO 16 (NO CLASSES)
 

* FIVE WEEK SCHOOL EXPERIENCE BLOCK
 

8. HOW DO SCHOOLS IMPACT MINORITIES?

Class: rich vs poor

Race

Gender: Do female students have lower academic achievement than males?

Reading:

(a) Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter Nine, The Lives of Students, pp. 123-131; Chapter Ten, Varieties of Students, pp. 132-139.

(b) James L. Turk, "Class Warfare in the Schools," Our Schools/Our Selves (March 1995), pp. 94-103 [A review of Class Warfare: The Assault on Canada's Schools].

(c) Darren Lund, "Social Justice Activism in a Conservative Climate: Students and Teachers Challenging Discrimination in Alberta," Our Schools/Our Selves (October 1998), pp. 25-38.

(d) Avril Chalmers, "Insights into Gender, Identity and Equity," Our Schools/Our Selves (March 1995), pp. 56-68.

(e) Judith Coffin, "Name One female Inventor," Our Schools/Our Selves (November 1994), pp. 116-118.

(f) Kathryn Morgan, "The Androgynous Classroom, Liberation or Tyranny?," Philosophy of Education: Canadian Perspectives (Toronto: Collier Macmillan Canada, Inc., 1982), pp. 171-181.

9. SHOULD ABORIGINAL PEOPLES CONTROL THEIR OWN SCHOOLS?

Video: Kuper Island: Return to the Healing Circle (24 minutes).

Reading:

(a) Deirdre F. Jordan, "Education and the Reclaiming of Identity: Rights and Claims of Canadian Indians, Norwegian Sami, and Australian Aborigines," in Lance W. Roberts and Rodney A. Clifton, eds. Crosscurrents: Contemporary Canadian Educational Issues (Toronto: Nelson Canada, 1995), pp. 46-67.

(b) Sandro Contendo, "Linguistic Genocide: The Killing of Native Languages in Canada," Our Schools/Our Selves (May/June 1993), pp. 34-39.
 

10. SHOULD TEACHERS CONTROL STUDENTS?

"Just" schools/Community

Hidden Curriculum

Indoctrination

Reading:

(a) John Taylor Gatto, "The Seven-Lesson School Teacher," Dumbing Us Down: The Hidden Curriculum of Compulsory Schooling (Philadelphia: New Society Publishers, 1992), pp. 1-21.

(b) Lance W. Robert and Rodney A. Clifton, "Authority in Classrooms," in Lance W. Roberts and Rodney A. Clifton, eds. Crosscurrents: Contemporary Canadian Educational Issues (Toronto: Nelson Canada, 1995), pp. 459-469.

(c) Nancy Faust Sizer and Theodore R. Sizer, "Jane is Watching . . .," Independent Schools (Fall 1999), pp. 98-102.

(d) Peter Kuitenbrouwer and Shannon Black, "School Board puts limits on Harry Potter books due to 'magic'," National Post, September 9, 2000. (Also "Harmless Harry" Editorial)

11. TECHNOLOGY IN THE CLASSROOM (March 30)

Computers

Reading:

(a) Heather-jane Robertson, No More Teachers, No More Books: The Commercialization of Canada's Schools (Toronto: McClelland & Stewart, Inc., 1998), Chapter 4, "Technology in the School" (pp. 121-162).

(b) R. W. Burniske, "The Shadow Play: How the Integration of Technology Annihilates Debate in Our Schools," Phi Delta Kappan (October, 1998), pp. 155-157.
 
 

12. THE BUSINESS OF SCHOOLING

Reading:

(a) Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter Thirteen, School Reform, pp. 176-178 (School-Business Partnerships).

(b) Heather-jane Robertson, "Shall We Dance?", Phi Delta Kappan (June, 1999), pp. 729-736.

(c) Henry A. Giroux, "Education Incorporated?", Educational Leadership (October, 1998), pp. 12-17.

(d) Hymie Rubenstein, "Taco Bell is subverting our campuses! Sure," National Post (May 1, 2000.
 

13. GLOBAL EDUCATION

Reading:

(a) Edmund O'Sullivan, "The Need for a Holistic Global Perspective," Orbit (Vol. 27, No. 2, 1996), pp. 3-5.

(b) Graham Pike, "Global Education and National Identity: In Pursuit of Meaning," Theory into Practice (Vol. 39, No. 2, Spring 2000), pp. 64-73.

(c) Anne Armstrong, "Spaceship Earth," Orbit (Vol. 27, No. 1, 1996), p. 32.

14. VALUES IN THE CLASSROOM

Moral education: absolute or relative?

Indoctrination

Should teachers teach values?

Values clarification

Piaget/Kohlberg/James W. Fowler

Character education

Excerpts from The Prime of Miss Jean Brodie (1969), Dead Poets Society, and Mr. Holland's Opus (1995)

Reading:

(a) Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter Four, What Should Students Learn?, pp. 46-62.

(b) Jacques S. Benninga and Edward A. Wynne, "Keeping in Character: A Time-Tested Solution," Phi Delta Kappan (February 1998), pp. 439-448.

(c) Professor Creamer's notes on Values Clarification, Jean Piaget, Kohlberg's Moral Development, and Fowler's "Faith" Development on the course WebCT site as well as class handouts.
 

15. GOD IN THE CLASSROOM

Is there room for religion in Public Schools? (School Prayer?)

"Christian" Schools

Schools maintained by other religions

Reading:

(a) Clive Beck, Better Schools: A Values Perspective (New York: The Falmer Press, 1990), "Religious and Spiritual Education," pp. 157-174.

(b) Lois Sweet, God in the Classroom: The Controversial Issue of Religion in Canada's Schools (Toronto: McClelland & Stewart, 1997), "Public and Plural," pp. 232-253.

(c) Ezra Levant, "The J doesn't belong in CJC," National Post (Wednesday, March 29, 2000)

GOOD FRIDAY NO CLASSES

16. TEACHERS AND TEACHING

What is good teaching?

Are good teachers born or made?

Reading:

Ken Osborne, Education: A Guide to the Canadian School Debate--Or, Who Wants What and Why (Toronto: Penguin Books, 1999), Chapter Six, What is Good Teaching?, pp. 77-93; Chapter Seven, Are Good Teachers Born or Made?. 94-108.
 

17. SUMMATION

FINAL EXAMINATION: IN CLASS
 
 

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Belenki, Mary et al. "Epistemological development and the politics of talk in family life." Journal of Education, 167:3, 1985, pp. 9-27.

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Carnoy, Martin and Henry Levin. Schooling and work in the democratic state. Stanford, California: Stanford University Press, 1985. Chapter 9 "The Potential and Limits of School Struggles," pp. 247-267.

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Giroux, Henry, ed. Postmodernism, Feminism, and Cultural Politics: Redrawing Educational Boundaries. Albany: State University of New York, 1991, Introduction, 1, 4, 8.

Giroux, Henry. "Schooling and the politics of ethics: Beyond liberal and conservative discourses," Journal of Education, 169:2, 1987, pp. 9-33.

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Pai, Young and Susan A. Adler. Cultural Foundations of Education Second Edition. Merrill Publishing Company, 1996.

Palmer, Howard. "Reluctant hosts: Anglo-Canadian views of multiculturalism in the twentieth century." In John Mallea and Jon Young. Cultural Diversity and Canadian Education, pp. 21-40.

Piaget, Jean. The Moral Judgment of the Child. New York: The Free Press, 1965.

Priegert-Coulter, Rebecca. "Gender equity and schooling: Linking research and policy." Canadian Journal of Education, 21, 4 (1996).

Roberts, Lance W. and Rodney A. Clifton, eds. Crosscurrents: Contemporary Canadian Educational Issues. Toronto: Nelson Canada, 1995.

Robertson, Heather-jane. No More Teachers, No More Books: The Commercialization of Canada's Schools. Toronto: McClelland & Stewart, Inc., 1998.

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Ryan, William. Blaming the Victim (Revised, Updated Edition). New York: Vintage Books, 1976.

Sadovnik, Alan R., Peter W. Cookson, Jr. And Susan F. Semel. Exploring Education: An Introduction to the Foundations of Education (Second edition). Boston: Allyn and Bacon, 2000.

Schoolboys of Barbiana. Letter to a Teacher. New York: Vintage Books, 1971.

Sears Alan M, & Andrew Hughes. "Citizenship Education and Current Educational Reform," Canadian Journal of Education. 21 4 (1996): 123-142.

Selakovich, Daniel. Schooling in America. New York: Longman, 1984. part II, chapter 3, "Compulsory schooling. The school as an agent of the state," pp. 48-71; chapter 4 "Non public schools: Alternatives to public schooling," pp. 73-102; part III, chapter 6, "The socialization of students: the hidden curriculum," pp. 157-161.

Sennett, Richard and Jonathan Cobb. The Hidden Injuries of Class. New York: Vintage Books, 1973.

Shapiro, H. Svi and David E. Purpel. Critical Issues in American Education: Transformation in a Postmodern World (Second Edition). Mahwah, NJ: Lawrence Erlbaum Associates, 1998.

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Sizer, Theodore R. And Nancy Faust Sizer. The Students are Watching: Schools and the Moral Contract. Boston: Beacon Press, 1999.

Smith, Gregory A. Education and the Environment. New York: State University of New York Press, 1992.

Stewin, Leonard L. and Stewart McCann, eds. Contemporary Educational Issues, 2nd edition. Toronto: Copp Clark Pitman, 1993.

Sweet, Lois. God in the Classroom: The Controversial Issue of Religion in Canada's Schools. Toronto: McClelland & Stewart, 1997.

Turk, Jim, ed. It's Our Own Knowledge: Labour, Public Education & Skills Training. Toronto: Our Schools/Our Selves Education Foundation, 1989.

Tyack, David and Larry Cuban. Tinkering Towards Utopia: A century of public school reform. Cambridge, MA: Harvard University Press, 1995.

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Wood, George. A Time to Learn: The study of one high school's remarkable transformation and the people who made it happen. New York: Dutton, 1998.

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York, Geoffrey. The Dispossessed. Life and Death in Native Canada. Toronto: Lester and Ofrphen Dennys, 1989.

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Young, Michael. The Rise of Meritocracy: 1870-2033. An essay on education and equality. Great Britain: Penguin Books, 1970.
 

Canadian Journals

Education Canada. Toronto: Canadian Education Association.

Orbit: OISE/UT's Magazine for Schools. Toronto: Ontario Institute for Studies in Education (OISE).

Our Schools/Our Selves: A Magazine for Canadian Education Activists. Halifax, NS: Our Schools/Our Selves Education Foundation.
 

American Journals

Educational Leadership.

Phi Delta Kappan.