- 509. LIBERALISM & MULTICULTURALISM: THEORY & POLICY. BEN-PORATH. This course is aimed at positioning education at the heart of the political-philosophical question of justice. The aim is to gain an understanding of the core issues we face when constructing policies to advance equity, choice, and access and other just causes.
- 511. EQUALITY. BEN-PORATH. 'All men (or all humans) are created equal': What does this statement mean? What are we all equal in? What should we be equal in? Do we have equal potential, equal dignity, equal worth? Must we have equal resources, equal opportunities, equal status? In this class we will consider philosophical and political approaches to the idea of equality. The education system's ability and commitment to respond to claims of equality will be discussed. Must we treat all children the same? Or each child differently? And if the latter, how does that constitute equality? Moreover, must we treat individuals or groups equally? Educational and philosophical answers to these questions will be the focus of this seminar.
- SM 503. (URBS546) GLOBAL CITIZENSHIP. HALL. This course examines the possibilities and limitations of conceiving of and realizing citizenship on a global scale. Readings, guest lecturers, and discussions will focus on dilemmas associated with addressing issues that transcend national boundaries. In particular, the course compares global/local dynamics that emerge across different types of improvement efforts focusing on distinctive institutions and social domains, including: educational development; human rights; humanitarian aid; free trade; micro-finance initiatives; and the global environmental movement. The course has two objectives: to explore research and theoretical work related to global citizenship, social engagement, and international development; and to discuss ethical and practical issues that emerge in the local contexts where development initiatives are implemented.
- SM 524. PHILOSOPHICAL ASPECTS OF EDUCATION POLICY. BEN-PORATH. This course, which is unofficially titled 'Justice goes to School' explores the philosophical or normative foundations of educational policy decisions. School choice, standards-based reform, civic education, children's and parents' rights, school finance reform - how do different arguments for these policies view the role of schools in society? What are their concept of the person, and their view of the educated person? We will consider arguments for and against a variety of contemporary educational policies. Students are encouraged, if they are interested, to bring to class educational policy decisions that perplex or intrigue them.
- 576. (GSWS249, PHIL249) THE SOCIAL & POLITICAL PHILOSOPHY OF EDUCATION. DETLEFSEN, K. Is the purpose of education to allow individuals to better themselves by pursuing personal tastes and interests, or should education be primarily aimed at creating good citizens or good members of a group? Is there a way of reconciling these two aims? Assuming that adult relations with children are inherently paternalistic, is it possible for children to be educated for future autonomy to pursue major life goals free from such paternalistic control; and if so, how? How much, if any control over education can be allocated to the state, even when this conflicts with the educational goals parents have for their children? Such questions are especially relevant in multicultural or pluralistic societies in which some groups within a liberal state are non-liberal. Should a liberal democratic state intervene in education to ensure the development of children's personal autonomy, or must toleration of non-liberal groups prevail even at the expense of children's autonomy?
518. AUTHORITY, FREEDOM, & DISCIPLINARY POLICIES. GOODMAN. The course concentrates on the nature and justification of discipline. In particular, we focus on how discipline becomes the expression of twin but conflicting premises of education: that children should be encouraged to develop their critical intellectual capacities and autonomous decision-making -- read freedom; that these ends cannot be achieved without the direction and control of teachers -- read authority. Students read classical works on freedom and authority (John Stuart Mill, Isaiah Berlin, Emile Durkheim, John Dewey, C.S.Lewis) as well as more contemporary ones. In class we look at video clips of different practices and discuss readings. Every student selects one type of disciplinary approach to study in detail, inclusive of on-site visits. The seminar paper covers the source and nature of the school's commitments, its theory of authority and freedom (implicit and explicit), illustrations of how commitments are expressed (including discipline practices), and the student's reflections.
- 564. MORAL VALUES & THE SCHOOLS. GOODMAN. This course explores whether, and if so, how "values" should be taught in the schools by addressing the following questions: What is unique about the domain of values? Is there, or should there be, a corpus of shared personal and social values? What are the sources of values and how are they transmitted across generations? If schools teach values, how do they address the problems associated with specific codes? The problems of the absence of codes? The tensions between fidelity to personal beliefs and to values of compromise, tolerance and cultural pluralism?
- 570. EDUCATION & THE AMERICAN CITY. PUCKETT. Education and the American City centers on major trends and factors that have shaped cities and their preK-16 school systems since the Second World War, including racial discrimination, migration and immigration, suburbanization, deindustrialization, U.S. housing policy, social welfare policy, and urban renewal.
- 595. POLITICS & EDUCATION. BEN-PORATH. In what ways is education a political act?The course explore key policy ideas in light of their justification and their consequences, for example: the pressure to compete internationally; the reasons to endorse or reject the ideas behind common core curriculum; education for citizenship; school choice; does education promote or impede social mobility?
- 596. EARLY CHILDHOOD POLICIES AND PROGRAMS IN INTERNATIONAL CONTEXTS. NEUMAN. This course focuses on early childhood development research, policies and practices in low- and middle-income countries. The first part of the course reviews the evidence for investing in young children from economic, health, and education perspectives. The second part of the course discusses current issues related to designing, implementing and evaluating quality, contextually appropriate early childhood interventions.
- 597. POLICY PLANNING IN INTERNATIONAL EDUCATIONAL DEVELOPMENT: THEORY & PRACTICE. NEUMAN. This course focuses on education policy in low an dmiddle-income countries. The first part examines global policy frameworks and international institutions/actors that shape education reform efforts. The second part covers the contexts, processes and tools for national education policy planning. The third part analyzes a series of current, cross national education policy issues.
- 598. INTERFAITH DIALOGUE AND ACTION. HALL AND KOCHER. This ABCS course explores religious pluralism and interfaith dialogue and action on college campuses. It brings together students with diverse faith commitments (including atheism) to engage with and learn from one another in academic study, dialogue and service.
- 611. EDUCATION, DEVELOPMENT, & GLOBALIZATION. GHAFFAR-KUCHER. This course will explore contemporary issues in international education. The emphasis will be on exploring an emergent body of literature on contemporary processes of globalization in the field of education. The course has a double goal: 1) to provide theoretical frameworks and historical perspectives in order to develop an adequate understanding of 'globalization', and 2) to explore the relevance and impact of globalization as a framework for understanding educational processes in comparative and international contexts.
- 602. YOUTH CULTURAL FORMATIONS. STRONG. This course explores anthropological perspectives on peer-based youth cultures. It explores how educational institutions, media (fashion, music, magazines), and states shape youth cultures in cross-cultural contexts through social processes such as capitalism, nationalism, and increasing globalization. The course emphasizes ethnographies and histories which explore the relationship of these wider social processes to the lived realities of young people, situated in class, gender, national and race-specific contexts.
- 638. THE AMERICAN HIGH SCHOOL. PUCKETT. This course looks at the role, organization and development of the American high school throughout the twentieth century. The contemporary structure and function of the high school is a continuous focus for analysis and comparison.
- 646. EXAMINING THE SCHOOL TO PRISON PIPELINE: IMPLICATIONS OF HISTORY, POLICY AND RACE. HARPER, J. The term "school to prison pipeline" typically refers to a disturbing trend in which punitive policies have led to children being funneled out of schools and into the criminal justice system at an alarming rate. This course (1) examines the historical context and policies that have contributed to the school to prison pipeline; (2) explores the workings of contemporary racism, in particular, colorblind racism and its relationship to education and corrections policies; and (3) discusses the outcomes of such policies and explores interventions for an alternative approach to such policies.
- 664. PARTICIPATORY EDUCATIONAL RESEARCH IN GLOBAL PERSPECTIVE: THEORY AND PRACTICE. RAVITCH. Spring 2011 and Spring 2012. This course connects theories of development and concepts of globalization to international applied educational development research. Through a critical examination of approaches to international applied development research, the course examines real-world models of development research in order to examine questions regarding the nature of knowledge, post-colonial histories, researcher positionalities, and the relationships between concepts, theory, methodology, community, and identity. Course focuses on participatory methodologies as cross-sector strategy frameworks for sustainable, equitable, locally driven educational development efforts.
- 673. CURRICULUM AND PEDAGOGY IN INTERNATIONAL CONTEXTS. GHAFFAR-KUCHER. PERMIT REQUIRED. This course explores the problems, issues and approaches to teacher preparation and the development of curricula and instructional materials, particularly (though not exclusively) in developing country contexts through a seminar styled class and a hands-on semester long project.
- 806. NARRATING THE SELF. RYMES. This seminar explores, in some linguistic detail, how narrators can partly construct their selves while telling autobiographical stories. The seminar addresses three questions: What is the structure of narrative discourse? How might we construct ourselves by telling stories about ourselves? If narrative is central to self-constructions, what is "the self"?