BereaCollege

Department of Education Studies

EDS 349: Education & Culture

Room 204 Knapp Hall

Spring2006 —Mondays Wednesdays—1: 00 to 2: 50 p.m.

Teacher

Dr. Winston T. Gittens

Ass’t Professor & Director of Teacher Education
Office102 B Knapp Hall /

Office Hours

Mondays & Wednesdays: 10: 00 to 11: 30 a.m.
Tuesdays & Thursdays 3: 30 to 5: 00 p.m.
Fridays: 2: 00 to 5: 00 p.m.

Office Phone Home Phone
(859)-985-3539 (859)-986-9550 /

Please note that Office Hours are also Accommodated by Appointments

Welcome to EDS 349, spring 2006

Catalogue Description

EDS 349 serves an important purpose in broadening the context of traditional liberal arts approaches to the study of education by incorporating the field of Cultural Studies as a means to further problematize educational phenomena. A Cultural Studies approach signifies that educational phenomena are a manifestation of all educative aspects of a society and the world in which we live. As such, any attempt to make sense of education in a school context must draw on the multifaceted and discursive nature of how meaning is constructed, which will provide both prospective teachers and students pursuing other careers with the means for democratic reconstruction and transformation. Therefore, in using a Cultural Studies approach, this course will draw on several disciplines such as the arts, history, social sciences, humanities, media studies, science, business, etc. to problematize the nature of meaning-making with regard to culture and education. A conception of culture as texts and performances will emerge, and will thus have crucial implications in regard to the construction of meaning and social reconstruction.

ELABORATION ON CATALOGUE DESCRIPTION

The importance of culture in understanding education is an endeavor that should occupy a prominent place in both teacher preparation programs and how schools work. Education both formal and informal arises from culture, therefore, it is affected by the historical, social, economic, cultural, and political practices that underpin how we make sense of the world. Schooling should have as its charge, concrete means to intertwine the cultural dimension in how education is constructed. Both teachers and students would better understand how to make sense of the world, particularly in relation to educational practice and the promotion of truly democratic classrooms.

EDS 349is important to potential teachers and also to others following different career paths. This course helps to further the understanding of the complex nature of meaning, especially how it is adapted to schooling; to further the understanding of the complex nature of society; to further the understanding of the complex nature of schooling; to further the understanding of the complex nature of the world; and importantly, to further the understanding of the complex nature of ourselves as we struggle to achieve a fair and just society. A Cultural Studies approach to understanding educational phenomena has at its core the progressive nature of human beings and society and the cause of justice in myriad ways. Thus, democracy becomes an issue of constant struggles that must be engaged, in order to increase the participation of more people (racial, ethnic, cultural, religious, physically/mentally impaired, sexual orientation, etc.) in the “best” society has to offer. (See conceptual map below. Read from bottom up.)

In order to understand the process of democracy in regard to education and schooling, political ideologies such as liberalism, conservatism, feminism, social democracy, nationalism, marxism, and socialism will be addressed. In addition, the cultural dynamics that result from these ideologiessuch as power and politics, ideology, means of production and distribution of goods and wealth, capitalism, mediated society, morality, language and meaning-making, gender, sexual orientation/identity, race, classism, ageism, among many others will be addressed, particularly in the context of cultural orientations,education and schooling,identity formation, symboling,and ritual.

Moreover, the theoretical foundations of education are investigated to better understand howcultural interpretations of meaning impact education and schooling. Therefore, EDS 349 will try to understand how, for example, behaviorism, constructivism, social cultural theory, multiple intelligences, and so forth shape our perceptions and educational phenomena from a cultural standpoint.

Four fundamental questions undergird EDS 349:

  • How(and why) does culture affect individual and collective perceptions and meaning-making?
  • How(and why) does culture affect education and schooling?
  • How(and why) does culture affect teaching, learning, institutions, and society?
  • How do agency and autonomy work within cultural contexts?

COURSE GOALSALIGNED WITH KENTUCKY NEW TEACHER STANDARDS

EDS 349 Education & Culture Course Goals / Kentucky New Teacher Standards
  • Articulating critically what constitutes culture.
/ 1, 2, 3, 6, 8
  • Articulating the relationship between education and culture.
/ 1, 2, 3, 6, 8
  • Understanding and engaging cultural narratives and experiences of people from diverse ethnic backgrounds.
/ 1, 2, 3
  • Allowing students to use their individual learning intelligences for maximum learning.
/ 1, 2, 3, 4, 10
  • Understanding critically how meaning is constructed.
/ 1, 2, 3
  • Understanding critically how schooling is a manifestation of cultural phenomena.
/ 1, 2, 3, 6, 8
  • Applying a cultural understanding of education in course assessment—as in projects, performances, oral and written work, etc.
/ 1, 2, 3, 4
  • Understanding critically how power is constructed from a multiplicity of cultural viewpoints in relation to schooling.
/ 1, 2, 3, 6, 8
  • Developing cultural and other sensitivity regarding differences.
/ 1, 2, 3, 4, 5, 6, 7, 8
  • Understanding critically the meaning of diversity from cultural, epistemological [knowledge], and meaning-making perspectives.
/ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
  • Engaging in multiple learning endeavors such as fieldtrips to cultural, historical, social, and political sights; written and oral articulation that demonstrates an understanding of culture as texts and performances; computer based assignments; cooperative pedagogy; active and direct learning, cultural interviews; action research; "mini" ethnographies, etc.
/ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
  • Developing a keen awareness of educational and cultural dynamics and apply such dynamics to make sense of many things.
/ 1, 2, 3, 4, 5
  • Relating course content to Berea TEP Goals, Academic Expectations, Core Content, and Professional Standards. (See KED website for Academic Expectations, Core Content & Professional Standards.)
/ 1, 2, 3, 4, 5, 6, 7, 8, 9, 10

BEREA TEP GOALS(What we do in EDS 349 is connected to the TEP Goals, see Teacher Education Handbook)

Goal 1

Teachers demonstrate their understanding of the centrality of inquiry in a learning community; the critical role of communication in inquiry; and the confidence that grows with the development of our ability to participate in a community of inquiry.

Goal 2

Teachers demonstrate both a general knowledge of all subject matter in the school curriculum in order to understand the interrelationships among disciplines, and an in-depth understanding of the subject matter for which they are directly responsible, including the origins, development, and structure of each discipline; its core concepts and principles; its pedagogical framework; and its application in daily life.

Goal 3

Teachers demonstrate that they understand that authentic learning requires experience

(direct and vicarious), inquiry, time, interest, self-correction, and external criticism.

Goal 4

Teachers demonstrate understanding of the foundations of education through their ability to plan, implement, and assess developmentally appropriate learning experiences for all students.

Goal 5

Teachers demonstrate their understanding of the importance and role of cultural diversity in constructing meaningful pedagogies for all children.

Goal 6

Teachers demonstrate understanding of and the ability to employ appropriate technological tools for developing students’ knowledge, understandings, skills, and dispositions.

Goal7

Teachers demonstrate responsibility for their own professional development and for their own learning as a lifelong process.

READINGS& RESOURCES

Principal Text Books

1) Boutte, Gloria S. (2002). Resounding Voices: School Experiences of People from Diverse Ethnic Backgrounds. Boston: Allyn & Bacon.

2) Freire, Paulo (1972). Pedagogy of the Oppressed. Sufolk (UK): Penguine Books.

Articles on Reserve in Curriculum Library, Knapp Hall

The Dimensions of Multicultural Education (James Banks)

Multicultural Education & the Curriculum (Jerry Aldridge & Renitta Goldman)

Electronic Postings on Professor’s Website

What is Culture?

What is Social culture?

Historical Culture, Economic Culture, Political Culture

Diagram on Social Culture

Critical Cultural Narrative Guidelines

Categorizing Culture

Peer-Assessment Guide for Non-Written Critical Cultural Narratives

Hybrid Cultures 1

Hybrid Cultures 2

Some Culturally Relevant Teaching Strategies

Useful Websites

Course Packet Materials (Will be disseminated at midterm)

Context Statement

Indigenous Cultures versus Traditional Culture: Contrasting Worldviews

Diagrammatic Charts on Overarching, Ideological Cultural Orientations

  • African American/Black/African Cultures
  • Asian (China)
  • Appalachian
  • Latino/Hispanic
  • Mainstream Cultures (Anglo/ American/Western European)
  • Middle Eastern
  • Native American

Cultural Vocabulary Glossary

Cultural Terms

********** Other Miscellaneous Handouts

Some Important Websites

Kentucky Learner Goals & Academic Expectations (AE)

Kentucky New Teacher Standards

Kentucky Core Content for Assessment

Program of Studies

BereaCollege Teacher Education Program Resource Page

Berea College Teacher Education Program Website

Professor’s Teaching Website (WTGittens)

EDS 200 Link

SPEAKERS FOR CLASSROOM ENGAGEMENTS ON CULTURE & EDUCATION

As the semester unfolds, a variety of speakers will be invited to our class. We will select from BereaCollege students and faculty/staff, P-12 teachers, community, and other folks.Invited speakers/ performers from different cultural backgrounds are fundamentally important. Having them come to our class will help in diversity sensitivity by understanding and engaging directly such experiences.

FIELDTRIPS: SELECTIONS FROM THE FOLLOWING:

Schools

Cultural Institutions (May visit the SlaveMuseum in Cincinnati)

Special Events

Other

Fieldtrips will help connect directly with the experiences of people from different cultures and backgrounds, which will promote understanding of diversity/pluralism. Moreover, these direct encounters should provide rich pedagogical moments to learn a great deal.

SPECIAL CULTURAL ACTIVITIES

Cultural cuisine and activities from different countries, regions, etc., particularly in Critical Cultural Narratives.

Cuisine

Games

Artistic including Music

Linguistic

SELECTIONS FROM THE FOLLOWING LIST OF VIDEOS & MUSIC

We sill watch a select number of videos as the schedule allows, and will draw on the list below.

Cultural Illiteracy

The Corruption of the American Child

Subcultures

English-Who needs it?

ETC.

READING & SCHEDULE

See Reading Schedule below. While reading we will get a chance to engage many other aspects of the course mentioned in other areas of the syllabus. In addition, we will finish the readings a month before the semester comes to an end. This is to avoid the class being biased in one direction and to allow you to have other rich experiences.

READING & DISCUSSION SCHEDULE

TEXT: PEDAGOGY OF THE OPPRESSED

Reading Period: February 6 to 22, 2006

Discussion/Engagement of Readings: February 22, 27, 28 2006
Freire, Paulo (1972). Pedagogy of the Oppressed. Suffolk (UK): Penguin Books.
(The entire text is to be read prior to discussion)

TEXT: RESOUNDING VOICES: SCHOOL EXPERIENCES OF PEOPLE FROM DIFFERENT ETHNIC BACKGROUNDS Reading Period: March 1 to 15, 2006

Discussion/Engagement of Readings: March 15, 20, 22, 2006

From: Resounding Voices: School Experiences of People from Diverse Ethnic Backgrounds,
A total of 7 articles:
African Americans:
A)No More Picking Cotton: African American voices from a small Southern town.
B) Listening to the Voices of African American Males

Asian Americans

Six Buckets of Tears: Korean Americans’ School Experiences

Biracial Americans

Shades of Difference: Biracial Influences

European Americans

A) Out in the Boondocks: Rural School Experiences and Education that is Multicultural for White Students
B) Finding Our Voices, Finding Ourselves: Becoming Bilingual and Bicultural

Native Americans

I can Feel your Pain: Multicultural Mentoring in the Academe

CONCLUSION

Voices of Humanity
Bibliographic Reference for the Articles Above:
Boutte, Gloria S. (2002). Resounding Voices: School Experiences of People from Diverse Ethnic Backgrounds. Boston: Allyn & Bacon.

ARTICLES

Reading Period: March 27 to April 12, 2006

Discussion/Engagement of Readings:April 12, 2006

1) The Dimensions of Multicultural Education (James Banks)
2) Multicultural Education & the Curriculum (Jerry Aldridge & Renitta Goldman)
Bibliographic Source for Readings Above:
1) Alridge, J. & Goldman, R. (2002). Current Issues & Trends in Education. Boston: Allyn & Bacon.
2) Rousmaniere, K. & Abowitz-Knight, K. (2000) Readings in Sociocultural Studies in Education
(4th ed.). New York: McGraw Hill. [For Banks and McIntosh]

MAJOR ASSESSMENT AREAS

COMPUTER COMPONENT—Your Own Cultural Website

1) A cultural website is required. The site will feature different cultural artifacts, links, particularly what you will research, do in class, etc., that is, your own work can be uploaded to the site. The purpose of this project is to create an education and culture website that will bring about learning, sensitivity to difference, and it will be a resource tool for P-12 classrooms. I will begin this assignment early in the semester, since setting up a website takes a great deal of time.

2)INSPIRATION SOFTWARE:Proficiency and manipulation in the use of Inspiration Software is required. I will teach you how to use this software; it’s available for free download from the College’s server. It is a great “piece” of software that teachers can use to improve pedagogical effectiveness. Some of your assignments need to incorporate this technological tool. For your Professional Terms and related careers, Inspiration Software will be a strong asset. It is the most widely used software in teacher education.

Important Disclaimer regaring the Use of your Computer during Class.

Your laptop (computer) is to be used in class only when requested. Do not bring your laptop computers to class to check and respond to e-mails, peruse the Internet, etc. during class time. When you engage in this practice your class participation will be in serious question, and it will affect your assessment in this category. I do not expect anyone to engage in such practices, however.

EDUCATION AND CULTURE FIELDWORK LONG-TERM PROJECT

Each student will do along-term project tailored to individual student interest. The project has three dimensions: 1) Preliminary reflective period to help decide what to do—first 3 to 4 weeks of class, 2) Doing the actual project in the field—after the first 4/5 weeks, and 3) Documenting what you have done(last month of semester) to turn in at the end of the semester. Projects can involve working with a teacher, including teaching a cultural unit/lesson at a school for a determined period, teaching peers (microteaching in class), doing cultural research at a school, doing cultural research at an any institution, etc. Direct contact with the institution is required since it is a field experience project. On-going discussion in class will further shed light on this important requirement, in addition to individual office appointments with each student over an extended period. I want very much to see ALL students succeed at the highest level!

Dates will be set with individual students for required in-office progress checks by Professor. Progress checks will require that students complete portions of work for their respective projects. It is not a project to be done in the dying weeks of the semester; it is a long-term project.

Goals/Objectives of Education & Culture Fieldwork Term Project

Knowledge

To develop understanding of how institutions (including schools) work from cultural perspectives.

To engage community of inquiry beyond the classroom.

To understand institutions (including schools) as cultural sites that construct, produce, and perpetuate culture.

To understand how social, economic, political, and historical phenomena construct the culture that exists in schools and other institutions.

To understand the cultural connections between and among institutional cultures and the making of society.

To understand how the study of culture and institutions relate to Berea TEP Goals, KY Program of Studies, KY Academic Expectations, KY Core Content, and KY New Teacher Standards.

Skills

To explore and develop cultural relationships between schools and other institutions by engaging in activities, experiences, and working on myriad projects.

To engage in a direct cultural experience to bring about profound learning

To engage in activities and experiences that bring about deeper cultural understandings of the role education plays in the production of culture.

To use multimedia including the creation of cultural websites as educational mechanisms.

Dispositions

To develop character and attributes—attitudes, sensitivity, perceptions, insights, foresight, inclination, initiative, caring, thoughtfulness, compassion, democratic orientation, passion, compassion, social justice, etc. to become a teacher, educator, citizen, and exemplary individual.

CRITICAL CULTURAL NARRATIVES

Critical Cultural Narratives are assignments that allow students to elaborate on (in a profound but personal way) certain issues, happenings, etc. that intersect both education and culture. They can be reflections on cultural issues, cultural performances, artistic reflections (artwork), with explication (oral and or verbal), cultural short stories/ poetry, etc. Irrespective of what is done, a critical understanding of what is engaged must be addressed. Critical cultural narratives will vary depending upon how students learn, thus, many different assignments will be engaged. Students will consult with class professor regarding what they want to do. Two Critical Cultural Narratives must be done using regular verbal intelligence (writing—about 1 & a half pages or more) and the other two (non-written) are to reflect other Multiple Intelligences, that is learning via mechanisms other than writing.

Guidelines for Critical Cultural Narratives are on my Teaching Website.

CREATIVE ENGAGEMENTS

Creative engagements will involve many “things,” such as mini individual and group projects, presentations, activities related to readings, teaching, games, cuisine/foods, artistic activities, direct cultural activities, service learning activities, etc. Such engagements will be done throughout the semester. Before engagements are pursued, students will develop guidelines with professor that articulate the nature and assessment of particular projects.

CLASS LOG

Each student is to construct a class participation log to log his/her contributions to the class, and to indicate what is gained from the class. The log can be done in a narrative format or logged by date/entries with short descriptive entries. The log is to be turned in at the end of the semester (see due date); however, each student will meet with me periodically throughout the semester to address any matter regarding this assignment. Each student will have a concrete TYPEDdocument at the end of the semester outlining the nature of his/her contributions to EDS 349, and what he/she gained from the class. This log will help me in my assessment of your contributions, etc. regarding your final grade.