10
EPE 525 - Fall 2004 – Prof. J. Harris
University of Kentucky
College of Education
Department of Educational Leadership
Special Topics Seminar in Educational Policy and Evaluation:
Race and Ethnic Relations
EPE 525
Professor J. John Harris III
(859) 257-6169
Email:
Fall 2004
Thursday: 5:30 PM – 8:10 PM
Moorehead State University
Ginger Hall 303
Office Hours: UK Taylor Education Building, Room 129
and available by appointment at MSU
Education has long been deemed the key to upward social and class mobility, as well as, a cornerstone of economic stability, particularly for ethnic, racial and linguistic minorities. Schools in this context are institutions called upon to react and respond to complex challenges imposed by political forces to maintain or establish rigorous academic standards while sensitively embracing the idiosyncratic differences among and between students. EPE 525 is designed to facilitate students’ appreciation of the political, economic and social forces informing policies and practices, which disproportionately impact minority groups of all types.
During class all cell phones and pagers should be turned off
Required Texts:
Ordinary Resurrections: Children in the Years of Hope (New York: Crown)
by Jonathan Kozol (2000)
ISBN: 0060956453
We Can't Teach What We Don't Know: White Teachers, Multiracial Schools (Multicultural Education Series (New York: Teachers College Press).)
by Gary R. Howard (1999)
ISBN: 080773800X
Crisis in American Institutions, 12th Edition (Boston: Pearson)
by Jerome H. Skolnick, Elliot Currie (2004)
ISBN: 0205371485
Assignments:
Class Assignments and Participation:
During the course of the semester, assignments are designed to enhance students' understanding and analytical skills. To maximize the development of said skills, students are expected to come to class prepared to contribute to discourse through assignments and critical analysis of readings.
Mid-semester:
A take home examination covering the assigned readings will be distributed on October 14th and is due on October 22nd. Questions on the take home midterm exam will require students to expound on the relationship between diverse populations, politics, and schools as political institutions using examples from the required readings. As a result, it is highly recommended that students abide by the suggested reading schedule. Each question will be answered using the APA citation format. Font should be no smaller than 12. Examinations must be submitted in paper form on the date they are due. Late assignments will not be accepted.
Final Project:
A final paper analyzing a state or national policy that influences dimensions of race and ethnic relations in American society will be presented to the class using at least one form of multimedia technology. Students may form groups of no more than two or may work individually. A rubric providing more detail relative to the assignment will be provided in class.
Project Description
Abstract: A one-page abstract of a state, national or international policy impacting the race and ethnicity represented in your school district is due on September 09th. This abstract should include a brief description or definition of the policy; major stakeholders and their positions; and, the relationship of the problem to education or educational institutions. (Expect to revise this abstract throughout the semester.)
Assignment:
Your project will be an annotated bibliography of a selected and approved policy issue and a brief synopsis of 15 bibliographic texts for individual projects (30 for group projects). Specific directions will be provided in class. Sources will include periodicals, legislative documents, peer reviewed journals, books, and reliable web-based sources. The class presentation format of your analysis will be left to your discretion, and should highlight the questions addressed in your five-page synopsis. The project should be double spaced with a font between 12-14. Appropriate APA style should be applied.
1. What is the policy issue you have selected to research and why is it important?
2. When did the problem become an issue "worthy" of policy intervention, i.e., what was (or were) the catalyst(s) to formal political intervention?
3. Describe the dimensions of the problem situation and how directly/ indirectly, positively/ negatively impacts minority/majority populations. What is the scope and severity of the problem? (Who are the populations directly and indirectly affected by the problem and how does the issue impact the educational process?)
4. Who are the major stakeholders (persons or groups with a vested interest in resolving or not resolving an issue) associated with the problem? How have they been identified, prioritized, and designated as participants in the decision-making process?
5. What are the broader social, political, or economic factors influencing not only the policy but also the educational environment from a systemic level?
6. How can knowledge of this policy and its implications be communicated to school board members and the surrounding community?
7. What programs might you implement that embrace a culturally sensitive approach to educating the district and surrounding community about the selected policy? (e.g., families, faculty, staff, etc.)
Grading:
Grading for Race and Ethnic Relations (EPE 525)) will be calculated based on class participation (10%), class assignments (25%), and the midterm, final paper and presentation (65%).
Expectations:
Students are expected to attend class regularly and on time. Class participation is essential not only as an assessment tool, but also as a means of enriching class discourse through the sharing of students' analytical critiques of the readings. Required assignments are nonnegotiable. Students are encouraged to make appointments to meet with the instructor to clarify specific questions and/or to discuss progress.
In the event of inclement weather, an email will be sent to notify students of class cancellation.
Scheduled Topics, Readings and Assignments
Class Meeting / Topic / Readings(due on the class meeting noted)
8/26 / Introduction to Course
What is Race and Ethnicity?
9/2 / What is Race and Ethnicity?
(cont.) / Text: Kozol – Chapters 1-4; Howard – Introduction, Chapters1, 5
9/09 / Income Distribution and the Faces of American Poverty / Text: Kozol – Chapters 5-8; Skolnick and Currie Part Three
TOPIC SELECTION & ABSTRACT DUE
Two (2) current event articles due9/16 / Health and Welfare: Policies and Practices / Articles: Prince (2004)
Text: Kozol Chapters 9-19; Skolnick & Currie Part Nine
09/30 / Crime, Justice + Prevention / Articles: Anderson & Cavallaro
Text: Kozol Chapter 20-Epilogue
Skolnick & Currie Part Eleven
Two (2) current event articles due
10/7 / Racism and Sexism in America/ Articles: Warner & Srole (1945)
Text: Skolnick and Currie Part Four (Chapters 13,15,16) and Part Five (Chapter 18)
10/14 / Learner Diversity
(10/23 – MIDTERM DUE - Research Day) /
Midterm Distributed
Two (2) current event articles due
10/28 / Between & Within Group Diversity / Articles: Harris et. al. (2004)Text: Skolnick & Currie Part Seven (Chapter 24) Part Eight (Chapter 27, 28)
11/6 / Families and Communities at Risk / Articles: Hopson (2003)
Text: Skolnick & Currie Part Six, Part Two (Chapter 6)
Two (2) current event articles due
11/11 / Globalization and the American Economic Crisis / Articles: TBA
Text: Skolnick & Currie Part One (Chapter 1,2) Part Two (Chapters 5,7,8)
Howard Chapter 2
11/18 / Educational Policy in a Pluralistic Society
(11/27 – Thanksgiving) / Text: Skolnick & Currie Part Ten+
Howard Chapter 6
Final Presentations begin
12/2 / Presentations / FINAL PAPER & PRESENTATIONCurrent Event Summary
Name: ______Date: ______
Current Event
Citation:
Summary:
Relate the current event to at least one of our weekly topics.
Compare and contrast the current event, the weekly topics and schooling in America
Literature Review
Abramsky, S. (2004). Waking Up From the American Dream. The Chronicle of Higher Education, 50(46), http://chronicle.com/weekly/v50/i46/46b00901.htm.
Anderson, K. J., & Cavallaro, D. (2002). Parents or pop culture?: Children's heroes and role models. Childhood Education, 78(3), 161-168.
Becker, A. L. (2004, July 29). Camp Helps Children Conquer Social Disabilities. The Washington Post, p. B2.
Cho, D. (2004, July 29). Immigrant's Troubles Continue. The Washington Post, p. A8.
Harris, C. I. (1993). Critical Characteristics of Whiteness as Property. Harvard Law Review, 106, 1724-1737.
Harris III, J. J., Brown, E. L., Ford, D. Y., & Richardson, J. W. (2004). African Americans and Multicultural Education. Education and Urban Society, 36(3), 304-341.
Hoover, E. (2004). For American Indians, the Keys to College. The Chronicle of Higher Education, 50(46), http://chronicle.com/weekly/v50/i46/46a03101.htm.
Hopson, R. (2003). Language, Race and Schooling. In C. C. Yeakey & R. D. Henderson (Eds.), Surmounting All Odds: Educational, Opportunity, and Society in the New Millennium (Vol. 1, pp. 79-105). Greenwich: Information Age.
Howard, G. R. (1999). We Can't Teach What We Don't Know: White Teachers, Multiracial Schools. New York: Teachers College Press.
Kozol, J. (2001). Ordinary Resurrections: Children in the Years of Hope. New York: HarperCollins Publishers.
National Commission on Terrorist Attacks Upon the United States. (2004). The 9/11 Commission Report: Executive Summary. New York.
Parks Jr., A. L. (2004). Racial Diversity's Effect on Education Is a Myth. The Chronicle of Higher Education, 49(29), http://chronicle.com/weekly/v49/i29/49b01101.htm.
Prince, T. J. (2004). Multi-Cultural Psychology, Community Mental Health and Social Transformation. Challenge, 11(1), 1-16.
Skolnick, J. H., & Currie, E. (2003). Crisis in American Institutions (12 ed.). New York: Pearson Allyn & Bacon.
Slevin, P. (2004, July 29). Arab Americans Report Abuse. The Washington Post, p. A5.
Vedantam, S. (2004, March 1). Studying Hyperlexia May Unlock How Brains Read. The Washington Post, p. A8.
Warner, W. L., & Srole, L. (1945). The Social System of American Ethnic Groups. New Haven: Yale University Press.
Related ELCC Standard:
Standard 1.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a school or district vision of learning supported by the school community.Each educational leader is responsible for creating and articulating a vision of high standards for learning within the school or district that can be shared by all employees and is supported by the broader school-community of parents and citizens. This requires that educational leaders be willing to examine their own assumptions, beliefs, and practices; understand and apply research; and foster a climate of continuous improvement among all members of the educational staff. / 1.2 Articulate a Vision
§ Candidates demonstrate the ability to communicate the vision to school boards, staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities.
Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff.
This standard addresses the need for educational leaders to position teaching and learning at the focal point of schools. It accepts the proposition that all students can learn and that student learning is the fundamental purpose of schools. Educational leaders must capitalize on diversity to create a school culture that promotes respect and success for all students. / 2.1 Promote Positive School
Culture
§ Candidates develop a sustained approach to improve and maintain a positive district culture for learning that capitalizes on multiple aspects of diversity to meet the learning needs of all students.
Standard 4.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources.
This standard addresses the fact that cooperation among schools, the district, and the larger community is essential to the success of educational leaders and students. Educational leaders must see schools as an integral part of the larger community. Collaboration and communication with families, businesses, governmental agencies, social service organizations, the media, and higher education institutions are critical to effective schooling. The ability to analyze emerging issues and trends that might affect schools and districts enables educational leaders to plan effective instructional programs and school services. Effective and appropriate communications, coupled with the involvement of families and other stakeholders in decisions, helps to ensure continued community support for schools. Seeing families as partners in the education of their youngsters, and believing that families have the best interests of their children in mind, encourages educational leaders to involve them in decisions at the school and district levels. / 4.1 Collaborate with Families and Other Community Members
§ Candidates demonstrate the ability to facilitate the planning …of programs and services that bring together the resources of families and the community to positively affect student learning.
§ Candidates demonstrate an ability to use public information and research-based knowledge of issues and trends to collaborate with community members and community organizations to have a positive affect on student learning.
§ Candidates demonstrate an ability to develop … a plan for nurturing relationships with community leaders and reaching out to different business, religious, political, and service organizations to strengthen programs and support district goals.
§ Candidates develop a plan that supports the involvement of families in the education of their children that reinforces for district staff a belief that families have the best interests of their children in mind.
4.2 Respond to
Community Interests and Needs
§ Candidates demonstrate the ability to effectively and appropriately assess, research, and plan for diverse district and community conditions and dynamics and capitalize on the diversity of the community to improve district performance and student achievement.
Standard 6.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context.
This standard addresses the need for educational leaders to understand and be able to operate within the larger context of the community and beyond, which affects opportunities for all students. Educational leaders must respond to and influence this larger political, social, economic, and cultural context. / 6.1 Understand the Larger Context
§ Candidates demonstrate an understanding of the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning.
§ Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities affecting a specific district.
§ Candidates espouse positions in response to proposed policy changes that would benefit or harm districts and explain how proposed policies and laws might improve educational and social opportunities for specific communities.
6.2 Respond to the Larger Context
§ Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit their district and its students.
http://www.npbea.org/ELCC/ELCCStandards%20_5-02.pdf