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CI 260 Critical Pedagogy

FALL 2011, 4 UNITS Instructor: Dr. Walter J. Ullrich

Email: wullrich@csufresno.edu

Home Phone: (559) 278-0356

COURSE DESCRIPTION CI260: Critical Pedagogy is built around two themes associated with multicultural, social justice education (MSJE). The first theme is that schooling is a social and cultural activity; the second is that the United States is an increasingly diverse, multicultural society where educational policy and practices are deeply embedded. Together these themes support a theory of MSJE education that positions new and more veteran teachers to be highly competent in increasingly diverse classrooms, lifelong education reformers, and education leaders and partners with students and families. **This course is taken concurrently with CI246: Action Research in the Multicultural Classroom. REQUIRED TEXTS Oakes, J., & Lipton, M. (2009). Teaching to change the world (3rd ed.). Boston: McGraw Hill Higher Education. Noel, J. (2012). Classic education series: Multicultural education (3rd ed.). NY: McGraw-Hill. RECOMMENDED TEXTS Kridel, C. (Ed.). (2009). Classic edition sources: Education (4th ed.). NY: McGraw-Hill. APA style This is a link to an APA information source (http://webster.commnet.edu/apa/index.htmL

CI260, Ullrich, Fall 2011

2 LEARNING OUTCOMES Course learning outcomes help you interpret what is expected during this course and help maintain focus. Students enrolled in CI 260 will 1. Students will describe multicultural, social justice curriculum, instruction, assessment and classroom management with respect to MSJE theory, models and principles. 2. Students will provide evidence of connections between curriculum, instruction, assessment and classroom management to the understandings, perspectives, identities and cultures the school is designed to serve. 3. Students will ensure that subject matter as defined by the state standards is comprehensible to all of their pupils. Special attention is paid to culturally- and developmentally-responsive curriculum and pedagogy, special education students, and English Language Learner students. 4. Students will design and present electronically a well-planned MSJE and/or bilingual education curriculum unit, using a backward design planning process. COURSE EXPECATIONS Communication: Check your email and the course Blackboard site frequently. Regular updates will be posted often. Collaborative assignments require that you post and respond in a timely manner; check group and class discussion boards often when using them to complete assignments. I am available by email throughout the course at wullrich@csufresno.edu Civility: As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Expectations for classroom behavior, which apply equally to on-ground and online learning environments, include but are not limited to the following: conflicting opinions among members of a class are to be respected and responded to in a professional manner. Respond to others in the way that you yourself would want to be addressed. Collaboration: Collaboration can benefit the learning of all students. For some assignments, you will work with your cohort to form a collective response to a question. For others, you will provide feedback and critiques to your peers. The level of discourse and
CI260, Ullrich, Fall 2011

3 interaction is essential for this course. Professionalism: Short-term formative assignments are designed to scaffold your learning and enable you to successfully complete major assignments. The expectation is that you will give careful attention to each of these activities even if a reply or post is not required. Timeliness: In a collaborative online environment, it is particularly crucial that all students adhere to scheduled deadlines for posting work and/or providing critiques/feedback. Failure to submit work in a timely manner, or to provide responses and critiques by the scheduled due date, impacts the learning opportunities of your peers and will be reflected in your grade for the assignment. Late assignments are not accepted. TECHNOLOGY RESOURCES The following technology resources will be used during this class. Microsoft Office: You are required to use Microsoft Office on your computer. For information on campus pricing and purchasing locations, see Student Technology Special Programs (http://www.csufresno.edu/ait/aitlinks.htm#Software) Adobe Acrobat Reader (Adobe Reader 8): Program that allows you to read pdf files. It can be downloaded from the following Adobe website (http://www.adobe.com) Skype: You can download Skype at the following URL: (http://www.skype.com/). We will use this for collaborative discussions during the course. ASSIGNMENTS Below are brief descriptions of the assignments for this class. Each assignment is related to important learning outcomes. More details on each of these assignments will be provided during the course, through Blackboard and Announcements. Discussion Board: Read carefully the requirements for each of the Discussion Board collegial interactions posted in the actual discussion on Blackboard. Due dates are important for these postings so that collegial interaction will occur. The first posting should occur on or before midnight Wednesday and a critique of a classmates post on or before midnight Saturday. In short, there is a minimum of two postings per discussion board prompt one original posting and one posting responding to a colleague. Discussion postings should reflect higher order thinking (analysis / synthesis / evaluation). Responses to classmates should go beyond simple agreement to add insight, ask for clarification, or respectfully and professionally, challenge thinking. These posts will be graded according to the scoring rubric below. The comprehensive examination will be based on the questions you are
CI260, Ullrich, Fall 2011

4 responding to each week. Multicultural, Social Justice Curriculum Unit: Students will design a well-planned MSJE and/or bilingual education curriculum unit and present it electronically. Design the curriculum unit that you can actually teach, that uses various elements of multicultural curriculum design that you have been working on over the course of the MAT program. In addition to using these elements, the written document you turn in should include the following components: A short philosophy statement giving a rationale for why this content is worth teaching, connecting the unit to ideas from this course and the program. What is the ideology or set of beliefs and ideas that ground the unit? A brief description of who the unit is for-what students are you planning the unit for, and anything you know about them that that would be pertinent to your planning? (If you interviewed them, include information about what you learned that is relevant.) Learning outcomes or objectives for the unit. What should students be able to do, or gain, as a result of the unit? How will you assess the extent to which students have learned what you intend? A description of the materials and if possible, copies of materials (such as handouts) or title of books. Specific descriptions of teaching procedures. Dont leave things up to my imagination! In the above, make sure it is obvious how you are using transformative knowledge, including input from one or more of your research papers, discussion board posts/critiques or Assignments.

Position Papers: There will be a series of three (3) independent position papers, based in the required readings an, over the semester. These are referred to as Multicultural, Social Justice Education (MSJE) research papers. The basic requirements for each of these assignments are as follows: Tie the content directly into your teaching explaining carefully how this can impact your personal classroom; APA formatting (see previous link), including title page and reference section; Use of the required text plus a minimum of three additional primary sources; Covering the following issues/framework: general area assigned, impact on society, impact on education, and impact on your personal classroom/school, text approximately 6-8 pages in length;

The three basic areas of the written assignments are as follows: 1. Foundations of American Schooling Section I 2. Practice of Teaching to Change the World Section II 3. Context of Teaching to Change the World Section III
CI260, Ullrich, Fall 2011

GRADING POLICY Assignment DB Posts/Critiques 12 @ 10 points Multicultural, Social Justice Papers 3 @ 40 points MSJE Curriculum Unit/Presentation Total Points Available 100 (10 best) 120 80 400

GRADING SCALE Letter Grade Points Earned A 90 100 B 80 89 C 70 79 D 60 69 F < 69

CI260, Ullrich, Fall 2011

SCORING RUBRIC Interacting Substantively and Succinctly with Resources to Refine MSJE Approach, Model, Theory

Resources to Refine MSJE Approach Originality (2 Points for Assignments; 10 for Research Papers; 20 for MSJE Unit)

Points

Highlights and amplifies particular ideas in the reading(s); not a mere summary Creative use of ideas when analyzing, reflecting on, critiquing the reading(s) and its usefulness for teaching for equity, achievement and social justice

Critiques the Reading(s) and other Program Material (3 Points for Assignments; 10 for Research Papers; 20 for MSJE Unit)
Reflects on the core ideas of the readings as the main sources for critiquing its usefulness for teaching for equity, achievement, and social justice. Reflects on previous schooling/teaching experiences, current schooling/teaching experiences, program or other relevant readings, responses of colleagues in program, school and/or community, etc. in critique

Depth of Thought & Analysis (3 Points for Assignments; 10 for Research Papers; 20 for MSJE Unit)
Carries the ideas of the reading further or adapt the idea in a classroom setting or other possible classroom contexts Makes connections to other ideas or theories. Maintains complex discussion without repetition, etc.

Significance or Importance of the Information in this Critique (3 points for Assignments; 10 for Research Papers; 20 for MSJE Unit) Ideas presented in such a way(s) that they will lead to classroom Total

application. Looks beyond potential obstacles, missed or failed attempts, etc. to envision how to improve the classroom activity consistent with the major ideas in this and other related reading. Thoughts consistent with promoting greater equity, achievement, social justice, higher quality or quantity of learning, etc.

CI260, Ullrich, Fall 2011

7 EVALUATION OF MULTICULTURAL, SOCIAL JUSTICE PAPERS & MSJE AND/OR BILINGUAL EDUCATION CURRICULUM UNIT Grading for these assignments will be based on the scoring rubric shown above. Assignments must be submitted on or before the due date. Score Characteristics 40 (80 for Unit) Bulls Eye! Goes above and beyond. Thoroughly and carefully written. Shows understanding of the task and effort at completing it. Follows assignment directions. Any errors or omissions are minor. Follows APA format without errors. 30 (60 for Unit) On Target. Assignment was satisfactorily completed; could be strengthened by more detail and/or effort. Follows assignment directions. A few errors or omissions, minor misconceptions. 20 (40 for Unit) Off Target. Assignment was done, but it needs more detail and/or effort to be considered satisfactory. Does not follow assignment directions. Significant errors, omissions, misconceptions. SUBMISSION OF ASSIGNMENTS Format: Word-processed documents must be in a format that can be opened in Microsoft Word. If you dont have Word, convert your file to a pdf document, which preserves both text and formatting. If your word processing program does not have a pdf option, choose Rich Text Format (RTF), which preserves the text but not the formatting. If you have Office 2007 for Windows, there is a compatibility problem with Mac OS. Microsoft recommends that you save your documents as a Word/Excel/PowerPoint 97-2003 Document(.doc, .xls, .ppt) to ensure the documents can be shared across platforms. If you don not format your assignments correctly, then your colleagues and I will not be able to open the documents. File Names: Always begin the document name with your last name and first initial (all one word), followed by an underscore (_), a short assignment title, the date submitted, and the appropriate file extension(e.g., .doc, .ppt). For example, Ullrich_Paper1_Oct152010.doc. The critical issue here is for your document to have your name and date submitted.

CI260, Ullrich, Fall 2011

8 COURSE POLICY AND SAFETY ISSUES Subject to Change: This syllabus and schedule are subject to change in the event of extenuating circumstances and any changes will be clearly announced in the course announcements. Because this is an online course, it is your responsibility to log on to Blackboard regularly to check for announcements and to check your email daily. Copyright: You will be provided with digital and/or print materials to support your learning in this course. As all of these materials are proprietary in nature, and most are protected by copyright, you may not reproduce or retain any of the materials for purposes other than class work. UNIVERSITY POLICIES Policy on Students with Disabilities: Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities at 559-278-2811. Policy on Cheating and Plagiarism: Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of improving one's grade or obtaining course credit; such acts also include assisting another student to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this definition that the term cheating not be limited to examination situations only, but that it include any and all actions by a student that are intended to gain an unearned academic advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which consists of the misuse of the published and/or unpublished works of others by misrepresenting the material (i.e., their intellectual property) so used as one's own work. Penalties for cheating and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to expulsion from the university. For more information on the University's policy regarding cheating and plagiarism, refer to the Schedule of Courses (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations). Access to Computer Technology: At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources.
CI260, Ullrich, Fall 2011

9 Disruptive Classroom Behavior: The classroom, whether virtual or physical, is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained.Differences of viewpoint or concerns should be expressed in terms which are supportive of the learning process, creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop and understanding of the community in which they live.Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from the class.

TENTATIVE COURSE SCHEDULE Module 1 2 3 4 5 6 7 8 Topics Foundations of American Schooling Foundations of American Schooling Foundations of American Schooling Foundations of American Schooling Practice of Teaching to Change the World Practice of Teaching to Change the World Practice of Teaching to Change the World Practice of Teaching to Change the World Reading and Assignments Reading: Oakes & Lipton, pp. 3-33 The American Schooling Dilemma: Diversity, Inequality, and Democratic Values Reading: Oakes & Lipton, pp. 34-71 History and Culture: Wrestling with the Traditions of American Education Reading: Oakes & Lipton, pp. 72-120; Ullrich, BB item Philosophy and Politics: The Struggle for the American Curriculum # 1 Critique due Reading: Oakes & Lipton, pp. 121-165 The Subject Matters: Making School Knowledge Meaningful Reading: Oakes & Lipton, pp. 166-207 Instruction: Classrooms as Learning Communities Reading: Oakes & Lipton, pp. 208-246 Assessment: Measuring that Matters Reading: Oakes & Lipton, pp. 247-289 Classroom Management: Caring, Respectful, and Democratic Relationships

Practice of Reading: Oakes & Lipton, pp. 290-336 Teaching to Grouping, Tracking, and Categorical Programs: Can Change the World Schools Teach All Students Well?
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10 Module 10 11 Topics Practice of Teaching to Change the World Context of Teaching to Change the World Reading and Assignments #2 Critique due Reading: Oakes & Lipton, pp. 337-381 The School Culture: Where Good Teaching Makes Sense

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Context of Reading: Oakes & Lipton, pp. 382-419 Teaching to The Community: Engaging with Families and Change the World Neighborhoods Context of Reading: Oakes & Lipton, pp. 420-468 Teaching to Policy and Law: Rules to Make Schools Effective, Change the World Efficient, and Equitable Context of #3 Research paper due Teaching to Change the World Open Unit Presentation (Electronically through BB) Final Final Comprehensive Exam Examination/Unit Presentation

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Bibliography
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Counts, G. S. (1978/1932). Dare the school build a new social order? Carbondale: Southern Illinois University Press. (Original work published 1932) Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: Sage. Delgado-Gaitan, C. (1991) Involving parents in the schools: A process of empowerment. American Journal of Education, 100(1), 2046. Delgado-Gaitan, C. (2001). The power of community: Mobilizing for family and schooling. Denver, CO: Rowman & Littlefield. Dewey, J. (1904). The relation of theory to practice in education. In J. Dewey, S. Brooks, & F. McMurry (Eds.), The relation of theory to practice in the education of teachers (Third Yearbook of the National Society for the Study of Education, Part 1; pp. 930). Bloomington, IL: Public School Publishing. Dewey, J. (1916). Democracy and education. New York, NY: Macmillan. Dewey, J. (1929). The quest for certainty: A study of the relation of knowledge and action. New York, NY: Minton, Balch. Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. New York, NY: D. C. Heath. Dewey, J. (1938). Experience and education. New York, NY: Macmillan. Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: The promises of moving from theory to practice in urban schools. New York, NY: Peter Lang Epstein, J. L. (1995). School/family/community partnerships: Caring for the children we share. Phi Delta Kappan, 76(9), 701712. Freire, P. (2000a). Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman & Littlefield. Freire, P. (2000b). Pedagogy of the oppressed. New York, NY: Continuum. (Original work published 1970) Gay, G. (2010). Culturally responsive teaching: Theory, research and practice (2nd. ed.). New York, NY: Teachers College Press. Giroux H., & McLaren, P. (1986). Teacher education and the politics of engagement: The case for democratic schooling. Harvard Educational Review, 56(3), 213238. Giroux, H. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey. Gitlin, A., & Price, K. (1992). Teacher empowerment and the development of voice. In C. Glickman (Ed.), Supervision in transition. Alexandria, VA: Association for Supervision and Curriculum Development. Grant, C. A., Sleeter, C. E. (2009). Turning on learning: Five approaches t o multicultural teaching plans for race, class, gender, and disability (5th. Ed.). Hoboken, NJ: John Wiley. Noffke, S. E. (2009). Revisiting the professional, personal, and political dimensions of action research. In S. E. Noffke & B. Somekh (Eds.), The Sage handbook of educational action research (pp. 6-23).

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London, England: Sage. Noffke, S., & Somekh, B. (2009). The Sage handbook of educational action research. London, England: Sage. Noffke, S. E., & Stevenson, R. B. (1995). Educational action research: Becoming practically critical. NY: Teachers College Press. Sleeter, C. E., & Grant, C. A. (2009). Making choices for multicultural education: Five approaches to race, class, and gender (6th. ed.). Hoboken, NJ: Wiley. Smith, L. (1999). Decolonizing methodologies: Research and indigenous peoples. London, England: Zed Books. Sumara, D., & Carson, T. R. (2001). Editors introduction: Reconceptualizing action research as a living practice. In T. R. Carson & D. Sumara (Eds.), Action research as a living practice (pp. xiiixxxii). New York, NY: Peter Lang. Ullrich, W. J. (1992). Preservice teachers reflect on the authority issue: A case study of a student teaching seminar. Teaching and Teacher Education, 8(4), 361380. Ullrich, W. J. (2001). Depth psychology, critical pedagogy, and initial teacher preparation. Teaching Education, 10(2), 1733. Ullrich, W. J., & roessler, M. (1997). Curriculum that is multicultural and social reconstuctionist. Teaching Education, 9(1). Retrieved from http://www.teachingeducation.com/vol91.ullrich.htm

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