Not all slides are included. Core content is always provided.

1. Not all slides are included. • Core content is always provided.

2. Welcome to EPS 201/202 FOUNDATIONS OF EDUCATIONProfessor Jeanne ConnellThe study of the relationship between school and society. If you missed class on Tuesday, be sure to get a HANDOUT with the basic course information, available upfront. Go to lecture website to obtain the Unit 1 reading assignments (weeks 1-6) and full course information. Questions 2 & 3 will be examined today EPS 201/202: 1. Who should be educated and how? 2. What essential knowledge and values should each student learn in school? 3. Who should control the curriculum and for what purposes? 4. When, where, and how should education be delivered?

3. Course RequirementsDATES!! • 5 Thursday Lecture Responses (maximum of 10 points) • (2 pts. each for a total of 10 pts) P/F 10% Dates for Lecture Writes: 2-10, 3-17, 3-31, 4-7, 4-14; extras to accommodate for absences: 4-28, and 5-3. These dates are located on the Reading Table. • 2 Exams 40% • Exam 1 (20%) Monday, Feb. 21 , 7-9 PM • Exam 2 (20%) Monday, April 4, 7-9 PM not the 5th!

4. Professor Steven Tozer, UIC Main Author of School and Society EPS 201/202 McGraw-Hill Reader “If foundations instruction is to have a genuine impact on teachers’ meaning construction in professional practice, the students must be engaged in forming and articulating meaning for themselves in their social foundations coursework” (Tozer, 1993). Opportunities to articulate meaning: Short essays on exams, writing in lecture, and writing in discussion section.

5. In lecture I will ask you to write and to share your responses with the class. Responses include volunteers and cold call—so be ready. Struggles to write, is struggle with thought itself. Philosopher John Dewey notes that– • “Critical thinking originates in the learner’s engagement with problems.” • “Students need an environment that encourages inquiry, exploration, discussion, debate, and ways to express themselves.”

6. 2. What essential knowledge and values should each student learn in school? 3. Who should control the curriculum and for what purposes?

7. Core Questions: Knowledge and values? Who is in control? What purposes? What standards should be included in history in Virginia? What do you think about the process of coming to a consensus? • Frontline PBS–State of Virginia debates history standards. • The committee contains teachers, curriculum specialists, state board of education representatives. • http://www.pbs.org/wgbh/pages/frontline/shows/schools/etc/video.html

8. “Texas Conservatives Win Curriculum Change” Texas Board of Education (elected board) 2010 Modified the recommended history, social studies, and economic standards developed by educators.

9. Some of the changes recommended by the Texas State Board of Education: • Call into question separation of church and state and the secular nature of the American Revolution. • Study of the conservative resurgence of the 1980s and 1990s. • Study of violent philosophy of Black Panthers as part of the Civil Rights movement, and votes in Congress on Civil Rights that Republicans supported. • Remove Jefferson from the list of figures who inspired revolutions in the 18th and 19th centuries. Report on MSNBS on Texas School Board http://www.youtube.com/watch?v=TG-aVBfd4C8

10. “Texas Conservatives Win Curriculum Change” • Except for debates over teaching evolution, it is rare for a board to make these kinds of changes. • Reason given: “adding balance” “academia skewed to the left” Response: Many students, teachers, and scholars objected to many of the changes. Bigger story: Texas is a large textbook market and influences textbooks nationwide.

11. Religious interests--in questioning the separation of church and state Political Structure--Laws in Texas give an elected board power to changes a recommended curriculum. Politics--Votes were made according to political party. What forces help to explain the changes made in the learning standards in Texas?

12. Spring “Curricular Standards and the Political Nature of Knowledge” (232)A CONTESTED PROCESS Knowledge is not politically neutral. Scholars do not always agree. Content in subject matter is selected, thus some subject matter is always left out. STATES MUST DETERMINE: What knowledge is most valuable to students?

13. 1.To teach basic academic skills. 2.To build student self-esteem. 3.To promote critical thinking skills. 4.To teach cooperative skills. 5.To promote equality of opportunity. 6.To prepare students for college. 7.To prepare students for work. 8.To transmit our cultural heritage. 9.To preserve our cultural richness and diversity. 10.To promote national unity. 11.To build a strong economy. 12.To promote social justice. 13.To promote global understanding. 14.To combat social problems. 15.To provide social services. For what purposes do we educate in America?A list of some common purposes of schooling, covering social, political and economic needs. (see Arends et al. on HOMEPAGE).

14. Economically and culturally complex societies sponsor schools to provide children with experiences vital to the continuation of their way of life. PERPETUATION of SOCIETY

15. What is the nature of the society?What resources are available?Which facts seem the most crucial? • Population (2001 estimate). 26,813,000 • Main Ethnic Groups: Pashtun 42%, Tajik 27%, Hazara 9%, Uzbek 9%, Minor Ethnic Groups 13%  • Religions: 80% Sunni Muslim, 19% Shi’a Muslim, 1% Other • Languages: Dari (Afghan Persian) and Pashto • Education: Approximately 6 million children, of whom some 30% are girls enrolled in school during 2007, 7 million not attending. • Literacy: (2007 estimate) 28% Overall  43%  Male 13% Female • Health: Infant mortality rate: 157.4 /1,000 • (2000) Life expectancy 43.6 yrs. (male) 43.9 yrs. (female) • Work Force: Mostly in rural agriculture; number cannot be estimated due to current conflict

16. Educate students for: • CONTINUITY Continue traditions • Which ones? • IMPROVING SOCIETY • MEET CHALLENGES Unknown future, lifelong learning

17. What are the 3 general purposes of schooling identified by Arends et al.? 1.Developing human potential 2. Socialization --Political and cultural 3. Improving society (to live up to its ideals) Arends asks you to consider: What purposes of schooling do you see yourself working for?

18. 1. Developing human potential-Each individual to their fullest potential. Who should come first? Interests and talents are nurtured. Problems? Limited Resources • Directly Special Programs (like Magnate Schools, Special Education, extra-curricular activities which focus on certain talents) or • Indirectly (Holding everyone to high standard--reward those who achieve, but that assumes everyone receives high quality schooling)

19. How is political socializationdefined? 2. Two types of Socialization – “Fitting in” a) Political Socialization (Dominant viewpoint is taught) Shared belief in the political process. Learn how to be a citizen (active or passive?). Democratic societies are characterized by political freedom, which means citizen can critically examine the government policies and practices. Think about how you learned about democracy and citizenship in school (history, Student Government, responsibilities as a member of a school community, awareness of current events)

20. What are the facts of the case of history teacher Anthony Digilio? Political Socialization Embrace and believe in our political process. What is our political process? What is the role of the citizen?

21. Most distinctive feature of liberal democracy: Citizens need to have virtues that combine to create the ability and willingness to question political authority and to engage in public debate (public reasonableness rather than self-interest, persuasion, compromise). “consent of the governed” “whose voice is heard?” What is the role of schools in preparing citizens?

22. What questions need to be answered in order for the school board to assess his performance as a history teacher? • Students enjoyed history • Class visited the homeless • Discussed the environment • Uses innovative methods • Speaker on Vietnam War • Raises awareness of injustices • Took students to antiwar rally • Some parents complain that he is brainwashing students to his views. • Some parents praise him for making history relevant.

23. What are the facts of the case of teacher Anthony Digilio? Is he following the curriculum?

24. How is culturalsocialization defined? 2. Two types of Socialization – “Fitting in” “cultural tool box” b) Cultural Socialization– set of common beliefs, language, behaviors, and norms. What is basic, required? Presents a challenge in a pluralistic society —how much assimilation is required?

25. Ethnicity and cultural differences influence our relationships in society. • The US is becoming a more multicultural society • School Population: • 58% White • 19% Latino/Hispanic • 16% African American • 4 % Asian • 1% Native American • 2 % Other

26. How is reconstruction of society defined? 3. Process of social renewal towards the ideals of democracy Reconstructing or Improving society— “teaching for social justice” “social reform” 2 definitions! • Reform minded political socialization by giving students a deep appreciation of democratic processes and motivating them to help solve social problems (racism, sexism, poverty, environmental destruction). Experience through SERVICE LEARNING PROJECTS OR • A more critical view of reconstructing society is to teach students to confront the fundamental social and economic arrangements that oppress certain groups in society. MORE CONTROVERSIAL (seeming to be too critical)

27. What are the 3 purposes of schooling identified by Arends et al.All require clarification of meaning.Can you define the 3 purposes and discuss some of the controversies surrounding how these purposes are interpreted? • 1. Developing human potential • Each individual to their fullest potential • Interests and talents are nurtured BUT LIMITED $$$ • 2. Socialization --Political and cultural • 1. Citizenship and • 2. Cultural Behaviors/Values (Western, White, Middle-Class, Multicultural) • 3. Improving society • 1. Help solve social problems and • 2. Correct injustices and change political, economic, and social institutions (more radical) Arends asks you: What purposes of schooling do you see yourself working for?

28. What purposes are indicated as important in Obama’s Proposal to Reauthorize ESEA 2010 “Race to the Top”President Obama’s Opening Letter Every child in America deserves a world-class education. Today, more than ever, a world-class education is a prerequisite for success. America was once the best educated nation in the world. A generation ago, we led all nations in college completion, but today, 10 countries have passed us. It is not that their students are smarter than ours. It is that these countries are being smarter about how to educate their students. And the countries that out-educate us today will out-compete us tomorrow. By 2020, the United States will once again lead the world in college completion. We must ensure that every student graduates from high school well prepared for college and a career. A world-class education is also a moral imperative – the key to securing a more equal, fair, and just society. We will not remain true to our highest ideals unless we do a far better job of educating each one of our sons and daughters. We will not be able to keep the Americanpromise of equal opportunityif we fail to provide a world-class education to every child.