ci260 syllabus fall2014 tentative(1)

7/27/2019 CI260 Syllabus Fall2014 Tentative(1)

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CI260, Ullrich, Fall 2014

COURSE DESCRIPTION

CI260: Critical Pedagogy is built around a variety of themes involving education,

academic achievement, and equity. First, the failure to attend to questions of

purpose is a significant concern of teachers who work within this tradition. Asking

what schools currently do for children and for what purposes, as well as exploring

what schools might do differently and why, is central to MSJE (or equityoriented)

teachers. A second theme is that there is an integral relationship between education

and the broader society. Since the United States is an increasingly diverse, multi-

cultural society where educational policy and practices are deeply embedded,schools and teachers play significant social and political roles. Third, MSJE (or

equity-oriented) teachers provide a vision for the ultimate purposes of education in

society, a vision that involves challenging inequity and injustice and building more

humane schools and society.

**This course is taken concurrently with CI246: Action Research in the MulticulturalClassroom.

REQUIRED TEXTS

Oakes, J., & Lipton, M. (2013). Teaching to change the world (4thEd.). Boulder,CO: Paradigm Publishers.

RECOMMENDED TEXTS

Au, W. (Ed.). (2014). Rethinking multicultural education: Teaching for racial and

cultural justice (2ndEd.)." Milwaukee, WI: Rethinking Schools

Email:[email protected] Work Phone: (559) [email protected] (559) 646-2731

CI 260Critical Pedagogy

FALL 2014, 4 UNITS

Instructors: Dr. Walter J. Ullrich

Samuel Martinez
mailto:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]:[email protected]


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Christenson, L. (Ed.). (2009). Teaching for joy and justice: Re-imagining the language

arts classroom. Milwaukee, WI: Rethinking Schools.

Grant, G. A., & Sleeter, C.A. (2009). Turning on learning: Five approaches for

multicultural teaching plans for race, class, gender, and disability (any recentedition).

Hoboken, NJ: John Wiley.

Gutstein, E., & Peterson, B. (Eds.). (2014). Rethinking mathematics: Teaching socialjustice by the numbers (2nd. Ed.). Milwaukee, WI: Rethinking Schools.

COURSE LEARNING OUTCOMES

1.Students will explain and produce multicultural, social justice curriculum,

instruction, assessment and classroom management strategies, position

papers, etc. 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 MSJE and/or bilingual education

position papers, action research activities, lessons, and/or curriculum unit

using a backward design planning process.

REQUIREMENTS

Below are brief descriptions of the requirements for this class. Each requirement is relatedto important learning outcomes. More details on each of these assignments will be

provided during the course through Announcements, Unit Folders, etc. on Blackboard.

Discussion Board (1/2 of your final grade):

Requirements for each of the Discussion Board collegial interactions (we will work insmall collaborative groups) will be posted for each of your 1-week, Sunday-morning-through-Saturday-night Units. Due dates are important for these postings so that

collegial

interaction will occur. Your first posting should occur on or before midnightThursday and a critique of a classmatespost or integration of the insights of your group

insights on or before midnight Saturday. In short, there is a minimum of two postingsper discussion board prompt one original posting and oneposting responding to a


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colleague or group . Discussion postings should reflect higher order thinking (analysis /

synthesis / evaluation/creativity). Responses to classmates should go beyond simple

agreement to add insight, ask for clarification, or respectfully and professionally, challengethinking. These posts will be graded togetherI will average the scores on your Thursday

post and Saturday critique/integration - according to the scoring rubric below.

For those of you in the MAT, the Comprehensive Examination will be primarily basedon thequestions you are responding to each week in CI 260 as well as those in the CI

246. In short, even though the Comprehensive Examination for this program is an open

book, open Blackboard exam, the basic material you will be responding in short essays for

the time specific option or longer essays in the take home option to is distilled in your work

in CI 260 and CI 246. I highly recommend you use the Journal tool to keep notes on the

readings you are integrating into your posts as this will be a good place to review for

your Comprehensive Exam.*

PICK ONE OF THE FOLLOWING FOR THE SECOND MAJOR REQUIREMENT:

Assignments (1/2 of your final grade):

There will be a series of three (3) Assignments (e.g., chapter/article critiques, positionpapers, action research activities, website critiques, etc.) based in the required readings overthe semester. These are referred to as Multicultural, Social Justice Education (MSJE)Assignments. The basic requirements for each of these 4-6 page Assignments are

as follows:

Tie the content in the particular Unit under study directly to your teaching,

curriculum, assessing, connecting with parents and the community, etc.

explaining carefully how this content (#1 Foundations of MSJE; #2 Practice ofMSJE Teaching; #3 Context of MSJE Teaching) affects your classroom, school,

and/or community;

APA formatting (see previous link), including title page and short reference

section;

A minimum of 3 primary or secondary sources in required and recommended

texts and specific chapters in CI260 and texts from CI240, ERA 243, CI241,

CI245, and CI246;

The three basic areas of the written assignments are as follows:

1. Foundations of American Schooling: Democracy, Diversity, InequalitySection I

2.

Practice of Teaching to Change the World Section II3. Context of Teaching to Change the World Section III

OR:

Multicultural, Social Justice or Bilingual Education Curriculum Unit (1/2 of your

final grade):

Design and implement a MSJE and/or bilingual education curriculum unit during the first

2/3 of the course and present significant classroom snapshots of it electronically by theend


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of the course. Design a curriculum unit that you can actually teach and that uses various

elements of multicultural curriculum design that you have been working on overthe courseof 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 yourplanning? (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 studentshave 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. Dontleave things up to my

imagination! By the end of the semester, produce a short digitized video that capturessignificant

portions of your MSJE or bilingual education unit. Use the videosnapshots from

the Social Justice Videos, Hunter College, City University of New York as a modelof the strengths of your unit. Make it clear how you are using

the material you are

reading and discussing or Assignments in CI260.

**A rough draft of the unit theme or topic, rationale, and student learning outcomeswill be due via Assignments the fourth week of the course (Sept 24). Outlines of the

lessons themselves will be due via Assignments Nov. 5th

. Continue implementing theunit and present video snapshots and final write-up of the unit by December 6th.

GRADING POLICY

Assignment Points Available

DB Posts/Critiques 12 @ 10 points 120

Multicultural, Social Justice Papers 3 @ 40 points

ORMSJE Curriculum Unit/Presentation

120

Total 240


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GRADING SCALE

Letter Grade & of Total

Points Earned

A 90 100%

B 80 89%

C 70 79%

D 60 69%

F < 69%

SCORING RUBRIC

Interacting Substantively and Succinctly with Resources to RefineMSJE

Approach, Model, Theory

Resources to Refine MSJE A roach PointsOriginality (2 Points for Thursday/Saturday Posts; 8 for Assignments or

Parts of MSJE

Unit)

Highlights and amplifies particular ideas in the reading(s); not a meresummary

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 (2 Points for

Thursday/Saturday posts; 12 for Assignments or parts of 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. incritique

Depth of Thought & Analysis (2 Points for Thursday/Saturday posts;

12 for

Assignments or parts of 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 (2

Points for Thursday/Saturday Posts; 8 for Assignments or Parts of

MSJE

Unit)

Ideas presented in such a way(s) that they will lead to classroom

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.

Total


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TENTATIVE COURSE SCHEDULE

Unit Topics Reading and Assignments

Unit 1

Aug. 21-30

Course Overview

Foundations of

American

Schooling:Democracy,

Diversity, and

Inequality

Review syllabus, MSJE units, videos, and actionresearch studies

Reading:

Oakes & Lipton: TheAmerican Schooling

Dilemma: Diversity, Inequality, and Democratic

Values

DB Post and Integrated Critique:

Thursday & Saturday

Unit 2

Aug. 31-

Sept. 6

Foundations of

American

Schooling:

Democracy,

Diversity, and

Inequality

Reading:

Oakes & Lipton: Historyand Culture: How

Expanding Expectations and Powerful

Ideologies Shape Schooling in the United States

DB Post and Critique: Thursday and Saturday

Unit 3

Sept. 7-13

Foundations of

AmericanSchooling:

Democracy,

Diversity, and

Inequality

Reading:

Oakes & Lipton,Politics and Philosophy:

TheStruggle over the American Curriculum


Integrated

Assignment

Sept. 14-20

Foundations of

American

Schooling:

# 1 Assignment due Sept. 20


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Unit 4

Sept. 21-

27

Practice of

Teaching to

Change the

World

Reading:

Oakes & Lipton, TheSubject Matters:

Constructing Knowledge Across the Content

Areas

Recommend: Darling-Hammond, LearningClassroom pdf and videos.


Unit 5

Sept. 28-

Oct. 4

Practice of

Teaching to

Change the

World

Reading:

Oakes & Lipton, Instruction:Teaching and

Learning Across the Content Areas

Recommend: Darling-Hammond, Learning

Classroom pdf and videos.


Unit 6

Oct. 5-11Practice of

Teaching toChange the

World

Reading:

Oakes & Lipton,Assessment:Measuring that

Matters

Recommend: Darling-Hammond, LearningClassroom pdf and videos.


Unit 7Oct. 12-18

Practice of

Teaching to

Change the

World

Reading:

Oakes & Lipton, Classrooms as Communities:Developing Caring and Democratic

Relationships

Recommend: Darling-Hammond, Learning

Classroom pdf and videos



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Integrated

Assignment

Oct. 19-25

Practice

of

Teaching

toChange

theWorld

#2 Assignment due Oct. 25

Unit 8

Oct. 26-

Nov. 1

Context

of

Teaching

toChange

theWorld

Reading:

Oakes & Lipton, TheSchool Culture: Where Good

Teaching Makes Sense


Unit 9

Nov. 2-8Context

of

TeachingtoChange

theWorld

Reading:

Oakes & Lipton,School Structure: Sorting

Students and Opportunities to Learn


Unit 10

Nov. 9-15

Context

of

Teaching

toChange

theWorld

Reading:

Oakes & Lipton, The Community: Engaging

with Families and Neighborhoods


Unit 11

Nov. 16-29

Context

of

Teaching

to Change

the World

Reading:

Oakes & Lipton, Teaching to Change the World: AProfession and a Hopeful Struggle


Unit 10

Nov. 30-

Dec. 6

Context

of

Teaching

to Change

the World

#3 Assignment due December 6


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Comprehen-

sive

Examination

Final

Examinat

ion for

MAT

Students

Final Comprehensive Exam:4-hour, time specific, short essay:

Saturday morning or afternoon, Dec. 13

OR5 day take-home, longer essay, Sunday morning,

Dec. 14-midnight, Thursday, Dec. 18th.


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COURSE

EXPECATIONS

Communication:

Check your email and the course Blackboard sitefrequently. Regular updates will

be posted often. Collaborative assignments require that you post and respond ina timely manner; check group and class discussion boards often when using them

tocomplete assignments. I am available by email throughout the course at

[email protected]

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 yourselfwould want tobe 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

interaction is essential for this course.

Professionalism:

Short-term formative assignments are designed to scaffold your learning and

enableyou to successfully complete major assignments. The expectation is thatyou 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 normally 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/ait-

links.htm#Software)
mailto:[email protected]:[email protected]://www.csufresno.edu/ait/ait-http://www.csufresno.edu/ait/ait-http://www.csufresno.edu/ait/ait-http://www.csufresno.edu/ait/ait-mailto:[email protected]:[email protected]


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11 Adobe Acrobat Reader (Adobe Reader, latest version): Program that

allows you to readpdf 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 mat use this for collaborative discussions

during the course.

SUBMISSION OF ASSIGNMENTSFormat: Word-processed documents must be in a format that can be opened in

Microsoft Word. If you donthave Word, convert your file to apdf document, which

preserves both text and formatting. If your word processing program does not have

apdf 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/PowerPoint97-2003Document(.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 firstinitial (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.

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

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. Formore 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
http://www.skype.com/)http://www.skype.com/)http://www.skype.com/)http://www.skype.com/)http://www.skype.com/)


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12by a student that are intended to gain an unearned academic advantage by

fraudulent ordeceptive means. Plagiarism is a specific form of cheating which

consists of themisuse 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 forcheating 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 theUniversity's policy regarding cheating and plagiarism, refer to

the Schedule ofCourses (Legal Notices on Cheating and Plagiarism) or theUniversity 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-houraccess to a computer workstation and the necessary

communication links to the University's information resources.

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.Differencesof viewpoint or concerns should be expressed

in terms which are supportive of the learning process, creating an environment inwhich students and faculty may learn to reason with clarity and compassion, toshare

of themselves without losing their identities, and to develop andunderstanding of the

community in which they live.Studentconduct whichdisrupts the learning process

shall not be tolerated and may lead to disciplinaryaction and/or removal from the

class.

Bibliography

Apple, M. W. & Beane, J. A. (Eds.). (2007).Democratic schools (2nd ed.). Alexandria, VA: Association

for Supervision and Curriculum Development.

Apple, M. W. (1986). Teachers and texts: A political economy of class and gender relations in education.

New York, NY: Routledge & Kegan Paul.

Apple, M. W., Au, W., & Gandin, L. A. (2009). The Routledge international handbook of critical

education. New York, NY: Routledge.

Apple, M. W., Ball, S. J., & Gandin, L. A. (2010). The Routledge international handbook of the sociology

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13Banks, J. A. (2006).Race, culture and education.New York, NY: Routledge.

Beane, J. A. (2005). A reason to teach: Creating classrooms of dignity and hope. Portsmouth, NH:

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Delgado-Gaitan, C. (2001). The power of community: Mobilizing for family and schooling. Denver, CO:

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Dewey, J. (1916).Democracy and education. New York, NY: Macmillan.

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Dewey, J. (1933).How we think: A restatement of the relation of reflective thinking to the educative

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Duncan-Andrade, J., & Morrell, E. (2008). The art of critical pedagogy: The promises of moving from

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Freire, P. (2000a).Pedagogy of freedom: Ethics, democracy, and civic courage. Lanham, MD: Rowman &

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Gitlin, A., & Price, K. (1992). Teacher empowerment and the development of voice. In C. Glickman (Ed.),


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Grant, C. A., Sleeter, C. E. (2009). Turning on learning: Five approaches t o multicultural teaching plans

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Noffke, S. E. (2009). Revisiting the professional, personal, and political dimensions of action research. In

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Noffke, S., & Somekh, B. (2009). The Sage handbook of educational action research. London, England:

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ci260 syllabus fall2014 tentative(1)

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