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Office Hours: T /TH.1:30-3 pm |
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Spring 2006 |
EC478: Ph. 278-3309 |
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Office Hours: T /TH.1:30-3 pm |
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Spring 2006 |
EC478: Ph. 278-3309 |
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Description & Goals | Required Texts | Recommended Text | Grading Policy | Course Schedule | Term Paper | Study Guide for the First Midterm | Download Syllabus |
The focus of this class is on education as cultural transmission and cultural learning. Moreover, the aspect of cultural transmission and learning that concerns us the most will be education in the schools as purposeful intervention in the learning process. We will begin with an exploration of the historical development of educational anthropology . Next we will focus on the use of ethnographic methods in school research in order to ascertain the criteria for doing "good" ethnography of schools. Education and cultural processes in the United States and transculturally will then be explored. We will end the semester with an examination of teaching and learning anthropology, paying particular attention to the case study approach. The use of anthropology's cultural concepts and field methods are directly relevant to education. With them we can contribute to a better understanding of educational processes and to the solution of educational problems.
Course Learning Objectives
· To understand socialization and education in cross-cultural perspectives and contexts
· To understand education as a means for mobilizing biopsychological and sociocultural variables across cultures and across life cycles
· To relate materials in the course to significant educational issues that reveal variations in structure and content of educational systems and suggest possible solutions
· To integrate, apply, and extend knowledge gained in this course to wider, culturally diverse settings
· To apply the knowledge of this course to the solution of educational problems
· To understand the patterns of school performance as adaptation and cultural production
· To comprehend the relationship between ethnicity and education
Bradley A. Levinson, et. al., Schooling the Symbolic Animal: Social and Cultural Dimensions of Education. Rowman & Littlefield Publishers, Inc.2000.
Harvey Daniels, Marilyn Bizar & Steve Zemelman, Rethinking High School: Best Practice in Teaching, Learning, and Leadership. Heinmann, 2001.
Hogan-Garcia, The Four Skills of Cultural Diversity Competence, 2nd Ed., Thomson/Brooks/Cole. 2003
George and Louise Spindler, Interpretive Ethnography At Home and Abroad. Lawrence Earlebaum and Associates, 1987.
Course grade will be based on three exams, a 12-15 page term paper, and student group activity called Action Planning Process. Exams and term paper are worth 100 points, the group activity is worth 15 points with a total of 415 points for the course.
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Midterms-- |
200 points |
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Final-- |
100 points |
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Paper-- Group Activity |
100 points 15 points
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Total: 415 points |
The final grade will be based on the following percentages in relation to the total 415 points for the course:
Based on + and - Grade Definition Index
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A 93-100% 4.0 A- 90-92% 3.7 B+ 87-89% 3.3 B 83-86% 3.0 B- 80-82% 2.7 C+ 77-79% 2.3 C 73-76% 2.0 C- 70-72% 1.7 D+ 67-69% 1.3 D 63-66% 1.0 D- 60-62% 0.7 Failure 0.0
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ACADEMIC HONESTY
Collaborative work/activities require participation of all group members and acknowledgment of the collaboration. Students shall do original work for their course projects and papers. Outside sources must be attributed fully and accurately using current documentation formats as specified by the instructor. Students are responsible for knowing the correct way of documenting work from contributors and sources. Cheating or plagiarism, the misrepresentation of another's work as one's own, may lead to failure in the course. See the CSUF Student Handbook at (http://www.fullerton.edu/handbook/policy/default.htm) for additional information on academic honesty and academic misconduct
Course Schedule And Reading Assignments
Please read all assignments before class
Week 1
Jan, 31 Syllabus, Introduction; Foundation concepts
Feb 2 Read: Chapter 1, Hogan-Garcia (Hereafter H-G); Levinson,
Section 1 & Chapter 1
Week 2
Feb.7 Principles of Anthropological Method/ Foundation concepts
& Term paper topics (discussion)
Feb. 9 ....... Read: H-G, chapters 2 & 3; Levinson, chapter 2
Week 3
Feb.14 ..... Cultural Competency Behaviors; Social and Cultural Dimensions of Education &
Feb. 16 .....Read: H-G, chapter 4; Levinson, chapter 3
Week 4
Feb. 21 ... ..Foundations of Education in Cultural Transmission and Acquisition
& 23 ... ..Read: Levinson, chapter 4
Week 5
Feb. 28 ......... . Foundations of Education in Cultural Transmission and Acquisition
& Mar 2 ......... .Read: Levinson, chapter 5
First Exam will be during Week 5 or 6
Week 6
Mar. 7 & 9 ..........Foundations in Education in Cultural Transmission and Acquisition
Action Plan Process
Read: H-G, chapter 5; Levinson, Chapters, 6 & 7
Week 7
Mar.14 & 16 ........Culture, Modernization and Formal Education
Read: Levinson, Chapters, 9 & 10
Week 8
Mar 21 & 23 ... Culture, Modernization and Formal Education
Read: Levinson, Chapters, 11 & 12
Week 9
Mar.
28 & 30 ...... School Practice and Community Life: Cultural Congruence, Conflict, and
Discontinuity
Read: Levinson, chapters 13 & 14
Week 10
Apr. 4 & 6 ..... School Practice and Community Life: Cultural Congruence, Conflict, and
Discontinuity
Read: Levinson, Chapters 15 & 16
Week 11
Apr. 11 & 13 ....Cultural Production and Reproduction in Contemporary Schools
Read: Daniels, et. al., chapters 1-3
Exam Two will be during week 11 or 12
Week 12
Apr. 18 & 20 Cultural Production and Reproduction in Contemporary Schools
Read: Daniels, et. al., chapters 4-6
Week 13
Apr. 25 & 27 Cultural Production and Reproduction in Contemporary Schools
Read: Daniels, et. al., chapters 7-9
Week 14
May 2 &4 .. Cultural Production and Reproduction in Contemporary Schools
Read: Daniels, et. al., chapters 10-11
Week 15
May 9 & 11 Cultural Production and Reproduction in Contemporary Schools
Read: Daniels, et. al., chapters 12-13
Week Week 16
May 16 & 18 ..Review
Week 17
May 25 .Final Exam
Videos will be shown as they become available to me. I will announce a video one or two class meetings before its presentation.
Professor reserves the right to make changes to this syllabus in response to time constraints encountered during the semester.
Term Paper: Action Plan
Description of Case Example and Action Plan Paper. Choose a current educational issue or problem. Organize your paper into three sections (typed, double-spaced, 12 to 15 pgs.). Topics will be discussed in class during the first weeks of the semester. The Action Plan process will be demonstrated after the first exam.
Section One: describe and document the educational issue\ problem using secondary sources (books, journal articles, etc.) and \or primary sources (interviews, newpapers articles, demographic information using government documents). In this section thoroughly document a description of the issue and or problem including its incidence and the characteristics of those most affected. You need to have 8-10 references. Such identifying information might include:
- geographic location of school
- race, ethnicity, gender or other "diversity marker" of those involved
- income and education
- language (s)
-family size and structure (if relevant)
Section One is worth 30 points
Section Two: develop an intervention or "action plan." The action plan section needs to consist of four subsections:
1. the objective of the plan ( the change your plan aims to accomplish);
2. describe the action steps (the specific activities that will result in the change);
3. the time frame (when each activity will be accomplished);
4. the evaluation (the way progress toward the objective(s) will be measured).
Section Two is worth 50 points
Section Three: the conclusion. Briefly summarize the main points of the paper and discuss your personal reaction to writing this paper. What did you learn about culture and how you can use what you learned in a practical way.
Section Three is worth 20 points
Total points for paper: 100 points
A SAMPLE PAPER WILL BE MADE AVAILABLE TO YOU
Download syllabus Microsoft Word (.doc) file. If you do not have Word, please use the Word Viewer.
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