digitalmeasures.utep.edu · Web viewTitle of Course: Social Contexts of Education. Credits: 3. Course Number: TED 6302, CRN 25324. Office: Virtual now, because of COVID-19. But in

THE UNIVERSITY OF TEXAS AT EL PASO

College of Education- Department of Teaching, Learning, and Culture

(the department formerly known as Teacher Education)

Title of Course:

Social Contexts of Education

Credits:

3

Course Number:

TED 6302, CRN 25324

Office:

Virtual now, because of COVID-19. But in the past, it was EDUC 804.

Office hours:

Tuesdays, 11:00-1:00PM. This is intentionally during what may be some of your lunch times. If this doesn’t work for you, I am happy to make an appt. to meet with you via Zoom or by telephone.

Instructor Information:

Dr. Char Ullman

915-238-2327 (cell)

You can text or call me until 9 PM. Texting is best.

[email protected]

Day/Time:

This course meets on Wednesdays, from 5:30-8:20 PM. Our course will be a combination of synchronous and asynchronous class sessions.

Santos Dumont – The Father of Aviation II

Kehinde Wiley

2009

Course Description

Welcome to the Social Contexts of Education. This course is an intensive investigation of how social, cultural, and economic relations of power are present, as well as challenged in the formal and informal education of youth and adults in the United States. Debates about the goals of public education in a democratic society are explored through anthropological, sociological, and cultural studies approaches to education, focusing on the social structures in which schooling is embedded. This course is theoretically challenging and is organized as a seminar.

What is the relationship between schooling and society? What are the goals of public education, and how have they changed in response to social contexts? Social contexts shape our identities – both individually and collectively – in terms of race, class, ethnicity, language, religion, ability, sexuality, and gender. They are part of how children are socialized into social norms through schooling. Our social contexts provide us with ongoing social networks and help us develop social-emotional and cognitive capacities.

This course asks key questions about education, introducing central concepts in social theory and illustrating how these concepts might shape educational research. Those questions include:

1. What are the purposes of education?

2. What is the relationship between social structure and agency in schooling?

3. What is the relationship between individuals and social contexts in the learning process?

4. How is education interwoven with the production of identities?

5. How do schools reflect particular types of cultural knowledge and practices?

6. Are education and schooling forces for the reproduction or transformation of inequalities, or something else?

Course Objectives:

Upon the successful completion of this course, you will be able to:

Student Learning Outcomes

Assessments

1

Identify and understand a range of approaches to educational research drawing on the disciplines of anthropology, sociology, philosophy, and education as they relate to teaching for a democratic society;

Synchronous and asynchronous discussions, Film Reflections, Book Review Proposal, Book Review

2

Identify and understand a range of approaches to educational research drawing on the disciplines of anthropology and sociology, as they relate to teaching for a democratic society;


3

Develop critical perspectives on the contexts, institutional structures, practices, and dominant assumptions of schooling that produce social inequalities, with particular attention to how historically rooted systems of oppression manifest in educational settings;


4

Critically examine the scholarly works that examine the ways that schools and classrooms can be re-imagined to support educational equity;


5

Understand how to connect critical social theory to concrete educational issues;


6

Understand and explain the key tenets of sociocultural theories of learning;

Reflect upon your own burgeoning scholarly interests in relation to broader theoretical concepts and frameworks.


7

Become prepared for the next stages of your doctoral study.


Achievement of Learning Outcomes

These learning outcomes will be achieved through respectful scholarly discussion, written assignments, and feedback from the professor. Each student is responsible for participating in the course, having read the assigned materials, and for submitting high-quality written work.

Goals of the Teaching, Learning, and Culture Doctoral Program

• Conduct research using appropriate methodologies to study curriculum and

instruction, broadly conceived;• Design research to explore the cognitive and social development of learners,

educators, and families, as well as to understand the ideological workings

schools and communities;• Expand on the existing pedagogical knowledge base about learners and

educators from linguistically and culturally diverse backgrounds;• Utilize effective and innovative educational research designs and

processes;• Create significant contributions to the educational research literature.

Policies and Procedures

COVID-19 precautions. The University of Texas at El Paso requires everyone to wear a mask in common spaces, or where two or more individuals are located, including, but not limited to, classrooms. You must wear a mask covering your nose and mouth at all times in this class. If you choose not to wear a mask, you may not enter the classroom. If you remove your mask, you will be asked to put it on and/or leave the classroom. Students who refuse to wear a mask and/or follow preventive COVID-19 guidelines will be dismissed from the class and will be subject to disciplinary action according to Section 1.2.3 Health and Safety and Section 1.2.2.5 Disruptions as defined in the UTEP Handbook of Operating Procedure. For each day that you attend campus—for any reason—you must complete the questions on the UTEP screening website (https://screening.utep.edu). The website will verify if you are permitted to attend class in-person. Under no circumstances should anyone come to class when feeling ill or exhibiting any of the known COVID-19 symptoms. If you are feeling unwell, please let me know as soon as possible, and alternative instruction will be provided. Students are advised to minimize the number of encounters with others to avoid infection.

COVID-19 realities. I have designed a rigorous course for you this semester, and I look forward to working with you and to your completing outstanding work. At the same time, I understand that COVID-19 is a new beast and it’s possible that any of us, as well as the people we care about, might become very sick very quickly. For that reason, if you miss an assignment or a meeting, I will check up on you. I know that you may not be in a position to let me know ahead of time if, for example – God forbid – you have had to rush to the hospital. That said, you can always text me or What’s App me at 915-238-2327. Do put my number in your phone.

Class policies. This is a seminar course that requires active participation, posting in discussions and responding to classmates, completing all required work and being fully prepared to contribute to online and virtual discussions. All written work for this course will be submitted electronically through Blackboard. No paper assignments will be accepted.

Families. Going to school, working, and raising children and/or caring for elders can be tough, especially in the time of COVID-19. If you are supervising children during our virtual classes, please make sure they are occupied and “if their enthusiasm becomes a distraction,” as my colleague Kip Hinton at UT-RGV says, please mute your microphone and take a minute calm them down.

Standards of academic integrity. Students are expected to uphold the highest standards of academic integrity. Any form of scholastic dishonesty is an affront to the pursuit of knowledge and jeopardizes the quality of the degree awarded to all graduates of UTEP. Any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes, but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are not attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. Proven violations of the detailed regulations, as printed in the Handbook of Operating Procedures (HOP) and available in the Office of the Dean of Students, may result in sanctions ranging from disciplinary probation, to failing grades on the work in question, to failing grades in the course, to suspension or dismissal among others.

Students with different abilities. If you have or believe you have a disability, you may wish to self-identify. You can do so by providing documentation to the Center for Accommodations and Support Services (CASS) located in Union E Room 106. Students who have been designated as having a disability must reactivate their standing with CASS on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received. If you have a condition which may affect your ability to exit safely from the premises in an emergency or which may cause an emergency during class, you are encouraged to discuss this in confidence with the instructor and/or the director of CASS. You may call 915-747-5148 for general information about the Americans with Disabilities Act (ADA). I know that sometimes people know they have learning differences, but cannot afford to get diagnosed each year. If that is your situation, please contact me privately and we will work something out.

Help with writing. Virtually everyone needs help with writing academic English. There’s no shame in it. The University Writing Center (UWC) – Library Building, Rm. 227, 747-5112) provides online assistance with writing to all UTEP students at no cost. It is a terrific resource. If I suggest you attend the Writing Center, it’s because I think you will benefit from it. Please know that it’s not a punishment and it’s not a sign that you will be asked to leave the program. If you need assistance with writing, the tutors at the UWC can help you. They are good. Check the website for more information: https://www.utep.edu/uwc/

Languages. En esta clase, se puede entregar todas sus tareas en inglés o español, excepto la revisión del libro, que debe que ser en inglés. Entiendo que es un proceso aprender a escribir en inglés académico, independientemente de su formación lingüística. Desearía que pudiéramos permitir esto con todos los idiomas, pero solo podemos hacerlo en español e inglés.

How will my work be evaluated?

Coursework Requirements

Asynchronous discussion posts & responses (8 @ 3 pts. ea.)24

Synchronous discussions (5 @ 3 pts. ea)15

Film Reflections (9 @ 2 pts. ea.)18

Book Review Proposal5

1st Draft of Book Review5

Final Book Review33

TOTAL 100

Rubrics for each assignment are available in BlackBoard and in the appendices to the syllabus.

Grading Scale

Grade

Earned Points

A

90 -100

B

80- 89

C

70- 79

D

60- 69

F

Below 60

Grading

There are 100 points possible in this course. All assignments must be completed in Word (doc or dox) and submitted through BlackBoard.

Assignment

Points Possible

Due Dates

Asynchronous Discussions

8 @ 3 pts. ea.

8 times throughout the semester (see Assignments and Expectations)

Synchronous Discussions

5 @ 3 pts. ea.

5 times throughout the semester (see Assignments and Expectations)

Film Reflections

9 @ 2 pts. ea.

9 times throughout the semester (see Films for this Course)

Proposal for Final Book Review

5

Mar. 4, by 11:59 PM

Draft of Final Book Review

5

Ap. 9, by 11:59 PM

Final Book Review

33

May 8, by 11:59 PM

TOTAL

100

I will read and give feedback on all of course assignments, except the synchronous discussions. I will send you my feedback on your Final Book Review Proposal through BB. I will send your grade and my comments on your Final Book Review to you through BB as well.

Special Arrangements

Incompletes are rare and subject to great scrutiny. Avoid them.

NO LATE ASSIGNMENTS WILL BE ACCEPTED.

Style guidelines. All of your writing for this course should conform to the formatting guidelines set by the American Psychological Association (APA) in the Publication Manual of the American Psychological Association (7th Ed.). I know getting used to APA style can be a bother, especially if you’re used to another style, such as the U of C or MLA approaches. Trust me. It’s good to get your awareness of APA style going early on in your doctoral study. I’m not requiring that you purchase the 7th edition of the style manual, because fortunately, the Purdue University Online Writing Lab is an excellent resource for summaries and examples of the guidelines. See https://owl.english.purdue.edu/owl/resource/560/01/

Everything you write for this course will be done using APA style, unless I have given you other directions, or the journal you are working with uses a different style.

Required Texts

Books

1. Cervantes-Soon, C.G. (2017). Juarez Girls Rising: Transformative Education in Times of Dystopia. Minneapolis, University of Minnesota Press. ISBN-13: 978-0816696543. $18.00 on Amazon.

2. DeLeón, J. (2015). The Land of Open Graves: Living and Dying on the Migrant Trail. Berkeley, CA: University of California Press. $21.76 on Amazon. ISBN-13: 978-0520282759

3. Lee, S. J. (2009). Unraveling the" model minority" stereotype: Listening to Asian American youth, 2nd Ed. New York: Teachers College Press. ISBN 978-0-8077-4973-9.

4. Moll, L.C. (2014). L.S. Vygotsky and Education. New York, Routledge. ISBN-13: 978-0415899499 $27.50 on Amazon.

5. Yosso, T.J. (2006). Critical Race Counterstories along the Chicana/Chicano Educational Pipeline. New York, Routledge. $35.39 on Amazon. ISBN-13: 978-0415951968.

Approximate Cost of Texts: $102.65

Additional Course Readings

All of the readings listed below are available on BlackBoard.

1. Annamma, S. A., & Handy, T. (2020). Sharpening Justice Through DisCrit: A

Contrapuntal Analysis of Education. Educational Researcher, 20(10),1-10.

2. Baldwin, J. (2018, Dec.). Letter from a region in my mind: Coming of age in

Harlem. The New Yorker, pp. 30-39.

3. Bernal, D. D. (2002). Critical race theory, Latino critical theory, and critical

raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge. Qualitative inquiry, 8(1), 105-126.

4. Byron, J. (2012). Safety for GLBTQI students at school. In From the Dress-

Up Corner to the Senior Prom, pp. 204-247. Lanham: Rowman & Littlefield.

5. Cole, M. (2005). Cross-cultural and historical perspectives on the

developmental consequences of education. Human Development, 48(4) 195-216.

6. Delpit, L. D. (2011). The Silenced dialogue. In E.B. Hilty (Ed.), Thinking about

Schools: A Foundations of Education Reader (pp. 157-176), New York: Routledge.

7. Dewey, J. (2012). The Democratic conception in education. In Democracy

and Education, (pp. 88-107). New York: Simon & Brown.

8. DuBois, W.E.B. (1948). The Talented tenth memorial address, The Boulé

Journal 15(1): 1-10.

9. Durkheim, E. (2016). On education and society. In A.R. Sadovnik & R.W.

Coughlan (Eds.), Sociology of Education: A Critical Reader, 3rd ed., (pp.

23- 35). New York: Routledge.

10. Reid, D. K., & Knight, M. G. (2006). Disability justifies exclusion of minority

students: A critical history grounded in disability studies. Educational Researcher, 35(6), 18-23.

11. Lave, J. (1991). Situating learning in communities of practice. In Resnick, L.B.,

Levine, J.M., & Teasley, S. (Eds.) Perspectives on Socially Shared

Cognition. Washington, D. C.: American Psychological Association, pp.

63-82.

12. Lomawaima, T. and T. L. McCarty (2006). The Strengths of Indigenous

education: Overturning myths about Indian learners. In To Remain an Indian: Lessons in Democracy from a Century of Native American Education, pp. 16-42. New York: Teachers College Press.

13. Meyer, E.J. (2007) “But I’m not gay”: What straight teachers need to know about

queer theory. In William Pinar and Nelson Rodriguez (eds.) Queering Straight Teachers: Discourse and Identity in Education. Peter Lang: New York. (pp 15-29)

14. Miller, S. (2020). Gender Identity Complexities Turn. GLQ: A Journal of Lesbian

and Gay Studies, 26(2), 239-242.

15. Rogoff, B. (2003). Orienting concepts and the cultural nature of human

development. In The cultural nature of human development, pp. 3-26. New York: Oxford University Press.

16. Ullman, C., Mangelsdorf, K., & Muñoz, J. (2021). Graduate Students Becoming Qualitative Researchers: An Ethnographic Study. New York, Routledge, pp. 1-89.

17. Vygotsky, L. S. (1980). Internalization of higher psychological functions. In

Mind in Society: The Development of Higher Psychological Processes, pp. 52-57. Cambridge, MA: Harvard University Press.

18. Vygotsky, L. S. (1980). Mastery of memory and thinking. In Mind in Society,

The Development of Higher Psychological Processes, pp.38-57. Cambridge, MA: Harvard University Press.

19. Wertsch, J. V. (1994). The primacy of mediated action in sociocultural studies.

Mind, Culture, and Activity, 1(4), 202-208.

20. West, C. (1999). The moral obligations of living in a democratic society. The

Good Citizen, 5-12.

Films for this Course

While all of the films are accessible through the links provided on our BlackBoard page, this is a list of the course films and links, as well as the due dates for your Film Reflections.

Film

Link

Film Reflection Due

1

Latino Americans: Episode 5

Prejudice & Pride (2013) PBS

http://0fod.infobase.com.lib.utep.edu/PortalPlaylists.aspx?wID=104347&xtid=58768

Jan. 26, 2021 11:59 PM

2

I Am Not Your Negro (2016) Kanopy

Feb. 2, 2021 11:59 PM

3

Precious Knowledge (2011) Kanopy

http://utep.kanopy.com.lib.utep.edu/video/precious-knowledge

Feb. 9, 2021 11:59 PM

4

Salt of the Earth (1954) Kanopy


Feb. 16, 2021 11:59 PM

5

Life on the Line (2014) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/life-line

Feb. 23, 2021 11:59 PM

6

El Canto de Colibri (2015) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/el-canto-del-colibri

Mar. 2, 2021 11:59 PM

7

What I Hear When You Say:

When Did You Become Gay? PBS

https://www.pbs.org/video/what-i-hear-when-did-you-become-gay/

No Film Reflection

8

Senorita Extraviata (2001) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/senorita-extraviada-missing-young-women

Mar. 9, 2021 11:59 PM

9

Crip Camp (2020) Netflix

https://www.youtube.com/watch?v=Kffi5J61N0c

Mar. 16, 2021 11:59 PM

10


Model Minority PBS

https://www.pbs.org/video/what-i-hear-model-minority/

No Film Reflection

11

Pass or Fail in Cambodia Town (2014) YouTube

https://www.pbs.org/wgbh/america-by-the-numbers/episodes/episode-106/

Mar. 30, 2021 11:59 PM

12

Who is Dayani Cristal? Stories of Crossing the Border (2013) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/who-dayani-cristal

No Film Reflection

13

On the Way to School (2013) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/way-school

No Film Reflection

14

Growing Minds (1996) YouTube

https://www.youtube.com/watch?v=2u_IvmIZ6eg

No Film Reflection

15

Play: A Vygotskian Approach (1996) YouTube


No Film Reflection

16

The Great Day: Four Young People Strive for a Brighter Future (2015) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/great-day

No Film Reflection

How to Access Films through Kanopy

While you can simply click on the links each week on our BlackBoard page, you will have more ways to watch the films through Kanopy if you go to this site on your laptop: http://0-utep.kanopy.com.lib.utep.edu. The system will prompt you for your UTEP username and password. You need to use the campus VPN and you can get help setting it up here:

(https://www.utep.edu/technologysupport/ServiceCatalog/NET_VPNGlobalProtect.html)

After you have created a sign-in on your laptop, you can download the app for Kanopy on another device. If you have a tablet or a smart TV, you can download the Kanopy app in both places. The key to getting access on the app is first creating an account in Kanopy while on the desktop version of the database/site. Access Kanopy via a web browser (on a desktop computer or another device) and create an account for yourself using your UTEP email address. Once you have successfully done that, you can go into the app and enter the same email and password you used to set up your profile.

Assignments and Expectations

Asynchronous Discussions (8 @ up to 3 pts. ea.=24)

Due Date

Topic

1

Sun., Jan. 24, 11:59 PM

Dewey and Durkheim

2

Sun., Jan. 31, 11:59 PM

Baldwin, DuBois, and West

3

Sun., Feb. 7, 11:59 PM

Delpit, Bernal, and Lomawaima & McCarty

4

Sun., Feb. 21, 11:59 PM

Byron and Meyer

5

Sun., Mar. 7, 11:59 PM

Annamma & Handy and Kim-Reid & Knight

6

Sun., April 11, 11:59 PM

Cole, Rogoff, and Wertsch

7


Vygotsky & Vygotsky

8


Lave and Ullman, Mangelsdorf, & Muñoz

Synchronous Discussions (5 @ up to 3 pts. ea.=15)

Discussion Dates

Topic

Zoom

1

Jan. 20, 5:30 PM

Course introduction

Meeting ID:

881 1087 3395Passcode: 58040365

2

Feb. 24, 5:30 PM

Yosso, Critical Race Counterstories

Meeting ID:

836 7883 7101

Passcode: 49218236

3

Mar. 10, 5:30 PM

Cervantes-Soon, Juarez Girls Rising

Meeting ID:

836 7883 7101

Passcode: 49218236

4

Mar. 31, 5:30 PM

Lee, Unraveling the ‘Model Minority’ Stereotype

Meeting ID:

836 7883 7101

Passcode: jZvcx8az

5

April 7, 5:30 PM

De León, The Land of Open Graves

Meeting ID: 831 1134 3318

Passcode: Jr2QQJnc

6

April 28, 5:30 PM

Moll, V.S. Vygotsky & Education

Meeting ID: 895 5170 4059

Passcode: 62275450

7

May 5, 5:30 PM

Course wrap-up

Meeting ID: 819 2324 0651

Passcode: 37eFGLgm

In-depth directions for the two types of Discussion assignments are outlined in

Appendix 1, at the end of this syllabus. Follow the directions. You must adhere to all of the requirements, or your paper will not be accepted.

You are always expected to do additional reading on your own, as it relates to your particular research interests, especially as you prepare your Final Book Review.

Film Reflections 9 @ up to 2 pts. ea. = 18

There are 16 films that you will view for this course, and you will write a Film Reflection for 9 of them. Detailed directions are available in Appendix 2.

Proposal for Final Book Review Proposal 3 pts. possible points

DUE: Mar. 4, 11:59 PM

You will address all of the questions required for the Final Book Review Proposal. I will give you feedback on your plan, and after that, you can start working on your first draft of the Final Book Review. Detailed directions are available in Appendix 3.

First Draft of Final Book Review 5 possible points

DUE: Ap. 9, 11:59 PM

This will be a draft of your final project for the course. Detailed directions are available in Appendix 4.

Final Book Review (30 possible points + 3 if you send evidence of having submitted it to the journal before May 16)

DUE: Midnight, Fri., May 7

You will turn in the book review manuscript that you will or have submitted to the journal you have selected. Detailed directions and a rubric are available in

Appendix 4.

Class Policies

Always plan to show up at our synchronous classes on time. Text me at (915) 238-2327 if you will be late. All written assignments for this course will be submitted electronically through Blackboard.

Academic Honesty

Everything you turn in for this course must be your own work. I want to know what you think, not how clever you are at getting around the rules. Use your brilliance in a productive way. Any act of academic dishonesty attempted by a UTEP student is unacceptable. Academic dishonesty is prohibited and is considered a violation of the UTEP Handbook of Operating Procedures. It includes, but is not limited to, cheating, plagiarism, and collusion. Collusion is making plans with other people, in order to cheat. Violations will be taken seriously and will be referred to the Dean of Students Office for disciplinary action. Students may be suspended or expelled from UTEP for such actions. It’s serious!

Different Abilities

If you have or believe you have a disability, you may wish to self-identify it. You can do so by providing documentation to the Office of Disabled Student Services located in Union E, Room 203. Students who have been designated as disabled must reactivate their standing with the Office of Disabled Student Services on a yearly basis. Failure to report to this office will place a student on the inactive list and nullify benefits received.

Course Schedule for Spring 2021*

Bits of advice: Almost all of the videos I have selected have the Closed Caption (CC) option and I encourage you to use it. Please do the assignments each week in the order they are presented.

0

Obtain books for the course and download readings from BlackBoard.

Review directions for accessing Kanopy.

Introduction to TED 6302 and to Each Other

Week 1

Weds., Jan. 20

To do in our Zoom meeting:

Do an icebreaker activity.

Go over the syllabus.

Read and discuss: On Creating Intellectual Community.

Complete survey

We will meet by Zoom. Here is the invitation to our first meeting at 5:30 PM MST on Weds., Jan. 20:

Char Ullman is inviting you to a scheduled Zoom meeting.

https://utep-edu.zoom.us/j/88110873395?pwd=dUtCTm5vOGQyemVKdXI4dlJJN3M5QT09

Meeting ID: 881 1087 3395

Passcode: D6qvh9kx

To do during the week:

Watch

Prejudice and Pride (2013)

Read

Dewey, The democratic conception of

education

Durkheim, On education and society

Write

Discussion #1 DUE: Jan. 24, 11:59 PM

Film Reflection #1 Prejudice and Pride,

Jan. 26, 11:59 PM

Discuss

Discussion #1

The Purposes of Schooling (2-5)

Week 2

Weds., Jan. 27


Watch

I Am Not Your Negro (2016)

Read

Baldwin, Letter from a region in my mind.

DuBois, Memorial talk on the talented tenth

West, The moral obligations of living in a democratic society

Write

Discussion #2 DUE: Jan. 31. 11:59 PM

Film Reflection #2 I Am Not Your Negro DUE: Feb. 2, 11:59 PM

Discuss

Discussion #2

The Purposes of Schooling

Week 3

Weds., Feb. 3


Watch

Precious Knowledge (2011)

Read

Delpit, The Silenced dialogue

Bernal, Critical race theory, Latino critical theory

Lomawaima & McCarty, The Strengths of Indigenous education

Write

Discussion #3 DUE: Feb. 7, 11:59 PM

Film Reflection #3 Precious Knowledge DUE: Feb. 9, 11:59 PM

Discuss

Discussion #3

Spring Census Day: Last day to register for class.


Week 4

Weds., Feb. 10

Watch

Salt of the Earth (1954)

Read

Yosso, Critical Race Counterstories pp. 1-97.

Write

Film Reflection #4 Salt of the Earth DUE: Feb. 16, 11:59 PM

Discuss

No discussions this week.


Week 5

Weds., Feb. 17

Watch

Life on the Line (2014)

Read

Yosso, Critical Race Counterstories pp. 99-173.

Write

Film Reflection #5 Life on the Line DUE: Feb. 23, 11:59 PM

Discuss

Synchronous Discussion #5

Globalization, Institutions, and Identities

Week 6

Weds., Feb. 24


Watch

What I Hear When You Say: When Did You Become Gay?


El Canto de Colibri (2015)

Read

Byron, Safety for GLBTQI students at school

Meyer, “But I’m not gay”

Miller, Gender identity complexities

Write

Discussion #6 DUE: Feb. 28, 11:59 PM

Film Reflection #6 El Canto de Colibri DUE: Mar. 2, 11:59 PM

Discuss

Discussion #6


Week 7

Weds., Mar. 3


Watch

Senorita Extraviata (2001)

Read

Cervantes-Soon, Juarez Girls Rising

Write

Discussion #7 DUE: Mar. 7, 11:59 PM

Film Reflection #7 Senorita Extraviata DUE: Mar. 9, 11:59 PM

Proposal DUE: Mar. 4, 11:59 PM

Discuss

Synchronous discussion #7


Week 8

Weds., Mar. 10


Watch

Crip Camp (2020)

Read

Annamma & Handy, Sharpening justice through DisCrit

Kim-Reid & Knight, Disability justifies exclusion of minority students

Write

Discussion #8 DUE: Mar. 14, 11:59 PM

Film Reflection #8 Crip Camp DUE: Mar. 16, 11:59 PM

Discuss

Discussion #8

SPRING BREAK NO CLASS

Week 9

Weds., Mar. 17


Week 10

Weds., Mar. 24


Watch

What I Hear When You Say: Model Minority


Pass or Fail in Cambodia Town (2014)

Read

Lee, Unraveling the ‘Model Minority’ Stereotype

Write

Film Reflection #10 Pass or Fail in Cambodia Town DUE: Mar. 30, 11:59 PM

Discuss


CÉSAR CHAVEZ DAY

Week 11

Weds., Mar. 31


Watch

Who is Dayani Cristal? Stories of Crossing the Border (2013)

Read

De León, The Land of Open Graves

Write

No Film Reflection this week.

Discuss


Sociocultural Theories of Learning

Week 12

Weds., April 7


Watch

On the Way to School (2013)

Read

Cole, Cross-cultural perspectives

Rogoff, Orienting concepts

Wertsch, Mediated action

Write

Discussion # 12 DUE: April 11, 11:59 PM

First Draft of Book Review DUE: April 9, 11:59 PM


Discuss

Discussion # 12


Week 13

Weds., April 14


Watch



Read

Vygotsky, Mastery of memory and thinking (pp. 38-57).

Vygotsky, The Internalization of higher psychological functions (pp. 52-57).

Write

Discussion # 13 DUE: April 18, 11:59 PM


Discuss

Discussion # 13


Week 14

Weds., April 21


Watch

The Great Day: Four Young People Strive for a Brighter Future (2015)

Read

Moll, V.S. Vygotsky and Education

Write


Discuss



Week 15

Weds.., April 28


Read

Lave, Situated learning in communities of practice

Ullman et al, Graduate Students Becoming Qualitative Researchers: An Ethnographic Study, pp. 1-89.

Write

Discussion #15 DUE: May 2, 11:59 PM


Discuss

Discussion #15

Wrap Up

Week 16

Weds., May 5

We will Zoom tonight.

Final Book Review is due by 11:59 PM on Friday, May 7, 2021.

Evidence of having submitted the Book Review due by NOON, May 16.

*This schedule is subject to change.

Appendix 1

Directions for Discussions

There are two types of discussions in this course. First is the asynchronous kind, and they happen on days when we read articles. For each of the books we read, we will have synchronous discussions. The directions for the asynchronous discussion posts follow.

Each initial asynchronous discussion looks like this:

1. It's double-spaced.

2. It's in 12 pt. Cambria or New Times Roman type.

3. It has 1-inch margins, all around, with ragged right justification.

4. It has page numbers in the lower right-hand corner.

5. It is between 1000-1250 words (4-5 double-spaced pages).

6. It is in a file that is posted in the Discussion Board and labeled this way: Disc#1yoursurname.docx

7. It is submitted through the appropriate Discussion Board, at the time it is due.

Here is a model of what your discussion post will look like:

Your name

Discussion #1

Date

Texts:

Dewey, J. (2012). The Democratic conception in education. In Democracy

and Education, (pp. 88-107). New York: Simon & Brown.

Durkheim, E. (2016). On education and society. In A.R. Sadovnik & R.W.

Coughlan (Eds.), Sociology of Education: A Critical Reader, 3rd ed., (pp.

23- 35). New York: Routledge.

Use the model here, with "Texts" in bold, followed by a colon. Do not count the headings or the "Texts" or the references in your word count.

Summary: In order to summarize the readings, you must decide what is most important in the texts, and explain those ideas in your own words. Do not use quotes. You need to discuss the main ideas of the readings and include details.

Use the heading Summary.

Synthesis: A synthesis involves combining ideas and demonstrating an evolving understanding of the texts. This is where you offer a critical synthesis of the readings for the week. You will critically compare and contrast the readings for each week, and bring in other ideas, as appropriate. Include a reference list at the end of the assignment, if you cite works beyond the texts required.

Use the heading Synthesis.

Praxis and/or Perspective: In this section, you will select one of the readings that you will focus on. Some of the readings will lead you to think about praxis. That is, you will consider how you might enact, embody, or realize these ideas as a scholar, teacher, and/or researcher (praxis). Other times, you will share your thoughts, and questions, and critiques about one of the readings.

Use the heading Praxis if you are responding to praxis; Use Perspective if you are responding to perspective.

References

Use the heading References. The reference list is not part of the word count. Only include references here that are beyond the required readings for the week.

You might be saying to yourself, “Wait a minute...That sounds more like a formal paper, than a discussion,” and you would be right. The discussion comes after you’ve read your classmates’ initial posts.

You will read your classmates’ posts, and you will respond to one or two (or more) of your classmates, probably in response to on what they said in the Praxis/Perspective section of their work. If your conversations continue beyond a comment, that’s great.

Grading Rubric for Asynchronous Discussions

Category Exceeds Standards Meets Standards Does not Meet Standards

Asynchronous Discussion Posts and Responses

The summary, synthesis, and praxis/perspective sections are all addressed with deep thought, clarity, and excellent writing.

Each paragraph has a thesis statement and elaboration. APA style is impeccable. The author has responded to one or two classmates’ posts.

The summary, synthesis, and praxis/perspective sections are all addressed thoughtfully, concisely, and clearly. Each paragraph has a thesis statement, but it’s sometimes hidden or there are no paragraphs. Directions are carefully followed. APA style is used throughout.

The author has not responded to a classmate’s post.

The summary doesn’t address the main ideas of the reading(s) and the synthesis doesn’t expand beyond a personal reflection or the initial reading. The paragraphs are rambling and there are multiple ideas within one paragraph. APA style is not used or is used inconsistently. The author has not responded to a classmate’s post.

Points

3

2-1

0


Your synchronous discussions will happen five times throughout the semester, when we discuss the books we have read. You will use the On Creating Intellectual Community as a guide and you will come to each of those synchronous discussions having carefully read the book, with some comments or questions in mind. This is how you will be evaluated:

Grading Rubric for Synchronous Discussions



The student participates in the discussion with thoughtful comments and questions, using the practices outlined in On Creating Intellectual Community.

The Student makes one or two minimal comments and uses the practices outlined in On Creating Intellectual Community.

The student does not participate in the discussion at all.

Points

3

2-1

0

Appendix 2

Directions for Film Reflections

Watch the assigned film for the week. You will write a 750-word (3 pages, double-spaced) reflection on the film you have watched, making connections to the readings for that week, discussing what stood out to you about the film, and making personal connections. This assignment is a place for you to think in a more fluid way, but it still requires you to use APA style. You should name your file FilmReflection#xSurname.dox. Your document will use this format:

Film title

Your name

Date

Your title

References

The films you will write about are:

Film

Link

Film Reflection Due

1

Latino Americans: Episode 5

Prejudice & Pride (2013) PBS


Jan. 26, 2021 11:59 PM

2

I Am Not Your Negro (2016) Kanopy

https://utep.kanopy.com/node/542401/preview

Feb. 2, 2021 11:59 PM

3

Precious Knowledge (2011) Kanopy

http://utep.kanopy.com.lib.utep.edu/video/precious-knowledge

Feb. 9, 2021 11:59 PM

4

Salt of the Earth (1954) Kanopy


Feb. 16, 2021 11:59 PM

5

Life on the Line (2014) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/life-line

Feb. 23, 2021 11:59 PM

6

El Canto de Colibri (2015) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/el-canto-del-colibri

Mar. 2, 2021 11:59 PM

7


When Did You Become Gay? PBS


No Film Reflection

8

Senorita Extraviata (2001) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/senorita-extraviada-missing-young-women

Mar. 9, 2021 11:59 PM

9

Crip Camp (2020) Netflix

https://www.youtube.com/watch?v=Kffi5J61N0c

Mar. 16, 2021 11:59 PM

10


Model Minority PBS


No Film Reflection

11

Pass or Fail in Cambodia Town (2014) YouTube

https://www.pbs.org/wgbh/america-by-the-numbers/episodes/episode-106/

Mar. 30, 2021 11:59 PM

12

Who is Dayani Cristal? Stories of Crossing the Border (2013) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/who-dayani-cristal

No Film Reflection

13

On the Way to School (2013) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/way-school

No Film Reflection

14



No Film Reflection

15



No Film Reflection

16

The Great Day: Four Young People Strive for a Brighter Future (2015) Kanopy

http://0-utep.kanopy.com.lib.utep.edu/video/great-day

No Film Reflection

How to Access Films through Kanopy

While you can simply click on the links each week on our BlackBoard page, you will have more ways to watch the films through Kanopy if you go to this site on your laptop: http://0-utep.kanopy.com.lib.utep.edu. The system will prompt you for your UTEP username and password. You need to use the campus VPN and you can get help setting it up here:

(https://www.utep.edu/technologysupport/ServiceCatalog/NET_VPNGlobalProtect.html)

After you have created a sign-in on your laptop, you can download the app for Kanopy on another device. If you have a tablet or a smart TV, you can download the Kanopy app in both places. The key to getting access on the app is first creating an account in Kanopy while on the desktop version of the database/site. Access Kanopy via a web browser (on a desktop computer or another device) and create an account for yourself using your UTEP email address. Once you have successfully done that, you can go into the app and enter the same email and password you used to set up your profile.

Grading Rubric for Film Reflections


Film Reflections

The student reflects thoughtfully on the film, discussing their impressions and making connections to the readings for the week. APA style is used throughout.

The student reflects on the film and makes a minimal connection to the readings. APA style is used sporadically.

The student simply summarizes the film. APA style is not well-employed.

Points

2

1

0

Appendix 3

Directions for Final Book Review Proposal

Your job is to select a journal that publishes on the social contexts of education and that accepts unsolicited book reviews. Sometimes journals have a list of books to be reviewed. Other times they are open to suggestions from you.

Directions for Your Book Review Proposal

1. Identify a journal in sociocultural contexts of education (including policy studies, philosophy of education, history of education, sociology of education, and anthropology of education). Make sure the journal publishes book reviews.

2. This is a chance for you to get familiar with the UTEP library and the journals that publish work in the broad field of sociocultural contexts of education. You might want to start by searching for keywords or authors whose work you’ve read. If you don’t know where to start, search for keywords or authors who interest you in a database and see where this work is getting published. Here are some places to start:

Anthropology & Education Quarterly

http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1548-1492/homepage/EditorialBoard.html

Lee O’Donnell, Book Review Editor

Journal of Educational Foundations

http://wp.coehd.utsa.edu/wp/edfjournal/submission-guidelines/

Michael E. Jennings, Editor.

Educational Studies

http://www.educationalstudies.org/publications.html

Roland Cintos Coloma, Editor.

Education and Urban Society

http://journals.sagepub.com/home/eus#

Charles Russo, Editor.

Journal of Latinos and Education

http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=hjle20

Enrique Murillo, Editor.

Policy Futures in Education

https://us.sagepub.com/en-us/nam/journal/policy-futures-education

Emile Bojesen, Book Review Editor

Email the book review editor. Typically, established researchers will be contacted to review a specific book, but it is perfectly acceptable for you to contact a journal. Most journals have a reviews editor whom you may contact to ask about books they would like reviewed. Remember to keep your e-mail to the reviews editor short and to the point, letting them know a little bit about yourself as a doctoral student. Here is a model template you can use if you do not have a particular book in mind or if the journal does not have a list of books they would like to have reviewed. Before you contact the journal, however, make sure to see whether they have a Books Received section – a lot of journals do. If you are interested in one of these books, make sure to ask whether anyone has already claimed that particular book. If you have a specific book (usually published within the last two years) that you think will be a good fit for the journal and its audience, feel free to suggest it, provided it has not already been reviewed there.

It’s good to be somewhat strategic in your book selection. Pick a book in an area you would like to begin developing expertise in, one that will help you research and write a paper you already have in the works. If the journal is not interested in your idea, let them know that you’d also be open to reviewing one of their received books.

Note that there is no harm in emailing the book review editor to express your interest in reviewing for the journal; failure to come to an agreement about a particular book will not damage your chances of publishing an article or book review in that journal in the future.

Here is a model of what your email to the book review editor should look like:

Dear _______________,

My name is __________, and I’m a ______-year PhD student in the Teaching, Learning, and Culture program at the University of Texas at El Paso (UTEP). I am currently taking a course in the Sociocultural Contexts of Education, and it is my assignment for the course to write a book review for a scholarly journal. My area of interest is ___________________________.

I would be very grateful for the opportunity to write a book review for [name of journal], if there are any books that you would like reviewed.

Thank you for your time, and I look forward to hearing from you.

Sincerely,

[your name]

[your contact information]

3. Look at other reviews in that journal while you are waiting for a response. If you come to an agreement on a book, congratulations! The journal will be sending you a copy of that book in the mail. If that’s not how they do things, you can buy the book or request it through Interlibrary Loan. In the meantime, look at other reviews published by the journal, as they will give you insight into what kind of balance they are looking for in terms of review vs. critique.

This is what you will submit for the Book Review Proposal, which is due on Mar. 4 by 11:59 PM:

Your name

Book Review Proposal

Date

1. Why have you selected this journal? Give reasons for your selection.

2. What do you know about the procedures for book reviews in this journal? Describe them.

3. Do you have a book in mind? If so, what is it? Why have you selected it?

4. Does the journal have a list of books received? Does the editor assign the reviews? If this is the option you have selected, describe what you know about the process.

5. Analyze 5 book reviews you have read in this journal. How would you characterize them? What do they accomplish? How long are they?

6. Include copies of the email conversations you have had with the editor(s).

Copy these numbered questions into your document and answer them, one by one. Make sure you address all of the questions. The longest section will be number 5, in which you analyze 5 book reviews.

Grading Rubric for Proposal

Category Meets Standards Does not Meet Standards

Final Book Review Proposal

All of the questions are clearly and compellingly answered. The analysis of the book reviews is clear and concise. All of the email correspondences are included.

The proposal does not make clear what the student intends to do, and the required components of the proposal are not present.

Points

5-3

2-0

Appendix 3

Directions for the Draft of the Book Review

Your draft of the Final Book Review will be a drafty draft of your \Book Review. The point of this assignment is for you to get feedback from me before the final project is due. The draft will include a summary of the book, and an initial critique. Be sure to read the directions for the Final Book Review carefully before you write your draft.

Category Meets Standards Does not Meet Standards

Final Book Review DRAFT

The book summary is clear and there is evidence of an emergent critique.

The summary is unclear and there is no critique.

Points

5-3

2-0

Appendix 4

Directions for the Book Review

The directions for the book review manuscript will vary depending on the requirements of the journal you select. Those requirements will have been outlined in your Book Review Proposal.

1. Read the book and write the review. I’m asking you to look at the book reviews in the journal you have selected for your proposal before you write your draft, to see what your journal’s reviews look like. That said, good book reviews will give a sense of the structure and main ideas of the book while also offering a critique of the ideas. You also don’t want to champion or knock down every single idea and argument offered by the author, but rather, you should offer a sense of why it is important to engage with the book. Otherwise, there is no point in bringing attention to it and participating in the conversation. Again, looking over reviews in previous issues of the journal is important, as it will give you a sense of what the journal you are working with expects of its book reviewers. Journals post their “Instructions for Authors” on their websites, and you need to follow their guidelines. Make sure to stick with them (the most important thing is to not go over the word limit) and to stick to the agreed upon due date, especially if you’d like to contribute another review in the future.

2. After submitting your review, you will enter a period of waiting. As you may be aware, the world of educational publishing can operate in an alternative universe. Don’t worry if your review isn’t published during the spring semester. That’s beyond your control. You will turn in the final copy of the manuscript on May 7, 2021, and then after you receive feedback from me, you need to submit the final version to the journal you have selected. If you do that before May 16, 2021, you will earn 5 more points on this assignment. If you don’t submit the book review to the journal before May 16, 2021, you will not earn those extra points. Note: This is an incentive for you to submit your book review, as I’ve learned that many students are afraid of turning in their work to the journal. Remember, a book review is a publication you will put on your curriculum vitae, and it can count as a publication for your scholarly portfolio.

3. Writing a book review is a great opportunity for doctoral students and new academics just starting out to begin to think about their interests and the audiences they are speaking to. It requires focusing on an area in your discipline, thinking critically, and communicating with that audience. In other words, you can begin to participate in a particular research community, by publishing a book review. Writing a book review is also an excellent introduction to the academic publishing process, as you get first-hand experience in communicating with journal editors, working within journal guidelines, and working with proofs.

This rubric represents a general approach to the requirements of a scholarly book review

Final Book Proposal Rubric (33 possible points)

Category

Exceeds standard

Meets standard

Does not meet standard

1

Final Book Review

All of the key ideas of the text are highlighted and discussed.

Most of the key ideas of the text are dealt with.

The author focuses on details at the expense of the main ideas.

15-10

9-5

4-1

2

Critique

There is a clear, well-reasoned critique of the text.

The critique is not supported with evidence.

The author does not offer a critique.

10-6

5-3

2-1

3

Style and Mechanics

The directions for the length and style of the review have been followed to a tee.

The review follows some of the directions and disregards others.

The author does not follow the directions set out by the journal.

5-3

2-1

0

TOTAL

30

4

Book review submitted to journal

Communication with journal that confirms submission of the review by NOON, May 16, 2021.

The book review has not been submitted to the journal by NOON, May 16, 2021.

3

0

TOTAL

33

1

Documents

digitalmeasures.utep.edu · Web viewTitle of Course: Social Contexts of Education. Credits: 3. Course Number: TED 6302, CRN 25324. Office: Virtual now, because of COVID-19. But in