ED2110 Home

…if we are to reconstruct our present so that it may yield better futures, we first need a grip on the materials out of which our present has been constructed in the past. –

Colin Koopman, 2013

Welcome to ED2110 School & Society 

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Foundations of education examined through historical, sociological, and philosophical perspectives to provide a comprehensive understanding of American education and related educational issues in a diverse society. (Pre-requisite for formal admission to teacher education).

ED2110-51 | Tuesdays/Thursdays 9:55 am – 11:10 am

Classroom | OC211 

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Professor David Shutkin, Ph.D.

• Office: AD304
• Tel. +1.216.313.2872
• email: dshutkin@jcu.edu

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Office Hours

• Tuesday/Thursday 11:15-12:15pm, 2:00-3:30pm
• Wednesday 11:30-12:30pm
• And by appointment 

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Course Website |  https://dshutkin253.education/

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Required eReadings | Selected readings available on eReserve 

PW=2110edstudies

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Course Learning Goals

1. To develop an understanding of the historical and contemporary social and political contexts in which schooling occurs, including:
   • The complex relationships between school and society;
   • The philosophical and policy debates about the purposes and practices of education.
2. To develop a socially, politically, and morally conscious stance towards schooling that enables students to act in their classrooms, schools, and communities, as informed advocates for democratic decision-making and just social relations.
3. To develop the knowledge and skills to participate in national and international educational discourse regarding education policy.
4. To develop a critical awareness of education and schooling vis-à-vis development and globalization.
5. To develop a clearer understanding of, and commitment to, personal values related to the historical, social, and cultural contexts of schooling.
6. To improve reading, writing, and critical thinking skills, all of which are essential for both a professional career as a teacher and effective advocacy for justice as a citizen.

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Assignments

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ED2110 Course Outcomes, Goals, & Assessments Matrix

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Goals of Education Studies

Interpretive

• Use historical, philosophical, and cultural concepts and theories developed within the humanities and the social sciences to:
• Examine, understand, and explain education within different contexts; and
• Analyze the intent, meaning, and effects of educational institutions, including schools.

Normative

• Examine and explain education in light of value orientations;
• Understand normative and ethical behavior in educational development;
• Recognize the presence of normative influences in educational thought and practice;
• Probe the nature of assumptions about education and schooling;
• Examine the relation of policy analysis to values and the extent to which educational policymaking reflects values; and
• Develop value positions regarding education on the basis of critical study and reflection.

Critical

• Employ normative interpretations to develop inquiry skills;
• Question educational assumptions and arrangements;
• Identify contradictions and inconsistencies among social and educational values, policies, and practices;
• Employ democratic values to assess educational beliefs, policies, and practices in light of their origins, influences, and consequences;
• Examine,understand, and explain educational proposals, arrangements, and practices;
• Develop a disciplined sense of policy-oriented educational responsibility; and
• Develop an awareness of education and schooling in light of their complex relations to culture. 

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Fall 2024 Selected Readings

Hinchey, Patricia and Pamela Konkol, 2018. Getting to where we meant to be : working toward the educational world we imagine/d. Chapter 2: What Are Schools For, Anyway? Gorham, Maine : Myers Education Press. pp. 20-51.

Greene, M. (2018/1978). Wide-awakeness and the moral life. In A. R. Sadovnik, P. W. Cookson Jr., S. F. Semel, & R. W. Coughlan (Eds.), Exploring education: An introduction to the foundations of education (5th ed., pp. 218-224). New York, NY: Routledge.

Janak, Edward 2019. The Cultural and Social Foundations of Education. Chapter 4: Education in the Progressive Period (ca. 1890s–1920s). Switzerland: Palgrave Pivot. pp. 43-63.

Spring, J. 2013. Deculturalization and the Struggle for Equality. Chapter 2: Native Americans: Deculturalization. Schooling, and Globalization. New York: McGraw Hill.pp. 21-40.

Bigelow, B. (2008) Introduction: A People’s History, A People’s Pedagogy, pp. 1-20. A People’s History for the Classroom. Milwaukee, WI: Rethinking Schools.

Stancil, William 2018. The Radical Supreme Court Decision That America Forgot. The Atlantic. 29 May 2018.

Schneider, J. and Berkshire, J. 2020. A Wolf at the Schoolhouse Door. Chapter 5: Neo-Vouchers. New York: The New Press. pp. 62-78.

Koretz, D. (2017). The testing charade: pretending to make schools better. Chapter 7, Test Prep. pp. 93-118. Chicago; London: The University of Chicago Press.

Freire, P. (2013/1972). The banking concept of education. In A. S. Canestrari & B. A. Marlowe (Eds.), Education foundations: An anthology of critical readings (3rd ed., pp. 103-115). Thousand Oaks, CA: Sage.

Ladson-Billings, G. (2016/1995). But that’s just good teaching! The case for culturally relevant pedagogy. In E. Blair & Y. Medina (Eds.), The social foundations reader: Critical essays on teaching, learning and leading in the 21st century (pp. 285-292). New York, NY: Peter Lang.

Meyer, E. (2007).  “But I’m Not Gay”: What Straight Teachers Need to Know about Queer Theory. In N. Rodriquez & W. Pinar (Eds.), Queering Straight Teachers: Discourse and Identity in Education. (pp. 15-32). New York, NY: Peter Lang.

Malone, H. (2020). Community schools: bridging educational change through partnerships. Journal of Educational Change, 21(3), 487–497.

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Bibliography

Abu El-Haj, T. 2015. Unsettled belonging : educating Palestinian American youth after 9/11. Ch. 4. The Beauty of America Is It’s a Salad Bowl”: Everyday Nationalism at Regional High. Chicago : University of Chicago Press. pp. 138-169.

A victory for God; Religion in schools.” The Economist, 25 June 2022, p. 28(US).

Besley, T and Peters, M. (2007) Subjectivity & truth : Foucault, education, and the culture of self. New York : Peter Lang.

Bevir, M. (2008) What is Genealogy? Journal of the Philosophy of History. 2 (3). 263-275.

Bullough, R.V. and Pinnegar, S. (2001) Guidelines for quality in autobiographical forms of self-study research. Educational Researcher. 30 (3). 13-21.

Bushnell, Mary.; Henry, Sue Ellen. “The Role of Reflection in Epistemological Change: Autobiography in Teacher Education.” Educational Studies. v. 34 issue 1, 2003, p. 48-59.

Caine, V., Estefan, A., & Clandinin, D. J. (2013). A Return to Methodological Commitment: Reflections on Narrative Inquiry. Scandinavian Journal Of Educational Research, 57(6), 574-586.

Coffey, H. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26(2), 335-342.

Delpit, L. (2003). Educators as “Seed People” Growing a New Future. Educational Researcher, 32(7), 14-21.

Dunn-Kenney, M. (2010). Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates. Journal of Early Childhood Teacher Education, 31(1), 37-48.

Garland, D. (2014). What is a “history of the present”? On Foucault’s genealogies and their critical preconditions. Punishment & Society, 16(4), 365-384.

Goddard, R. (2010). Critiquing the Educational Present: The (limited) usefulness to educational research of the Foucauldian approach to governmentality. Educational Philosophy and Theory, 42(3), 345-360.

Griffiths, Morwenna. “(Auto)biography and epistemology.” Educational Review(Abingdon, England), v. 47 issue 1, 1995, p. 75-88.

Hilaire, B., Campbell, L. O., Kelchner, V. P., Laguardia, E. D., & Howard, C. (2023). Not Another School Shooting: Media, Race, and Gun Violence in K-12 Schools. Education & Urban Society, 55(7), 809–824.

Kajder, Sara.; Bull, Glen.; Van Noy, Emily. “A Space for “Writing without Writing”: Blogs in the Language Arts Classroom.” Learning and Leading with Technology, v. 31 issue 6, 2004, p. 32-35.

Koopman, C. (2013)  Genealogy as Critique: Foucault and the Problems of Modernity. Bloomington, IN. : University of Indiana Press.

Larrivee, B. (2000). Transforming Teaching Practice: becoming the critically reflective teacher. Reflective Practice. 1(3).  293-307.

Logan, H., Sumsion, J., & Press, F. (2013). The Child Care Act 1972: A critical juncture in Australian ECEC and the emergence of ‘quality’. Australasian Journal Of Early Childhood, 38(4), 84-91.

Mitton-Kükner, J., Nelson, C., and Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26(5), 1162-1169.

Poling, Catherine. “Blog On: Building Communication and Collaboration among Staff and Students.” Learning and Leading with Technology, v. 32 issue 6, 2005.

Saar, M. (2008). Understanding Genealogy: History, Power, and the Self. Journal of the Philosophy of History. 2 (3). 295-314.

Sandretto, S. (2009). Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project. Studying Teacher Education, 5(1), 89-101.

Ziegler, M.;  Paulus, T.;  Woodside, M. (2006). “This Course Is Helping Us All Arrive at New Viewpoints, Isn’t It?”. Journal of Transformative Education, 4(4), 302-319.

Readings in Critical Pedagogy and Multiculturalism 

Apple, M. (2004) Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform. EDUCATIONAL POLICY. 18(1) pp. 12-44. 

Author (2002). Circling the Wagons. Souls, 4(4), 74-101.

Aveling, N. (2006). ‘Hacking at our very roots’: rearticulating White racial identity within the context of teacher education. Race Ethnicity and Education, 9(3), 261-274.

Brayboy, B. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446.

Bush, M. E. (2002). Breaking the Code of Good Intentions. Souls, 4(4), 25-44.

Bush, M. E. (2003). American Identity and the Mechanisms of Everyday Whiteness.Socialism & Democracy, 17(1), 209-226.

Delpit, L. (1992) Education in a Multicultural Society: Our Future’s Greatest Challenge.Journal of Negro Education. 61(3). pp. 237-249.

Fleming, W. (2006) Myths and Stereotypes About Native Americans. Phi Delta Kappan, 88 (3), 213-217.

Hayes, M. T. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239-262.

Hermes, M. (2000). The scientific method, Nintendo, and Eagle feathers: rethinking the meaning of `culture-based’ curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education (QSE), 13(4), 387-400.

Jetty, M. (2006) History Through Red Eyes: A Conversation with James Loewen. Phi Delta Kappan, 88 (3), 218-222.

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.

Ladson-Billings, G. (2006). It’s Not the Culture of Poverty, It’s the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109.

National Museum of the American Indian. We Have a Story to Tell: Native Peoples of the Chesapeake Region.  A Guide for Teachers with students in grades 9-12.http://americanindian.si.edu/subpage.cfm?subpage=education&second=pub. Retrieved: 30 January 2007.

Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457-473.

Pollack, T. M. (2012). The miseducation of a beginning teacher: One educator’s critical reflections on the functions and power of deficit narratives. Multicultural Perspectives,14, 93-98. doi:10.1080/15210960.2012.673318

Parrish, R. (2006). The Meritocracy Myth. Dollars & Sense, no. 263, 24-26.

Sleeter, C. (2000/01) Diversity Vs, White Privilege. Rethinking Schools.15(2) Retrieved 15 February 2007.

Starnes, B. A. (2006). Montana’s Indian Education for all: Towards and Education Worthy of American Ideals. Phi Delta Kappan, 88(3), 184-192.

Starnes, B. A. (2006). What We Don’t Know Can Hurt Them: White Teachers, Indian Children. Phi Delta Kappan, 87(5), 384-392.

Stitzlein, S. (2017) American public education and the responsibility of its citizens : supporting democracy in the age of accountability. New York, NY : Oxford University Press.

Stoughton, E. (2005). Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students. Race Ethnicity and Education, 8(3), 277-295.

Susag, D. (2006) Why IEFA?  Phi Delta Kappan, 88 (3), 201-201.

Swadener, Beth Blue (2010) “At Risk” or “At Promise”? From Deficit Constructions of the “Other Childhood” to Possibilities for Authentic Alliances with Children and Families. International Critical Childhood Policy Studies, 3(1) 7-29.

Warren, J. T. (2004). The Faces of Whiteness: Pitfalls and the Critical Democrat.Communication Education, 53(4), 321-339.

Zinn, Howard (2001) A people’s history of the United States, 1492-present. Chapter 1:Columbus, The Indians, and Human Progress. New York : Perennial Classics.Bibliography for Chapter 1.

Mental Wellness

As a college student, there may be times when personal or life stressors interfere with your academic performance and/or negatively impact your daily life. If you or someone you know is experiencing mental health challenges at JCU, consider contacting the Counseling Center by calling 216-397-4283, or visiting their website at jcu.edu/counselingcenter and requesting an appointment in the online portal. The center also offers drop-in consultations with a therapist in their Let’s Talk program – no appointment necessary. All services are free and confidential.

Plagiarism: A Reminder

Plagiarism is the misappropriation of others’ work (intentionally or otherwise). Even if a writer changes a few words from the original source, this is still plagiarism unless the writer cites the source. Plagiarism is a serious offense at this or any university. It is an affront to academic honesty. Consequences can range from failing the assignment to failing the course or expulsion from the university. Your work should be your own, and you must cite your sources properly. For the full JCU policy on academic honesty, please see the Undergraduate Bulletin. Academic honesty, expected of every student, is essential to the process of education and to upholding high ethical standards.

Where does the use of AI (like Chat-GPT and other programs) fit into the question of plagiarism? AI presents real ethical challenges to ensuring that one’s work is one’s work. AI has benefited from the theft of other peoples’ intellectual property and violated their rights, scraping the internet for content. AI itself is a kind of plagiarism by itself. It is also contributing to climate change due to its enormous water requirements. There may, of course, be some uses of AI that are not instantly plagiaristic. These would be the only acceptable uses for this class: 

• Developing a topic for writing (i.e. converse with ChatGPT on potential writing topics so the student might refine their idea, not simply asking ChatGPT to generate a topic)
• Generating search terms and finding databases for research
• Formatting citations
• Diagnosing errors and receiving general suggestions for improving a text without using AI tools to explicitly rewrite it (e.g. a student asking ChatGPT whether a passage of the student’s writing makes grammatical sense, has consistent tense, etc.)
• Searching for specific information hints for further research as one would do with search engines, browsers, and databases

Statement on Mutual Respect and Ethical Values 

John Carroll University is committed to fostering an equitable and accessible learning and working environment, based upon open communication, mutual respect, and ethical values consistent with our Jesuit and Catholic tradition. We express this commitment in the following policies and procedures:

Fostering a Climate of Mutual Respect: 

We commit to listen to each other with respect, even when we disagree. This is a particularly painful historical moment, so let’s figure out how to explore difficult topics with a sensitivity to the fact that traumatic events are unfolding right now in Palestine/Israel. More on this in our discussion of the moral imagination! 

If students engage in disruptive behaviors in the classroom, they will be warned that their behavior is impeding the learning process. If the behavior doesn’t stop, the student may be asked to leave the classroom. If the student refuses to leave or the behavior continues, a Disruptive Classroom Incident Report may be filed and a student conduct process begun. The university defines disruptive behavior in the classroom as repeated, continuous or multiple student behaviors that prevent an instructor from teaching and/or prevent students from learning. Examples of disruptive behavior include but are not limited to: persistently speaking without being recognized or interrupting other speakers, harassing behavior or personal insults. 

In accordance with federal law, if you have a documented disability you may request accommodations from Student Accessibility Services (SAS). For more information go to the accessibility page or you may contact the office directly at sas@jcu.edu or 216.397.4967. Please keep in mind that accommodations are not retroactive so it is best to register at the beginning of each semester.  Only accommodations approved by SAS will be recognized in the classroom.  Please contact SAS if you have further questions.

If you have experienced sexual harassment, assault, or misconduct based upon gender/sex/sexual orientation, and you share this with a faculty or staff member, that person must notify the Title IX Coordinator (TitleIX@jcu.edu or (216) 397-1559), who will discuss options with you. In most cases, communicating with the Title IX Coordinator does not automatically trigger a formal investigation. Members of the University community may communicate with the Title IX Coordinator in order to get more information and seek supportive measures without filing a formal complaint. For more information about your options and resources in a Title IX matter, please go to the Title IX page, where you can file an online report. An option to report anonymously is available. Members of the University community are encouraged to review the University’s Sexual Harassment & Interpersonal Violence Policy, as well as the Resolution Process & Grievance Process for Title IX Sexual Harassment.

If you have experienced bias or discrimination based on race, age, color, sex, sexual orientation, gender identity or expression, religion, ethnic or national origin, disability, military or veteran status, genetic information, or any factor protected by law, you are encouraged to report this via the Bias Reporting System. 
For more information about the University’s commitment to diversity, equity, inclusion, and accessibility, please visit the Diversity, Equity & Inclusion Division home page.