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Session 4

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Transcript

  • 1. Culture, Politics, and Pedagogy
  • 2. Agenda
    • Informal Response Writing
    • Giroux Video and Group Response
    • ACSD Article Share
    • Small Group Discussion: Ch.4 and Tanner article
    • Lecture: Functionalism vs. Conflict Theory in Education
    • Group Focus Questions
    • Review and Select Chapter Groups
    • Peer Revising: Optional!
  • 3. Informal Response Writing:
    • What aspects of society do schools reproduce? Should schools serve the needs of the society? What happens to those who don't or refuse to fit the norms?
  • 4. Giroux Video
    • Discuss and cite examples in defending or refuting the assertion that the federal government should take a stronger role in promoting school programs that address national social problems. Which social problems can/should be addressed in schools?
  • 5. ACSD Article Share
    • Cultural, Political, or Pedagogical Implications?
  • 6. Standards, Standards, Standards!
        • 1.What can be done to reduce the “high-stakes consequences” of test results for students and their schools? In your classroom?
        • 2. According to Tanner, why are school-by-school comparisons of test results “miseducative?”
        • 3. What does Tanner mean when he says that “the standards are the ends, severed from the means, severed from the curriculum?”
        • 4. What experiences have you had relative to the issues discussed in this article and Chapter 4 in your textbook.
        • What did you agree/disagree with?
  • 7. Functionalism and Conflict Theory in Education
  • 8. Chapter Groups
    • 1) Elementary School Programs and Issues (193-231) (present: 10-29)
    • 2) Middle School Programs and Issues (231-266) (present: 10-29)
    • 3) Secondary School and Beyond (267-294) (present: 11-05)
    • 4) Technology, Curriculum, and the Future (297-326) (present: 11-26)
  • 9. Blog Questions: Choose one or respond to both .
        • If schools are to serve the needs of society how far should schools go in order to serve those needs? What has been the case of "minority" rights and/or opinion in the history of education?
        • How would one describe the history of "equal educational opportunity" within the context of the different schools of philosophy?