# data[].attributes.body
Monday (4/17):

Labaree, D. (1997). Private Goods, Public Goods: The American Struggle over Educational Goals. American Educational Research Journal 34 (1), pp. 39-81. Please read the first half, pages 39-59.

Listen to “Nice White Parents, episode one: The book of statuses.” The New York Times. https://www.nytimes.com/2020/07/30/podcasts/nice-white-parents- serial.html?action=click&module=audio-series-bar&region=header&pgtype=Article

Wednesday (4/19):

Listen to “Nice White Parents, episode two: I still believe in it.” The New York Times.

https://www.nytimes.com/2020/07/30/podcasts/nice-white-parents-serial- 2.html?action=click&module=audio-series-bar&region=header&pgtype=Article

NOTE: Checkpoint self-evaluation #1: due Friday (4/21) before midnight

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In lieu of in-person class: watch a pre-recorded mini-lecture and As American as Public Schools (links should be in Canvas).

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Reconvene the discussion into one large group & share

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Reconvene the discussion into one large group & share

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Please share at least one thing from your group's discussion with the entire section.

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In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

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Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

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Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

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Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

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1. How do the resources address the week's guiding questions?
2. How do any of your school experiences or observations relate to what you've learned from Baldwin, Oakes et al., Janack, Nice White Parents, or As American as Public School?

3. Which parts of the resources resonated with you and why?
4. Which parts did you find interesting and why?
5. Which parts do you think are especially important and why?

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Guiding Questions to Consider before Discussion

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Guiding Questions to Consider before Discussion

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From the syllabus:
How were the Common Schools envisioned as a vehicle to develop the skills necessary for citizens to participate in democracy?
What communities of people were implicitly included and excluded as citizens?
What expectations have been placed on public education to change society?

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Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 2: History and Culture. Teaching to change the world. (pp. 37-70). Routledge. The entire chapter is recommended or focus on pages 49-60.

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Janak, E. (2019). Education in the Common School Period (ca. 1830s–1860s). In A Brief History of Schooling in the United States: From Pre-Colonial Times to the Present. (pp. 29–42).

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Updates & Any Questions? And how should we approach sections?

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Updates & Any Questions? And how should we approach sections?

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There are THREE self-evaluations due (not two), plus a midterm, plus a final - 5 assignments total

If you miss more than one section, go to this link for the makeup assignment. Do not complete this assignment if you only miss one section. Email me the assignment once it is complete. It should be turned in within a week of a missed section.

My objective is to make sections as useful as possible for everyone.

How should we approach Wednesday's sections? Should I expect you've completed all of the assigned readings/resources for the week or only completed Mondays? Should we go back to the previous week and discuss whatever happened on Weds. of the prior week during Wednesday morning sections?

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Makeup for Missing more than ONE Section

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Would anyone like to share anything that has stood out to them thus far?

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Would anyone like to share anything that has stood out to them thus far?

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What are you grateful for today? What might bring you joy today?
Do you want to raise any questions or concerns in our section today?
AND/OR
Take this time to make notes for or write your first ‘Check point’ self-evaluations (25 points each, 50 points total), which are due on 04/21 and 05/12.
ASSIGNMENT: In one to two pages (250-500 words), thoughtfully reflect on the content that is resonating most with you or that you are still curious about and your role as a learner and classroom (both lecture and section) participant.

Class content: what concepts are standing out to you and why?

Yourself as a learner and classroom participant: what is working well?

Anything else: feel free to reflect more broadly as it relates to your experience in EDUC 60 (e.g. applying this course to your earlier educational experiences, your future career goals, your current academic or professional work, etc.)

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AGENDA

Welcome!
5-10 minute free write
Reminder--no class tonight
Updates (now that I have a syllabus and access to Canvas)
Readings this week:

Janak, E. (2019). Education in the Common School Period (ca. 1830s–1860s). In A Brief History of Schooling in the United States: From Pre-Colonial Times to the Present. (pp. 29–42).

Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 2: History and Culture. Teaching to change the world. (pp. 37-70). Routledge. The entire chapter is recommended or focus on pages 49-60.

Individual and small group reflections and discussions
Whole section reconvening

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Have a great rest of your day! See you tomorrow in class. 

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Have a great rest of your day! See you tomorrow in class. 

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Please share at least one thing from your group's discussion with the entire section.

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In groups of five, please adjust your seating so that it is in a circle.

Next, make introductions to each other.

Then, take time to share and discuss what was written in Padlet. How might you add to someone else's thoughts or extend the discussion? Do you disagree with Baldwin about anything? Use Baldwin's words to share what you think is significant, salient, impactful, true, or untrue.

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Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

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Please take five minutes to write your thoughts about the quote or entire reading in Padlet. What is significant? Relevant? Impactful? True? How do the topics this week relate, intersect, overlap?

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Please take five minutes to write your thoughts about the quote or entire reading in Padlet. What is significant? Relevant? Impactful? True? How do the topics this week relate, intersect, overlap?

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The paradox of education is precisely this—that as one begins to become conscious one begins to examine the society in which he is being educated. The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white, to decide for himself whether there is a God in heaven or not. To ask questions of the universe, and then learn to live with those questions, is the way he achieves his own identity. But no society is really anxious to have that kind of person around. What societies really, ideally, want is a citizenry which will simply obey the rules of society. If a society succeeds in this, that society is about to perish. The obligation of anyone who thinks of himself as responsible is to examine society and try to change it and to fight it—at no matter what risk. This is the only hope society has. This is the only way societies change.

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https://youtu.be/piGSgnSqO5E?t=22

Please watch until minute 2:16

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Does anyone have any questions about anything from this week or so far in sections?

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Time to create an actual name tent for attendance purposes

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Time to create an actual name tent for attendance purposes

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Rather than go through roll call each class, I use the name tents to mark you present or absent. The name tents also help us to get to know each other's names. Please return your name tent at the end of sections and find your name tent as you come into our section each week.

Professor Kenner allows everyone to miss one section, so there is no need to tell me if you can't attend for one week. If larger problems arise and more than one section is missed, please contact me via email or contact me to make an office hours appointment.

On the outside of your name tent, write your preferred name. Let's try to use each other's names rather than pronouns when we're speaking and writing.

On the inside of your name tent, please write your first and last name as it appears in Canvas.

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Three self-evaluations, a midterm and a final, are assigned for this course.

Sections are a time for community, greater understanding, and discussion. I will not formally grade anything from our time in sections, but I may compare your participation during sections to self-evaluations when I review them to make sure that I am being fair to everyone. Some people write more in Padlet, and others speak more during class. Sometimes it seems easier to remember who is frequently vocal, so Padlet is a way to display participation in another format and to provide opportunities to document your participation.

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You can reach me through email.

msvigelj@ucsc.edu

Please allow me 24 hours to respond. There may be additional delays if emails are sent on the weekend.

I am also available to make an appointment for office hours at your most convenient time.

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Would anyone like to share something from what they wrote? 

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Would anyone like to share something from what they wrote? 

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Please take the first five minutes to think about why you're here in this space this quarter and write your thoughts in any place you want (paper, phone, computer, tablet, notecard, etc.).

We'll start each class with this, so perhaps write in a place where you can keep a running log of your writing during the quarter.

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Agenda

Welcome!
5-minute free write
Info
Name tents & Attendance
Baldwin
Individual and small group reflections
Whole section re-convening

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Week 10: Education for Liberation
Guiding questions:
How can we leverage what we’ve learned to imagine a more equitable and democratic education system?
How can we bring these earlier strands together and consider how they impact our earlier ideas about the purpose of public education?
Monday (6/5):
• Skim Labaree (1997) once more and review all prior course texts ahead of the class

Wednesday (6/7): NO SECTION
Wednesday (6/7):

Final exam review and closing thoughts

No additional materials

Final exam: Thursday, June 15, 4-7 p.m.

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Reconvene the discussion into one large group & share

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Reconvene the discussion into one large group & share

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Please share at least one thing from your group's discussion with the entire section.

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In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

# data[].attributes.body
Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

# data[].attributes.headline
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.subject
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.body
How do the assigned readings and resources address this week's guiding questions?

How do the resources this week overlap with topics and resources from previous weeks?

How do any of your school experiences or observations relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, As American as Public School, This American Life, Ladson-Billings, Anyon, Provenzo et al., Nieto, Pollock, Petrone & Stanton, Clawson & Page, Liptack & Harticollis, Precious Knowledge, Giroux, Schiff, and Murillo? Have any of your ideas about school changed or been enlightened by any of these resources?

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Week 9: Restorative Justice and the Prison-to-School Pipeline

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Week 9: Restorative Justice and the Prison-to-School Pipeline

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Guiding questions:

What role can public education play in challenging persistent social inequities?
What kinds of knowledge are privileged in public education? How might those kinds of knowledge be expanded to include more diverse populations?

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Wednesday (5/31):

Schiff, M. (2018). Can restorative justice disrupt the ‘school-to-prison pipeline?’. Contemporary Justice Review, 21(2), 121-139. The entire chapter is recommended or focus on pages 121-128.

Murillo, D. (2021). The Possibility Report: From Prison to College Degrees in California. Campaign for College Opportunity.

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Monday (5/29): No in-person meeting (campus holiday)
• No class meeting; instead, watch the remainder of Precious Knowledge:

https://www.kanopy.com/en/ucsc/watch/video/155997 (note: you may have to enter your Gold ID and password)

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Wednesday (5/24):

• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. In The educational forum (Vol. 74, No. 3, pp. 184-196). Taylor & Francis Group. The entire chapter is recommended or focus on pages 184-191.

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Self-evaluation due THIS Friday, June 2nd (week 9) at midnight
NO SECTION in WEEK 10
Final exam: Thursday, June 15, 4-7 p.m

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Would anyone like to share anything that has stood out to them thus far?

# data[].attributes.subject
Would anyone like to share anything that has stood out to them thus far?

# data[].attributes.body
What are you grateful for today? What might bring you joy today?

Do you want to raise any questions or concerns in our section today?

Take this time to make notes for or write or end-of-quarter self-evaluation.

From the syllabus:

Due FRIDAY JUNE 2nd (Week 9)
At the end of the quarter, write an honest self-evaluation on your academic development and deeper understanding of course content. For example, what article or topic was most useful for you as you reflected on your own educational experiences? In what ways did the material extend or complicate your earlier thoughts about education? Then, evaluate your engagement and development in lectures and sections. For example, did you develop or strengthen any academic skills (e.g. critical thinking, active listening, note taking, discussion participation)? Finally, how would you assess your own participation in the course overall?

Consider the following criteria:
A range: Attends lectures and sections regularly; illustrates deep engagement with the course material by raising thoughtful insights or questions; actively listens during lectures and sections; completes all section activities.

B range: Attends lectures and sections regularly; illustrates engagement with course content but with some gaps in preparation or some missing section activities.

C range: Frequently tardy or absent from lectures or sections; illustrates surface-level engagement in course content and does not complete section activities.

Your self-evaluation should be 2-3 double-spaced pages. Your TA will consider your self-reflection and attendance as they assess this component of your grade.

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AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminders
4. Readings and Resources this week:
Monday (5/29): No in-person meeting (campus holiday)
• No class meeting; instead, watch the remainder of Precious Knowledge:

https://www.kanopy.com/en/ucsc/watch/video/155997 (note: you may have to enter your Gold ID and password)

Wednesday (5/31):

Schiff, M. (2018). Can restorative justice disrupt the ‘school-to-prison pipeline?’. Contemporary Justice Review, 21(2), 121-139. The entire chapter is recommended or focus on pages 121-128.

Murillo, D. (2021). The Possibility Report: From Prison to College Degrees in California. Campaign for College Opportunity.

5. Individual and small group reflections and discussions
6. Whole Section Reconvening
7. Preview Next Week

# data[].attributes.body
Monday (5/29): No in-person meeting (campus holiday)
• No class meeting; instead, watch the remainder of Precious Knowledge:

https://www.kanopy.com/en/ucsc/watch/video/155997 (note: you may have to enter your Gold ID and password)

Wednesday (5/31):

Schiff, M. (2018). Can restorative justice disrupt the ‘school-to-prison pipeline?’. Contemporary Justice Review, 21(2), 121-139. The entire chapter is recommended or focus on pages 121-128.

Murillo, D. (2021). The Possibility Report: From Prison to College Degrees in California. Campaign for College Opportunity.

# data[].attributes.headline
Reconvene the discussion into one large group & share

# data[].attributes.subject
Reconvene the discussion into one large group & share

# data[].attributes.body
Please share at least one thing from your group's discussion with the entire section.

# data[].attributes.body
In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

# data[].attributes.body
Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

# data[].attributes.headline
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.subject
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.body
How do the assigned readings address this week's guiding questions?

How do the resources this week overlap with topics and resources from previous weeks?

How do any of your school experiences or observations relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, As American as Public School, This American Life, Ladson-Billings, Anyon, Provenzo et al., Nieto, Pollock, Petrone & Stanton, Clawson & Page, Liptack & Harticollis, and Giroux? Have any of your ideas about school changed or been enlightened by any of these resources?

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Week 8: History of American public higher education

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Week 8: History of American public higher education

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Guiding questions:
1. What was the history of higher education in the United States?
2. What is the vision of higher education in the state of California?
3. What role do community colleges play?

4. What led to the construction of the UC system?
5. What inequities persist?

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Wednesday (5/24):

• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. In The educational forum (Vol. 74, No. 3, pp. 184-196). Taylor & Francis Group. The entire chapter is recommended or focus on pages 184-191.

# data[].attributes.body
Monday (5/22):

Clawson, D., & Page, M. (2012). The future of higher education. Routledge. pp. 1-14.

Liptack, A. & Harticollis, A. (2022). Supreme Court will hear challenge to affirmative action at Harvard and U.N.C. The New York Times. https://www.nytimes.com/2022/01/24/us/politics/supreme-court-affirmative-action- harvard-unc.html

# data[].attributes.body
Wednesday (5/17):
• Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 12: Teaching to change the world: A profession and a hopeful struggle. Teaching to change the world. (pp. 427-465). Routledge. The entire chapter is recommended or focus on pages 428- 431 and 440-454.

# data[].attributes.body
Monday (5/29): No in-person meeting (campus holiday)
• No class meeting; instead, watch the remainder of Precious Knowledge:

https://www.kanopy.com/en/ucsc/watch/video/155997 (note: you may have to enter your Gold ID and password)

Self-evaluation due: Friday, June 2nd (week 9) at midnight Final exam: Thursday, June 15, 4-7 p.m

# data[].attributes.headline
Would anyone like to share anything that has stood out to them thus far?

# data[].attributes.subject
Would anyone like to share anything that has stood out to them thus far?

# data[].attributes.body
What are you grateful for today? What might bring you joy today?

Do you want to raise any questions or concerns in our section today?

Take this time to make notes for or write or end-of-quarter self-evaluation.

From the syllabus:

Due FRIDAY JUNE 2nd (Week 9)
At the end of the quarter, write an honest self-evaluation on your academic development and deeper understanding of course content. For example, what article or topic was most useful for you as you reflected on your own educational experiences? In what ways did the material extend or complicate your earlier thoughts about education? Then, evaluate your engagement and development in lectures and sections. For example, did you develop or strengthen any academic skills (e.g. critical thinking, active listening, note taking, discussion participation)? Finally, how would you assess your own participation in the course overall?

Consider the following criteria:
A range: Attends lectures and sections regularly; illustrates deep engagement with the course material by raising thoughtful insights or questions; actively listens during lectures and sections; completes all section activities.

B range: Attends lectures and sections regularly; illustrates engagement with course content but with some gaps in preparation or some missing section activities.

C range: Frequently tardy or absent from lectures or sections; illustrates surface-level engagement in course content and does not complete section activities.

Your self-evaluation should be 2-3 double-spaced pages. Your TA will consider your self-reflection and attendance as they assess this component of your grade.

# data[].attributes.body
AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminders
4. Readings and Resources this week:
Monday (5/22):

Clawson, D., & Page, M. (2012). The future of higher education. Routledge. pp. 1-14.

Liptack, A. & Harticollis, A. (2022). Supreme Court will hear challenge to affirmative action at Harvard and U.N.C. The New York Times. https://www.nytimes.com/2022/01/24/us/politics/supreme-court-affirmative-action- harvard-unc.html

Wednesday (5/24):

• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. In The Educational Forum (Vol. 74, No. 3, pp. 184-196). Taylor & Francis Group. The entire chapter is recommended or focus on pages 184-191.

5. Individual and small group reflections and discussions
6. Whole Section Reconvening
7. Preview Next Week

# data[].attributes.body
Monday (5/22):

Clawson, D., & Page, M. (2012). The future of higher education. Routledge. pp. 1-14.

Liptack, A. & Harticollis, A. (2022). Supreme Court will hear challenge to affirmative action at Harvard and U.N.C. The New York Times. https://www.nytimes.com/2022/01/24/us/politics/supreme-court-affirmative-action- harvard-unc.html

Wednesday (5/24):

• Giroux, H. A. (2010). Bare pedagogy and the scourge of neoliberalism: Rethinking higher education as a democratic public sphere. In The Educational Forum (Vol. 74, No. 3, pp. 184-196). Taylor & Francis Group. The entire chapter is recommended or focus on pages 184-191.

# data[].attributes.headline
Reconvene the discussion into one large group & share

# data[].attributes.subject
Reconvene the discussion into one large group & share

# data[].attributes.body
Please share at least one thing from your group's discussion with the entire section.

# data[].attributes.body
In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

# data[].attributes.body
Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

# data[].attributes.headline
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.subject
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.body
How do the assigned readings address this week's guiding questions?

How do the resources this week overlap with topics and resources from previous weeks?

How do any of your school experiences or observations relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, As American as Public School, This American Life, Ladson-Billings, Anyon, Provenzo et al., Nieto, Pollock, and Petrone & Stanton? Have any of your ideas about school changed or been enlightened by any of these resources?

# data[].attributes.body
Guiding questions:

How do teachers work within inequitable structures to serve their students?
What pedagogies empower historically marginalized and underserved students?
What challenges do teachers face?
How might they overcome those challenges?

# data[].attributes.body
Wednesday (5/17):
• Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 12: Teaching to change the world: A profession and a hopeful struggle. Teaching to change the world. (pp. 427-465). Routledge. The entire chapter is recommended or focus on pages 428- 431 and 440-454.

# data[].attributes.body
Monday (5/15):
• Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

• Petrone, R., & Stanton, C. R. (2021). From producing to reducing trauma: A call for “trauma-informed” research (ers) to interrogate how schools harm students. Educational Researcher, 50(8), 537-545.

# data[].attributes.body
Wednesday (5/10):

Nieto, S. (1992) "Racism, Discrimination and Expectations of Students," In Affirming Diversity: The Sociopolitical Context of Multicultural Education. (pp. 44-63).

Pollock, M. et al. (2022). Executive Summary. In The Conflict Campaign: Exploring local experiences of the campaign to ban ‘critical race theory’ in public K-12 education in the U.S., 2020-2021. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access. (pp. v-ix).

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Self-evaluation due: Friday, June 2nd (week 9) at midnight Final exam: Thursday, June 15, 4-7 p.m

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Would anyone like to share anything that has stood out to them thus far?

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Would anyone like to share anything that has stood out to them thus far?

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What are you grateful for today? What might bring you joy today?

Do you want to raise any questions or concerns in our section today?

Take this time to make notes for or write or end-of-quarter self-evaluation.

From the syllabus:
Due FRIDAY JUNE 2nd (Week 9)

At the end of the quarter, write an honest self-evaluation on your academic development and deeper understanding of course content. For example, what article or topic was most useful for you as you reflected on your own educational experiences? In what ways did the material extend or complicate your earlier thoughts about education? Then, evaluate your engagement and development in lectures and sections. For example, did you develop or strengthen any academic skills (e.g. critical thinking, active listening, note taking, discussion participation)? Finally, how would you assess your own participation in the course overall?

Consider the following criteria:
A range: Attends lectures and sections regularly; illustrates deep engagement with the course material by raising thoughtful insights or questions; actively listens during lectures and sections; completes all section activities.

B range: Attends lectures and sections regularly; illustrates engagement with course content but with some gaps in preparation or some missing section activities.

C range: Frequently tardy or absent from lectures or sections; illustrates surface-level engagement in course content and does not complete section activities.

Your self-evaluation should be 2-3 double-spaced pages. Your TA will consider your self-reflection and attendance as they assess this component of your grade.

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AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminders
4. Readings and Resources this week:
Monday (5/15):
• Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

• Petrone, R., & Stanton, C. R. (2021). From producing to reducing trauma: A call for “trauma-informed” research (ers) to interrogate how schools harm students. Educational Researcher, 50(8), 537-545.
Wednesday (5/17):
• Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 12: Teaching to change the world: A profession and a hopeful struggle. Teaching to change the world. (pp. 427-465). Routledge. The entire chapter is recommended or focus on pages 428- 431 and 440-454.

5. Individual and small group reflections and discussions
6. Whole Section Reconvening
7. Preview Next Week

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Monday (5/15):
• Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

• Petrone, R., & Stanton, C. R. (2021). From producing to reducing trauma: A call for “trauma-informed” research (ers) to interrogate how schools harm students. Educational Researcher, 50(8), 537-545.
Wednesday (5/17):
• Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2018). Chapter 12: Teaching to change the world: A profession and a hopeful struggle. Teaching to change the world. (pp. 427-465). Routledge. The entire chapter is recommended or focus on pages 428- 431 and 440-454.

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Reconvene the discussion into one large group & share

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Reconvene the discussion into one large group & share

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Please share at least one thing from your group's discussion with the entire section.

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In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

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Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

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Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

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Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

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How do the assigned readings address this week's guiding questions?

How do the resources this week overlap with topics and resources from previous weeks?

How do any of your school experiences or observations relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, As American as Public School, This American Life, Ladson-Billings, Anyon, Provenzo et al., Nieto, and Pollock? Have any of your ideas about school changed or been enlightened by any of these resources?

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Week 6:  Ideologies, curriculum, and (in)equities

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Week 6:  Ideologies, curriculum, and (in)equities

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Guiding Questions:
1. How has U.S. public education been envisioned as a vehicle to instill social norms in U.S. society? What are norms, and who decides?
2. Whose perspectives, histories, and identities are centered in the formal school curriculum? What patterns do you see between historical discourses used to justify segregation and those used today?

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Wednesday (5/10):

Nieto, S. (1992) "Racism, Discrimination and Expectations of Students," In Affirming Diversity: The Sociopolitical Context of Multicultural Education. (pp. 44-63).

Pollock, M. et al. (2022). Executive Summary. In The Conflict Campaign: Exploring local experiences of the campaign to ban ‘critical race theory’ in public K-12 education in the U.S., 2020-2021. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access. (pp. v-ix).

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Monday (5/8):

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 67-92.

Provenzo, Shaver, and Bello (2011). Introduction. In The Textbook as Discourse (pp. 1- 8). Routledge.

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Reading Assigned from Wednesday LAST Week

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Reading Assigned from Wednesday LAST Week

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Wednesday (5/3):
• Ladson-Billings, G. (2006) “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools.” Educational Researcher, p. 3–12.

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Check point self-evaluation #2: due Friday (5/12) before midnight

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Would anyone like to share anything that has stood out to them thus far?

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Would anyone like to share anything that has stood out to them thus far?

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What are you grateful for today? What might bring you joy today?
Do you want to raise any questions or concerns in our section today?

Take this time to make notes for or write your second ‘Check point’ self-evaluations (25 points each, 50 points total) due 05/12.
ASSIGNMENT: In one to two pages (250-500 words), thoughtfully reflect on the content that is resonating most with you or that you are still curious about and your role as a learner and classroom (both lecture and section) participant.

Class content: what concepts are standing out to you and why?

Yourself as a learner and classroom participant: what is working well?

Anything else: feel free to reflect more broadly as it relates to your experience in EDUC 60 (e.g. applying this course to your earlier educational experiences, your future career goals, your current academic or professional work, etc.)

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AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminders
4. Readings and Resources this week:
Monday (5/8):

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 67-92.

Provenzo, Shaver, and Bello (2011). Introduction. In The Textbook as Discourse (pp. 1- 8). Routledge.

Wednesday (5/10):

Nieto, S. (1992) "Racism, Discrimination and Expectations of Students," In Affirming Diversity: The Sociopolitical Context of Multicultural Education. (pp. 44-63).

Pollock, M. et al. (2022). Executive Summary. In The Conflict Campaign: Exploring local experiences of the campaign to ban ‘critical race theory’ in public K-12 education in the U.S., 2020-2021. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access. (pp. v-ix).

NOTE: Checkpoint self-evaluation #2: due Friday (5/12) before midnight

5. Individual and small group reflections and discussions
6. Whole Section Reconvening
7. Preview Next Week

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Monday (5/8):

Anyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 67-92.

Provenzo, Shaver, and Bello (2011). Introduction. In The Textbook as Discourse (pp. 1- 8). Routledge.

Wednesday (5/10):

Nieto, S. (1992) "Racism, Discrimination and Expectations of Students," In Affirming Diversity: The Sociopolitical Context of Multicultural Education. (pp. 44-63).

Pollock, M. et al. (2022). Executive Summary. In The Conflict Campaign: Exploring local experiences of the campaign to ban ‘critical race theory’ in public K-12 education in the U.S., 2020-2021. Los Angeles, CA: UCLA’s Institute for Democracy, Education, and Access. (pp. v-ix).

NOTE: Check point self-evaluation #2: due Friday (5/12) before midnight

# data[].attributes.headline
Reconvene the discussion into one large group & share

# data[].attributes.subject
Reconvene the discussion into one large group & share

# data[].attributes.body
Please share at least one thing from your group's discussion with the entire section.

# data[].attributes.body
In groups of five to six, please adjust your seating to be in a circle.

Next, make introductions to each other.

Then, take time to share and discuss the responses you wrote in Padlet. How might you add to someone else's thoughts or extend the discussion? Everyone in the circle should share their Padlet responses.

# data[].attributes.body
Discussion Norm Suggestions
BRAVE SPACES: We will all do our part to create
a respectful and considerate environment where everyone can be real, open, and honest.
CONFIDENTIALITY: What is said in the group
stays in the group (when appropriate).
LISTEN: Let’s value one another during the
discussions by really listening to what is being
shared.
AVOID “CROSS TALK”: Be considerate of others
as they are sharing.
BE SELF-AWARE: Be self-aware of how you are
personally affecting the environment through
your words, actions, and non-verbal
communication.

If anyone disagrees or has something to add, please create a comment.

# data[].attributes.headline
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

# data[].attributes.subject
Please take five minutes to write your reactions and thoughts in Padlet about the resources you engaged with this week and/or last week.  You can write in Padlet by "clicking" on the comment bubble below. 

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Describe "the problem we all live with."

How do the assigned resources this week address this week's guiding questions?

How do the resources this week overlap with topics and resources from previous weeks?

How do any of your school experiences or observations relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, As American as Public School, This American Life, and Ladson-Billings? Have any of your ideas about school changed or been enlightened?

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Guiding questions:
What is the education debt?
In what ways do we see the education debt persist?

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Reading Assigned for Wednesday this Week

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Reading Assigned for Wednesday this Week

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Wednesday (5/3):
• Ladson-Billings, G. (2006) “From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools.” Educational Researcher, p. 3–12.

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Monday (5/1):
• Listen to “The Problem We all Live With.” This American Life. National Public Radio:

https://www.thisamericanlife.org/562/the-problem-we-all-live-with-part-one

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Norman Rockwell's "The Problem We All Live With," depicting Ruby Bridges, the first Black child to attend an all white elementary school in the South.

Artwork approved by The Norman Rockwell Family Agency.

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We spent five months at a high school in Chicago where in the last year 29 current and recent students were shot.

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The Problem We All Live With - Part One - This American Life

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There's one thing that has been proven to cut the achievement gap between black and white students by half: integration.