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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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Agenda

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

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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

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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 (5/22):

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

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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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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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AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminders
4. Readings and Resources this week:
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

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.

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

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Agenda
1. 5-10 minute free write

2. Any questions or concerns?
3. Checkpoint self-evaluation #1: due Friday (4/21) before midnight
4. Resources from last Weds:

pre-recorded mini-lecture and As American as Public Schools

5. Monday, this week's resources:

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.

Wednesday

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

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

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AGENDA
1. 5-10 minute free write

2. Any questions or concerns?
3. Reminder - Midterm due Sunday night
4. Resources from last 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

Resources from this Monday (04/24): 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 second half, pages 60-74.
5. Individual and small group reflections and discussions
6. Whole Section Reconvening
7. Preview Next Week

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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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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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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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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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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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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.)

# 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 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.)

# 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 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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Week 3 sharing from each of the small groups

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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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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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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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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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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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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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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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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), 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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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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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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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

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

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

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

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Check point self-evaluation #1: due Friday (4/21) 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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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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1. 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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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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Wednesday (5/10):

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

2. 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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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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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.

More in this Series

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Favorite stories by our longtime contributor and friend David Rakoff.

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

Ira speaks with New York Times Magazine Reporter Nikole Hannah-Jones about her years reporting on education and the various kinds of school reforms administrators have tried to close the achievement gap that never seem to work. Nikole says there's one reform that people have pretty much given up on, despite a lot of evidence that it works - school integration. (11 minutes)

Nikole Hannah-Jones reports on a school district that accidentally stumbled on an integration program in recent years. It's the Normandy School District in Normandy, Missouri. Normandy is on the border of Ferguson, Missouri, and the district includes the high school that Michael Brown attended. (30 minutes)

Nikole Hannah-Jones' story on the Normandy school district from the first part of the show continues. (14 minutes)

Nikole also wrote about Normandy for ProPublica, and she wrote an incredibly memorable story about choosing a school for her own daughter for The New York Times.

And Elisa Crouch's article in St Louis Dispatch that documented the day in the life of one Normandy senior is here.

Favorite stories by our longtime contributor and friend David Rakoff.

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.

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Midterm: open on Canvas over the weekend; open on Friday and closes on Monday; open for 3 hours (or more for DRC)

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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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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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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

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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.

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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 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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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

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Episode One: The Book of Statuses (Published 2020)

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From Serial and The New York Times: “Nice White Parents” looks at the 60-year relationship between white parents and the public school down the block.

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

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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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1. 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
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
Wednesday (5/10):

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

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

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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

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Monday (4/24)
• 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 second half, pages 60-74.

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

Please watch until minute 2:16

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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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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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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?

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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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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. Describe "the problem we all live with."

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

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

4. 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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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

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Episode One: The Book of Statuses (Published 2020)

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From Serial and The New York Times: “Nice White Parents” looks at the 60-year relationship between white parents and the public school down the block.

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Week 4: Purposes of public education, continued

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Week 4: Purposes of public education, continued

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Guiding questions:

What are the purposes of public education?
What examples can we see of how these various purposes impact the form of public education?

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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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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 assigned readings and resources address this week's guiding questions?

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

3. 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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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. 

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

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

3. 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?

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

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

3. 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.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
1. How do the assigned readings address this week's guiding questions?

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

3. 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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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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Week 3: Purposes of public education           Guiding questions   

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Week 3: Purposes of public education           Guiding questions   

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Guiding questions:

How has education been conceptualized as a tool for democratic equality, social efficiency, and social mobility?

How are these purposes in tension with each other?

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Go to this link to join the game:
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Play virtual 1-25 Words Bingo with your friends for free on any device. Customize the bingo cards and generate printable or virtual bingo cards for free.

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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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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.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.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.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.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.

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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. What does Labree call the three purposes of education, and what goals motivate them?

2. How are the goals related to public and private goods?

3. How could the purposes present problems? How might those problems be addressed?

4. How do any of your school experiences or observations relate to what you've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, or As American as Public School?

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Hopefully, this study guide, in addition to the small group questions in our Padlet each week, will assist with preparations for the Midterm.

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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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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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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
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
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
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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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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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
(We'll do this part of the Padlet if there's time after BINGO). 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
(We'll do this part of the Padlet if there's time after BINGO). 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
1. What does Labree call the three purposes of education, and what goals motivate them?

2. How are the goals related to public and private goods?

3. How could the purposes present problems? How might those problems be addressed?

4. How do any of your school experiences relate to what we've learned from Baldwin, Oakes et al., Janack, Labaree, Nice White Parents, or As American as Public School)? Have any of your ideas about school changed or been enlightened by any of these resources?