EDPS 580 Contemporary Issues in Education: Perspectives on Policy and Practice Fall 2002
	(course weight: *3) Tuesdays 6:00pm – 9:00pm Classroom: Education North 7-102

Purpose:  Guided by the underlying principle that foundational disciplines and postfoundational discourses provide interpretive perspectives needed for the intelligent comprehension and analysis of contemporary issues in educational policy and practice, the purpose of this course is to introduce students to foundational and postfoundational approaches to contemporary issues in Canadian and international education. Perspectives on policy and practice will be offered across public (K-12), adult, and higher education in Canada and other selected OECD (Organization for Economic Cooperation and Development) countries. The course operates with the following broad objectives in mind:

1. To provide students with multidimensional perspectives that will help them comprehend and critically assess educational thought and practice.
2. To encourage students to develop inquiry and critical thinking skills through the exploration of current issues in education.
3. To engage students in a survey of key past and present influences—both within the field of study and practice and in the larger culture and society—on contemporary education.
4. To have students explore and interpret critiques and arguments pervasive in contemporary educational discourse.

Equity and Respect Statement: In my educational practice I work to live out an ethic of mutual respect. I am committed to using inclusive language to create a classroom atmosphere in which students’ experiences and views are treated with equal respect and value in relation to their gender, racial background, sexual orientation, ethnic background, and other relationships of power. This reflects the Faculty of Education’s commitment to provide an environment of equality and respect for all people within the university community, and to educate faculty, staff, and students in developing teaching and learning contexts that are welcoming to all.

Course Conspectus: This graduate-level course, which emphasizes both Canadian and international contexts, explores contemporary issues shaping education and its relationships to culture and society. It examines perspectives on policy and practice, guided by the principle that education is a political venture that can work in the interests of the status quo and its historical power hierarchies, or in the interests of transgressing inequities across differences constituted by relationships of sexuality, gender, race, ethnicity, class, age, and ability. It analyses contemporary educational policy and practice in relation to institutional (including governmental, industrial, and educational) and individual (referencing relationships of power) values placed on instrumental, social, and cultural forms of learning. It takes up how current educational policy and practice are shaped or altered by larger contemporary social, cultural, political, and economic change forces. In addition to relational and contextual matters, the course also investigates matters of disposition (attitudes, values, and beliefs), which influence and are influenced by institutional arrangements, social and cultural constructs, curriculum development, pedagogy, and other elements in the design of formal education.

This course also tries to understand how education is different in the present. It examines education as a complex and discursive formation that has emerged historically amid an array of change-force factors. It investigates the role of teachers as educators, persons, citizens, intellectuals, and cultural workers in this emergence. It problematizes the contemporary formation of education, with the intention of having class participants think through inclusive and transformative educational projects that can reform education. In doing so it frames the reform process from multi-theoretical perspectives that “think reform” within a politics of hope and possibility focused on both teacher and student positionalities.

Course Format and Required Readings:

Part 1: Disciplinary Approaches and Beyond

Part I of the course introduces students to writings in the foundational disciplines of history, sociology, and philosophy of education. It also examines perspectives from contemporary postfoundational discourses. The intention is to familiarize students with theoretical approaches and key issues raised by writers in these areas.

Required readings, listed in the order that they will be taken up, are:

1. Dewey J. (1916/1944). Democracy and education. New York: The Free Press. (Selected Readings: Chapter 1 – Education as a necessity of life; Chapter 2 – Education as a social function; Chapter 3 – Education as direction; Chapter 4 – Education as growth)
2. Collins, M. (1998). Critical crosscurrents in education. Malabar, FL: Krieger. (Selected Reading: Chapter 1: Schooling and society: Reappraising Ivan Illich)
3. Popkewitz, T. S. & Brennan, M. (1998). Restructuring of social and political theory in education: Foucault and a social epistemology of school practices. In T. S. Popkewitz & M. Brennan (Eds.), Foucault’s challenge: Discourse, knowledge, and power in education (pp. 3-35). New York: Teachers College Press.
4. Grossberg, L. (1997). Bringing it all back home: Essays on cultural studies. Durham, NC: Duke University Press. (Selected Reading: Bringing it all back home: Pedagogy and cultural studies)
5. Giroux, H. A. (1996). Is there a place for cultural studies in colleges of education? In H. A. Giroux, C. Lankshear, P. McLaren, & M. Peters (Eds.), Counternarratives: Cultural studies and critical pedagogies in postmodern spaces (pp. 41-58). New York: Routledge.
6. Bauman, Z. (1998). Globalization: The human consequences. New York: Columbia University Press. (Selected Reading: Chapter 4 – Tourists and vagabonds).
7. Aronowitz, S.  (2000). The knowledge factory: Dismantling the corporate university and creating true higher learning. Boston: Beacon Press. (Selected Readings: Chapter 1 – Knowledge factories; Chapter 2 – Higher education or higher training?

Part II addresses questions of diversity, equity, and inclusion within educational contexts. It explores these questions as they relate to various types of social division—age, language, religion, race, ethnicity, gender, sexuality, class, and ability. It draws on multi-theoretical perspectives from foundational disciplines and postfoundational discourses to explore issues relevant to students across educational interests.

Required readings, listed in the order that they will be taken up, are:

1. Government of Canada (2002). The 20^th anniversary of the Canadian Charter of Rights and Freedoms.  [On line.] Available: http://www.pch.gc.ca/special/charter-anniversary/index_e.cfm
2. Canadian Heritage (2002). Guide to the Canadian Charter of Rights and Freedoms. [On line.] Available: http://www.pch.gc.ca/progs/pdp-hrp/canada/guide/overview_e.cfm
3. Department of Justice Canada (1982/2002). Canadian Charter of Rights and Freedoms. [On line.] Available: http://laws.justice.gc.ca/en/charter/const_en.html
4. Department of Justice Canada (2001). Canadian Human Rights Act. [On line.] Available: http://laws.justice.gc.ca/en/H-6/28526.html
5. Department of Justice Canada (2001). Canadian Multiculturalism Act. [On line.] Available: http://laws.justice.gc.ca/en/C-18.7/29236.html
6. Canadian Heritage (2000). About Canada: Multiculturalism in Canada. [On line.] Available: http://www.pch.gc.ca/csp-pec/english/about/multi/index.htm
7. Giroux, H. A. (1997). Pedagogy and the politics of hope: Theory, culture, and schooling. Boulder, CO: Westview Press. (Selected Reading: Chapter 9: Insurgent multiculturalism and the promise of pedagogy)
8. Grace, A. P., Gouthro, P. A., & Mojab, S. (in press). “Thinking the practice:” Academic adult educators’ reflections on mediating a summer institute as a multicultural learning journey for graduate students. Studies in Continuing Education (May 2003 issue).
9. TV Ontario. (2000). Anti-racist education (Selected readings and resources). In J. M. Iseke-Barnes & N. N. Wane (Eds.), Equity in schools and society (pp. 195-210). Toronto: Canadian Scholars’ Press.
10. Ng, R. (1993). Racism, sexism, and nation building in Canada. In C. McCarthy & W. Crichlow (Eds.), Race, identity and representation in education (pp. 50-59). New York: Routledge.
11. Aoki, T. T. (2000). On being and becoming a teacher in Alberta. In J. M. Iseke-Barnes & N. N. Wane (Eds.), Equity in schools and society (pp. 59-71). Toronto: Canadian Scholars’ Press.
12. Graveline, F. J. (1998). Circle works: Transforming Eurocentric consciousness. Halifax, NS: Fernwood Publishing. Selected Readings: Introduction and Setting the terms)
13. Grace, A. P. (2001). Using queer cultural studies to transgress adult educational space. In V. Sheared & P. A. Sissel (Eds.), Making space: Merging theory and practice in adult education (pp. 257-270). Westport, CN: Bergin & Garvey.
14. Grace, A. P. (2002). “Transformational ministry” and “reparative therapy:” Transformative learning gone awry. Proceedings of the 43^rd Annual Adult Education Research Conference, North Carolina State University, Raleigh, NC, 123-128.

Part III will focus on contemporary perspectives on lifelong learning as a special topic. As well, class participants will explore special topics in relation to their personal and professional educational interests in consultation with the instructor.

Required readings exploring lifelong learning, listed in the order that they will be taken up, are:

1. Aspin, D. N., & Chapman, J. D. (2000). Lifelong learning: concepts and conceptions. International Journal of Lifelong Education 19(1), 2-19.
2. Collins, M. (1998). Critical crosscurrents in education. Malabar, FL: Krieger. (Selected Reading: Chapter 6: Reflections on lifelong learning and lifelong education)
3.  Grace, A. P. (2002). Lifelong learning: International perspectives on policy and practice. Proceedings of the 21st Annual Conference of the Canadian Association for the Study of Adult Education, University of Toronto, Toronto, ON, 128-133.
4. Grace, A. P. (2002). Intersecting instrumental, social, and cultural education to build and sustain inclusive lifelong-learning communities. Proceedings of the 2^nd International Lifelong Learning Conference, Central Queensland University, Yeppoon, Central Queensland, Australia, 181-187.
5.  Longworth, N. (2002). Learning cities for a learning century: citizens and sectors – stakeholders in the lifelong learning community. Proceedings of the 2^nd International Lifelong Learning Conference, Central Queensland University, Yeppoon, Central Queensland, Australia, 10-35.
6. Alberta Learning (2002). Final report of the MLA committee on lifelong learning: Helping adults return to learning to improve their employment potential and realize their career goals. Edmonton, AB: Author.

During this course it is essential that you demonstrate (1) your individual commitment to your participation and work, and (2) your responsibility to your class colleagues in this collaborative learning venture. There are three primary ways to achieve these two objectives. First, critically read and analyze the required reading material. Second, attend classes and participate in the individual and group learning and sharing activities. Third, work diligently to produce written material that not only meets the requirements of the course but also links to your own educational project.

In my work with you I plan to operate within a multi-dimensional and flexible framework that values the foundations of education, postfoundational discourses, and the diverse theoretical perspectives that comprise their discursive formations. Notions of inclusion, transformation, and an ethics of respect will be crucial and central to our deliberations. Generally speaking, I will devote part of our class time each week to an academic language and meaning discussion; part to an in-depth consideration and discussion of required readings; part to engaging in collaborative, participatory work; part to critical reflection on your ongoing class work and written projects; and part to critical reflection on issues arising from the various theory-practice considerations associated with each week’s work. Using a critical participatory model, I will engage you in individual as well as group work, which your own critical reflection and analysis of course readings will support and enhance.

The course requirement for grading purposes has three components:

Component #1 (25%)

In keeping with the critical participatory and deliberative framework that shapes the delivery of this course, you will engage in a deliberative group process built around interpretive perspectives explored in this course. This group project will involve participation in one of the Great Debates that will take place during the course. Timelines for the debates will be discussed in class. An ethic that recognizes, respects, and honors voice and diversity will guide preparation for and participation in the debate. The instructor will take you through a critical participatory and deliberative process in class to assist group formation and topic identification for your debate. The instructor will also assist groups to deal with the intricacies of group dynamics and task identification as they pertain to debating as a communicative learning process.

It is not my practice to assign group grades. Rather, each student will be graded individually based on three key components. First, you will be graded based on content and process elements that constitute your contribution to the debate (including a summary handout (about 500 words – one page, singled-spaced, written in 12-point, Times New Roman) that you prepare for the instructor and class colleagues. Second, you will be graded based on your efforts to argue your points in ways supported by theory, research, and practice. Your group will present according to a schedule decided in class.

You are to present an analysis of three articles on a special topic of contemporary educational concern, which will be decided in consultation with the instructor. Your twenty-minute presentation will use a format of your choice to reflect critically on two to four key themes, concepts, assumptions, or ideas presented in the readings. Guide your presentation by speaking to their meaning and value in terms of course perspectives that can help to guide educational policy or practice. When you find yourself resisting a particular author’s viewpoint, speak to the ways in which you found the author’s presentation of the material problematic.

A written component is also required for your presentation. Drawing on ideas from Giroux’s (1994) conceptualization of writing as a pedagogical practice, you are to prepare a one-page, singled-spaced (about 500 words) critical analysis of the readings in 12-point, Times New Roman. Outline the handout as you wish. Include the full reference for the articles as your heading. List your name and the course number as well. You are to bring sufficient copies to distribute to the instructor and class members. You will present according to a schedule decided in class for individual presentations.

Reference: Giroux, H. A. (1994). Disturbing pleasures: Learning popular culture. New York: Routledge.

As noted above in the conspectus, a key objective of this course is to engage foundational disciplines and postfoundational discourses to gain interpretive perspectives that aid the intelligent comprehension and analysis of contemporary issues in educational policy and practice. Focusing in consultation with the instructor on a contemporary issue of educational concern addressed in this course, write a 15-page, doubled-spaced (no more than 4000 words) paper in 12-point, Times New Roman that draws on perspectives you would use to develop educational policy and practice in relation to this topic. This paper is due December 3^rd.

Your grade for this course will reflect the degree to which your written work and class presentations exemplify quality work that is organized, rigorous, and critically analytical. Your work must also demonstrate your ability to integrate theory and practice. In your written work you must use APA (American Psychological Association) style or another style that is appropriate to academic writing. Styles commonly used in educational writing are the APA style and the Chicago style. Learn a style and use it consistently and properly in your academic writing. It is important to footnote and reference sources accurately. The effort to use an appropriate academic style helps you structure and present your work in a clear and accurate manner. Moreover, it respectfully acknowledges the contributions of those author-researchers whom you have used to strengthen your presentation and arguments. Most recent versions of the APA and Chicago style manuals are:

APA Style

American Psychological Association. (2001). Publication manual of the American Psychological Association. Washington, DC: Author.

The Chicago Manual of Style, Editorial Staff of the University of Chicago Press, 14^th ed. (Chicago: The University of Chicago Press, 1993).

http://www.west.asu.edu/library/research/reference/gen_ref/style.html

Tuesday, September 10th Introductions, Course Overview, and Evaluation, plus Housekeeping Items Setting up the Great Debates Setting up special topics in relation to students’ personal and professional educational interests Tuesday, September 17th Required Reading: Part I – Readings 1 & 2 Tuesday, September 24th Required Reading: Part I – Readings 3, 4, & 5 Tuesday, October 1st Required Reading: Part I – Readings 6 & 7 Great Debate I Tuesday, October 8th Required Reading: Part II – Readings 1 to 5 inclusive Great Debate 2 Tuesday, October 15th Required Reading: Part II – Readings 6, 7, & 8 Video: Pier 21 (Immigration and Multiculturalism in Canada)

Tuesday, October 22nd Required Reading: Part II – Readings 9, 10 & 11 Video: Colour Blind (Racism in Canada) Great Debate 3 Tuesday, October 29th Required Reading: Part II – Readings 12, 13 & 14 Video: In Other Words (Heterosexism and Homophobia) Special Topics Presentations Tuesday, November 5th Required Reading: Part III – Readings 1 & 2 Video: Human Resources Development Canada: Your Partner in Lifelong Learning Special Topics Presentations Tuesday, November 12th – Fall Break:                      University buildings closed. Tuesday, November 19th Required Reading: Part III – Readings 3 to 6 inclusive Special Topics Presentations Tuesday, December 3rd Special Topics Presentations Closing Learning Circle using Circular Response Technique

August 2002