Final Project

Syllabus Cultural and Social Foundations of Education

1218-FIU01-EDF-4604-SECRVC-81987

GENERAL INFORMATION Professor Information

Instructor: Dr. Courtney Rose

Office: ZEB 341A

Office Hours: Wednesday 10:30 AM – 1:00 PM & Thursday 2 – 4:30PM (in-person or via

Zoom)

Reserve your spot at https://drcourtneyerose.youcanbook.me

E-mail: [email protected] or Canvas Message (This is my preferred contact.)

Course Time Zone | Eastern Standard Time (EST). Course due dates are according to this

time zone.

Course Description And Purpose

This course is designed to provide students with the knowledge, skills and dispositions needed to

interpret the meaning of education and school in local, global, international and intercultural

contexts and address emerging issues from multiple perspectives. The study of social and

cultural foundation of education will help professional educators to develop interpretive,

normative and critical perspectives on education. These perspectives, according to the

Council for Social Foundations of Education are vital to any foundations of education

experience.

This course explores interdisciplinary understandings of the cultural and social realities of

education in a modern, urban, industrial, global society. Through the study of sociological and

cultural realities of education, students gain insight into the socio-cultural context of

education. This course is part of the upper-division certification core for some undergraduate

teacher education majors and also meets a Global Learning requirement.

Course Objectives

You will

• Develop interpretive, normative and critical perspectives on education.

• Explore the dominant beliefs, policies & practices that govern how the education system

is structured, organized and executed.

• Apply concepts and theories from the humanities and social sciences to examine

educational phenomena.

• Reflect on the role of education and schooling on the construction of social and cultural

identities.

• Examine education in relation to differing value orientations and assumptions about

schooling and education.

• Apply understandings of the cultural and social realities of education to address emerging

social issues.

Teaching Methodology

This is an OnlineLIVE course in which 50% of the instructional materials and activities are

delivered through Canvas, and/or other internet-based media and 50% of the instructional

materials and activities are delivered in Live Zoom sessions, held every other week beginning

week 2. No exams require the use of an approved proctoring center. Should you have any

questions, please contact the professor.

IMPORTANT INFORMATION Policies

Please review the FIU's Policies webpage. The policies webpage contains essential information

regarding guidelines relevant to all courses at FIU, as well as additional information about

acceptable netiquette for online courses.

• School of Education and Human Development Conceptual Framework

• University's Code of Academic Integrity

• University policies on sexual harassment, and religious holidays

• University policies on Academic Misconduct

• Citations & Plagiarism

• What Is Plagiarism?

• plagiarism.org

• Avoiding Plagiarism

Technical Requirements & Skills

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By

computer literacy we mean being able to manage and organize computer files efficiently, and

learning to use your computer's operating system and software quickly and easily. Keep in mind

that this is not a computer literacy course; but students enrolled in online courses are expected to

have moderate proficiency using a computer. Please go to the "What's Required" webpage to

find out more information on this subject.

This course utilizes the following tools:

• Zoom

• Youtube

• Canvas

• Netflix (as needed)

Please visit our Technical Requirements webpage for additional information.

Accessibility And Accommodation

Students with disabilities, as defined by law, have the right to receive appropriate

accommodations if their disabilities make it difficult to perform academic tasks in the usual way

or in the allotted time frame. However, in order to receive accommodation, students with

disabilities must register with the Disability Resource Center.

Please visit our ADA Compliance webpage for information about accessibility involving the

tools used in this course.

Please visit Canvas Commitment Accessibility webpage for more information.

For additional assistance please contact FIU's Disability Resource Center.

Academic Misconduct Statement

Florida International University is a community dedicated to generating and imparting

knowledge through excellent teaching and research, the rigorous and respectful exchange of

ideas and community service. All students should respect the right of others to have an equitable

opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all

students are expected to adhere to a standard of academic conduct, which demonstrates respect

for themselves, their fellow students, and the educational mission of the University. All students

are deemed by the University to understand that if they are found responsible for academic

misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as

outlined in the Student Handbook.

Academic Misconduct includes: Cheating – The unauthorized use of books, notes, aids,

electronic sources; or assistance from another person with respect to examinations, course

assignments, field service reports, class recitations; or the unauthorized possession of

examination papers or course materials, whether originally authorized or not. Plagiarism – The

use and appropriation of another’s work without any indication of the source and the

representation of such work as the student’s own. Any student who fails to give credit for ideas,

expressions or materials taken from another source, including internet sources, is responsible for

plagiarism.

Learn more about the academic integrity policies and procedures as well as student resources that

can help you prepare for a successful semester.

Course Prerequisites

This course has at least one prerequisite(s). Review the Course Catalog webpage for

prerequisites information.

Textbook

Who Speaks for Justice? Raising our voices in the noise of hegemony

WYNNE JOAN THERESE, GONZALEZ CARLOS

Kendall Hunt Publishing, 1st Edition, 2015

ISBN-10: 146527880X

Book Info. You may purchase your textbook online at the FIU Bookstore.

Additional Notes: There may be other PDF readings required this semester.

Expectations Of This Course

This is an OnlineLIVE course in which 50% of the instructional materials and activities are

delivered through Canvas, and/or other internet-based media and 50% of the instructional

materials and activities are delivered in Live Zoom sessions, held every other Tuesday beginning

week 2 (Tuesday, August 31). Expectations for performance in an onlineLIVE course are the

same for a traditional course. In fact, onlineLIVE courses require a degree of self-motivation,

self-discipline, and technology skills which can make these courses more demanding for some

students.

Students are expected to:

• Review the how to get started information located in the course content.

• Introduce yourself to the class during the first week by posting responses to

the self-introduction questions by video or written text in the appropriate

discussion forum.

• Interact online with instructor/s and peers.

• Review and follow the course calendar.

• Attend and Actively Participate in live Zoom sessions. Attendance is a part of

your grade. There are 8 live sessions. If you miss one or less sessions then you

get all participation points, One point will be taken off for every absence after

that. Your “participation” and “attendance” grade for the non-meeting weeks are

covered by your discussion board posts (see rubric on canvas).

• Respond to emails/announcements (when necessary) within 48 hours.

• Submit assignments by the corresponding deadline. LATE WORK IS NOT

ACCEPTED.

• All assignments will be due by 11:59PM on the Friday Due Date, with the

explicit understanding that I am generally unavailable on weekends. Howeve,

you do have a two-day grace period and assignments do not OFFICIALLY lock

until Sunday at 11:59PM. Once they are locked, they are locked and cannot be

reopened. Please plan accordingly. I will not be addressing issues on weekends.

The instructor will:

• Log in to the course 3-5 times per week, Monday-Friday.

• Send bi-weekly announcements with updates and reminders at the start of each

new module.

• Respond to emails requesting meetings within 48 hours (please see email

policy).

• Grade assignments within 7-10 days of the assignment deadline.

COURSE DETAIL Course Communication

Communication in this course will take place via CANVAS MESSAGES (preferably). There

are a lot of emails that come to my FIU email address, so communicating with me through

Canvas messages enables me to see and respond to them quickly because ONLY students

communicate with me there. If you would like to speak or meet outside of the emails/messages

please attend my weekly office hours. Since we are in remote learning right now, I am using the

following link: https://drcourtneyerose.youcanbook.me to manage offiee hours. That being said, I am available to meet via Zoom OR in-person as I will be on campus during all of my scheduled

office hours. Feel free to select this option and attend in-person if you are on/near campus and

feel comfortable doing so. If the office hours do not fit in your schedule, send me an email and

we can work out another time when we are both available to meet.

The Email feature is an external communication tool that allows users to send emails to users

enrolled within the course. Emails are sent to the students’ FIU email on record. The Email tool

is located on the Course Menu, on the left side of the course webpage.

• I utilize announcements on Canvas and send them to your FIU email account as

a means of keeping in regular contact with students, to inform about technical

issues, to announce when grades have been posted, and so forth.

• For more in-depth discussions (such as guidance on assignments) please follow

the instructions for office hours discussed above.

• Technical issues should be addressed to FIU Help Desk.

• Course questions should be addressed to the syllabus first then announcements,

and assignment instructions/descriptions PRIOR to emailing for further

assistance.

• Assignments are NEVER to be emailed and are ONLY to be uploaded to

Canvas (as per each assignment instruction).

Visit our Writing Resources webpage for more information on professional writing

and technical communication skills.

Critical Autobiography (20 points)

An important focus of this course is to understand the intersection of culture, society and schools,

classrooms, and individuals. This assignment provides an opportunity for you to reflect on yourself as a

culture bearer and on the influence of education in your life. We each have a narrative that defines us to

date. That narrative has many aspects and is your story. In your writing, address the following as your

story to date. Use the questions below to build your narrative.

The aim of the Critical Educational Autobiography is to explore key experiences, inside and outside of

school, that have shaped who you are as a person, and your journey into teaching. As you write discuss

the following:

1. Identity: How do you identify with regards to race, class, gender, sexual orientation, language,

and/or ability? What privileges do you have and/or barriers do you face because of these identities

(both inside and outside of school)?

a) What are some key life (out-of-school) events that shaped your views about your social, cultural

and academic identities?

2. Key Educational Experiences: What are some key educational experiences that shaped your views

about teaching and learning, the role of the educator and the purpose of education?

a) Identify and discuss some positive AND negative learning/teaching experiences and how they have

shaped you as a learner and inform the type of educator you hope to become.

3. Social/Political Context:

4. Journey into Teaching/Your Chosen Career: Who/What shaped your beliefs about the goals of

education, the role of teachers and your vision for yourself as an educator?

1. a) What key people impacted your experiences as a learner and peaked your interest in

becoming a teacher or entering your chosen career?

2. b) What do you hope to accomplish as an educator/in your future role?

It is important to dig deeply and critically reflect in order to identify some of

the internalized messages and beliefs that may be impacting your views on teaching and learning.

However, only share what you feel comfortable sharing.

• You may present your autobiography in any of the following formats, however you must explain at

some point why you chose to present your narrative in this way:

o Written Paper (Could be a straightforward writing of your story or a more creative short story

format as if someone else was telling your story)

o PowerPoint, Prezi, Google Slides, FlipGrid or some other similar format of a presentation

o Video (Either sitting and talking straight into the camera or a more documentary- style or creative

film) or Audio (think podcast)

o Poem, Song, Cartoon, Drawing or some other artistic representation (May require a short written

piece to explain)

· Critical Autobiography Due by Sunday, September 5th by 11:59PM

Group Reflection/Discussion Boards (30 Points)

A major component of this class is having dialogue with your classmates. In a traditional face-to-

face/in-person sections of the course, a lot of the time is spent in small group discussions, and we will

also have those utilizing breakout rooms during our Live Zoom sessions. However, to keep this

component woven throughout the entirety of the course, you will have bi-weekly group discussion

boards in which you will engage in dialogue with your pre-assigned discussion group. The aim of

these discussion boards is to promote collaborative conversations so that you can begin to dig into the

readings more deeply, dig into your own personal experiences more deeply, and gain some new

understandings/deeper understandings and perspectives, and maybe even begin to see some of your

own past educational experiences differently/more clearly. Each non-meeting week there will be

some discussion/reflection questions for you to think about as you read. You should post your

responses to TWO of the questions in each list and any other thoughts/questions/personal

connections hat you had while engaging with the readings and videos in each module. Then, you

should respond to AT LEAST one of your group members' posts. Each discussion board is worth 5

points: 2 points for your post, 2 points for your response to someone else's post, and 1 point for adding

additional questions and/or materials for further discussion. You are not limited to only one post and

are encouraged to share resources, images, videos and other helpful material from other courses or

educational/work experiences that might promote some deep collective reflection and dialogue and

also to expand your and your group members' perspectives and understandings. Since these responses

are meant to simulate class discussion and give you an opportunity to start thinking through the

content for critical reflections they will be due on the FRIDAY OF EACH WEEK, with a two-day

grace period to allow time for you to respond to read and respond to your groupmates. NOTE: IT IS

VERY IMPORTANT TO BE MINDFUL & RESPECTFUL ABOUT WHAT YOU ARE POSTING IN

THESE DISCUSSION BOARDS. EVERYONE HAS HAD DIFFERENT EXPERIENCES AND

UNDERSTANDINGS AND WHILE IT IS IMPORTANT TO PUSH EACH OTHER'S THINKING,

BLATANT DISRESPECT WILL NOT BE TOLERATED.

Critical & Creative Reflections (40 Points)

There are a variety of critical & creative reflections due throughout the course. They are connected to

course readings and videos. The nature of this course is about exploring education, equity, justice, and

voice. To that end, you are able to choose the method of delivery for your reflection. It may be of a

written response, a creative work, a spoken response (video), or another choice. You should make

sure that if you choose a more creative option, there may need to be some written explanation

necessary make sure I understand your reflection. For the readings/assignments from the Wynne and

Gonzalez text, Who Speaks for Justice(WSfJ) ,additional PDF/Weblinks, and any videos or podcasts

assigned you are required to complete a personal reflection. A personal reflection is NOT a summary,

but addresses compelling ideas that you discovered and your reactions to the content. The idea is to

engage in thoughtful internal dialogue about the idea of global issues and education. You should

attempt, in your understanding of the readings to get “underneath” what you read in order to

understand the social, political, and cultural underpinnings of the issues. Reading critically involves

more than understanding the words or liking or disliking the texts; critical reading requires

reflection.

Each assignment is worth 20 points. Similar to the discussion board posts, they will be due on Friday

with a two-day grace period. However, unlike the discussion boards they will be due at the end of a

meeting week so you can benefit from ALL of the online and live discussions/activities as you

formulate your thoughts and construct your final reflections. You MUST complete the first and

second one, Critical Reflection 3Feedback and grades will be provided within 7-10 days of the due

date.

• Critical/Creative Reflection 1: due by Sunday, October 1, by 11:59 PM

• Critical/Creative Reflection 2: due by Sunday, October 29, by 11:59 PM

• Critical/Creative Reflection 3: due by Sunday, December 3 by 11:59 PM

Final project: Critical Reflection Video or Audio Presentation (30)

PLEASE WATCH THE VIDEO ON CANVAS AND READ THE ASSIGNMENT DESCRIPTION

CAREFULLY.

Final project will address the following question(s):

1. How do you take what you’ve considered, and work it into your life’s work? What now?

2. Who is doing work that is connected to this issue(s) you discussed in question 1?

Record a video or audio file (3-5minutes) with the answers to the questions above in the context of

the critical/creative reflection you chose to reflect and expand on. Be sure to connect this expanded

reflection to some of the ideas and experiences shared in the critical autobiography submitted in

Module 2…for example, if you chose critical/creative reflection 5 on defining culture…how do you

incorporate your understanding of culture and what that means into what you’ll be doing in the

future? What kind of action are you going to take on the understanding of culture? How have your

new understandings or perceptions of culture and education been impacted by or shifted from those

expressed in your critical autobiography? What now? What are you going to do with this

knowledge/understanding/questions? Who is addressing this issue locally or nationally or globally?

What are they doing? Why are they doing it? How are they addressing it? What would it mean to be

involved?

Please see the Final Project Scoring Rubric for the details of the grading.

• Video/Audio upload due by Friday, December 11 by 11:59 PM

Discussion Forums

Keep in mind that your discussion forum postings will likely be seen by other members of the course.

Care should be taken when determining what to post.

Grading

Course Requirements Number of Items Points for Each Total Points Available

Critical Autobiography 1 15 15

Critical & Creative Reflections 3 20 60

Group Reflections/Discussions 6 5 30

Final Video/Audio Reflection 1 30 30

Attendance/Participation 1 15 15

Total 150

Letter Range (%) Letter Range (%) Letter Range (%)

A 95-100 B 83-85 C 70-75

A- 90-94 B- 80-82 D 61-69

B+ 86-89 C+ 76-79 F < 60

COURSE CALENDAR

Module Weekly Schedule

Weeks 1 (online) & 2 (Live Session): August 23 – September 5th

Module 1: FRAMING THE COURSE

Review/Prepare:

Weeks 3 (Online) & 4 (Live Session): September 6 – September 19

Module 2: Social Justice and Education

Read BEFORE LIVE CLASS:

Baldwin, Prologue from City Kids, City Schools

Bell, Goodman, & Ouellett from Teaching for Diversity and Social Justice

Watson, from Rethinking Schools

Watch BEFORE LIVE CLASS:

Bryan Stevenson's Remarkable Speech On How To Change The World (Links to an external site.)

Videos for Live Session:

Kimberle Crenshaw: What is Intersectionality?

Julian Treasure: 5 Ways to Listen Better

Module 2 Group Reflection/Discussion Posts Due by Friday, September 10 by 11:59PM

Syllabus & Introduction Announcement

Course Assignments and all instructional videos

Review FIU honor policy and instructions on submitting assignments via Canvas

Review Zoom meeting schedule

Prepare questions about course structure and design for Week 2 Live Session

Research your Name Story in preparation for Week 2 Live Session

Watch:

Dr. Rose’s Introduction Video

Module 1 Group Reflection/Discussion Posts Due by Sunday, August 29 by 11:59PM

Critical Autobiography Due by Sunday, September 5 by 11:59PM

Weeks 5 (Online) & 6 (Live Session): September 20 – October 3

Module 3: What does it mean to be a human being?

Read BEFORE LIVE CLASS: Who Speaks for Justice, Part 1: A human being

Watch BEFORE LIVE CLASS: Dr. Rose Mini Lesson: Sociological Perspective & Sociological

Imagination

Videos for Live Session:

Schools & Social Inequality

Ted Lidsky - What Reality are You Creating for Yourself (Links to an external site.)

Module 3 Group Reflection/Discussion Posts Due by Friday, September 24 by 11:59PM

Critical and Creative Reflection 1: Due Friday, October 1 by 11:59PM

Weeks 7 (Online) & 8 (Live Session): October 4 – October 17

Module 4: Developing the Genius with the Young

Read BEFORE LIVE CLASS: Who Speaks for Justice, Part 2: Developing the Genius with the young

Gorski, Paul http://edchange.org/publications/Equity-Literacy-for-All.pdf (Links to an external site.)

Watch BEFORE LIVE CLASS:

Sir Ken Robinson - Changing Education Paradigms (Links to an external site.)

Videos for Live Session:

Harry Baker, “The Power of Self-Acceptance”: https://www.ted.com/watch/ted-institute/ted-state-

street/harry-baker-the-power-of-self-acceptance (Links to an external site.)

Chandra Shaw: Shut up & Let Me Teach

Clint Smith, “The Danger of Silence”: The danger of silence | Clint Smith (Links to an external site.)

Module 4: Developing the Genius with the Young

Donovan Livingston, "Lift Off": https://www.youtube.com/watch?v=9XGUpKITeJM (Links to an

external site.)

Module 4 Group Reflection/Discussion Posts Due by Friday, October 8 by 11:59PM

Weeks 9 (Online) & 10 (Live Session): October 18 – October 31

Module 5: Agency

Read BEFORE LIVE CLASS: Who Speaks for Justice, Part 3: Agency

Thurston, Angie https://onbeing.org/blog/the-radical-art-of-learning-from-within/ (Links to an external

site.)

Watch BEFORE LIVE CLASS: Educating Black Boys (Links to an external site.)

Module 5 Group Reflection/Discussion Posts Due by Friday, October 22 by 11:59PM

Critical & Creative Reflection 2: Due by Friday, October 29 by 11:59PM

Week 11 (Online) & 12 (Live Session): November 1 – November 14

Module 6: Culture

Read BEFORE LIVE CLASS: Who Speaks for Justice, Part 5: Culture

Ladson-Billings, “Culturally Relevant Pedagogy 2.0 a.k.a. the Remix”

Actions

Listen to BEFORE LIVE CLASS: Nice White Parents Podcast, Episode 1: Book Of Statuses

Module 6 Group Reflection/Discussion Posts Due by Friday, November 5 by 11:59PM

Weeks 13 (Online), 14 (Thanksgiving Break) & 15 (Live Session): November 15 – December 5

Module 7: Reframing Our Practice

Read BEFORE LIVE CLASS: Who Speaks for Justice, Part 6: To Love, To be Loved

Listen to BEFORE LIVE CLASS: Identity Talk 4 Educators Live Podcast – Yolanda Sealey-Ruiz

Module 7 Group Reflection/Discussion Posts Due by Friday, November 19 by 11:59PM

Critical & Creative Reflection 3: Due by Friday, December 3 by 11:59PM

Week 16: December 6 – December 11

Module 6: End of the semester

One-on-One Meetings to Discuss Final video topics & presentation ideas

Final Project: Video Due Friday, December 11 by 11:59PM