Critical Issues in Education

Through reading, writing, viewing, surfing, and discussing, students and teachers from all the disciplines represented will consider selected critical issues in education. By striking a balance between personal and collective interests, and by connecting critical issues in education to critical issues in broader contexts (community, society, nation, world), the course seeks to develop critical thinking and collegial conversations.

DATE	TOPIC	ASSIGNMENT
8/31	Introductions: Who are we? What are critical issues?
9/7	Standards 1: What Are They? Why Now? Who Benefits?
9/14	Standards 2: Discuss readings themes.	Read Ohanian, One Size Fits Few
9/28	Standards 3: Discuss writings and connections.	Response Paper #1
10/5	Work 1: How are workers educated? What is good work? (Guest speaker: Professor Joe Kincheloe, author.)
10/12	Work 2: Discuss readings and themes.	Read Kincheloe, How Do We Tell the Workers?
10/19	Work 3: Discuss writings and connections.	Response Paper #2
10/26	Genetics 1: How do genetics (not) effect behavior? (Guest speaker: Professor Ghada Ramahi, geneticist.)
11/2	Genetics 2: Discuss readings and themes.	Read Hubbard, Exploding the Gene Myth
11/9	Genetics 3: Discuss writings and connections.	Response Paper #3
11/16	Ecology 1: Why is all education environmental?
11/23	Ecology 2: Discuss readings and themes.	Read Bowers, The Culture of Denial
11/30	Ecology 3: Discuss writings and connections.	Response Paper #4
12/7	Conclusions: Why are critical issues critical?
12/14	Final Exam Session	Closing Papers and Presentations

Four required coursebooks are in the campus bookstore: Susan Ohanian, One Size Fits Few: The Folly of Educational Standards (1999), Joe L. Kincheloe, How Do We Tell the Workers: The Socioeconomic Foundations of Work and Vocational Education (1999), Ruth Hubbard & Elijah Wald, Exploding the Gene Myth: How Genetic Information is Produced and Manipulated by Scientists, Physicians, Employers, Insurance Companies, Educators, and Law Enforcers (1993, 1997, 1999), and C.A. Bowers, The Culture of Denial: Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools (1997). Regular attendance is crucial to successful completion of the course. More than two unexcused absences will be grounds for failure, and chronic lateness will lower the grade. Grading is based on four response papers (60%), participation (25%), and a closing paper (15%). Details for each assignment will be provided in advance. To facilitate coursework and discussions, all students are required to use the internet and email on a regular basis.