Spring 2005 Advance Course Information

This information effective for Spring 2005. Check with instructor the first day of class for any changes.

Education

[EDUC-268A] [EDUC-284A]

268A. Ethnographies of Education

Instructor: Margaret (Greta) Gibson

Course objectives:
This course has both practical and conceptual goals. Readings will provide a variety of theoretical lenses for understanding the relationship between culture, learning, and schooling. Students will have an opportunity to read critically a variety of detailed ethnographic and qualitative studies focusing on formal schooling and informal education in the United States and in other countries. In reviewing the studies, we will discuss the author's theoretical and conceptual frameworks, the techniques for presenting the data, the adequacy of evidence provided in support of the claims that are made, and the study's findings. Readings will also help students to gain greater sophistication in evaluating the contributions of ethnographic research to educational research, to deepen their understanding of anthropological and sociological theories and concepts relevant to educational processes and settings, and to increase their understanding of how to apply these perspectives and concepts to their own interests in educational phenomena.

Seminar structure:
The course is run as a seminar, with students sharing responsibility for discussion of readings. There are four ethnographies that all seminar participants will read. Students will also choose three additional ethnographies from the attached reading list and will report on at least one of these in class. Additionally, seminar participants will select and critique other ethnographic studies (either full length monographs or collections of shorter articles) related to their particular research interests and report on at least one of these studies or collections.

Requirements:

1. Completion of all required readings and written assignment by the date they are due.
2. Interactive and respectful participation in class discussion.
3. Written critiques of eight (8) ethnographies (in two cases, these may be collections of shorter articles).

Framework for class discussions
Each week, please come to class prepared to discuss the readings in terms of the following: theoretical framework, key concepts, major findings, specific significance of the study for advancing our understanding of the relationship between culture, learning, and schooling; implications of the study for future research; strengths and shortcomings of the study. Please come to class with two or three questions arising from your reading that you would like to discuss in class.

Guidelines for Written Work
Weekly papers will be brief—no more than 4-5 double-spaced pages, excluding discussion questions. Please put discussion questions on a separate page.

The following will serve both as an outline for our discussion of each ethnography and as a framework for your written critique. Note: For books read by the whole class, your paper should focus on #6, referring to #1-#5 only as necessary to contextualize your analysis and critique. For books you read on your own, please include enough attention to #1-#5 so that I (or others) can follow your analysis and critique.

1. Title of book/study, author, date first published and publisher, date and publisher of the edition you are using (if different), total number of pages.
2. The purpose of the study and theoretical framework (if apparent).
3. The setting for the research and year(s) field research took place
4. Discussion of the methodology: does the researcher position her/himself in the study? How might the researcher's background and assumptions influence the study? Or shape the findings and conclusions? Was it a team study? Time spent in the field? Data gathering techniques? Strengths and limitations of the methodology from your perspective (or include this in #6)?
5. Major findings and conclusions, including in particular any findings with useful applications to the improvement of educational practice, or contributions to theory building. Please do not write a summary of everything the book has covered.
6. Your analysis and critique (your reaction to the study). The following questions may help you evaluate the work: What is of lasting value? What do you feel to be the study's strengths? Shortcomings? Does the author adequately explain her/his methodology (if not covered in #5)? Does the author support assertions with relevant and adequate evidence? Are you convinced? Are the findings, conclusions, or interpretations helpful? Do they have explanatory power? Does the author make clear what has been learned from the study and discuss its implications for educational policy or practice? For theory? For further research? Was the book well written? Well organized? Any other comments?

Note: Students may be asked to revise a written assignment, if it is not responsive to the guidelines or if it is not clearly written. Please proofread carefully before submitting your papers.

Oral Presentations
Each student will make at least two oral presentations on books and/or articles read beyond the four required texts. Where two or more students read and present the same book, please meet together to plan your presentation. It is helpful if you can provide a written outline for other seminar participants.

Assessment:
Written work: 65%
Oral participation: 35%

Required texts (available at Bay Tree Bookstore)

• Heath, S. (1983). Ways with words: Language, life, and work in communities and classrooms. NY: Cambridge University Press.
• Willis, P. (1977). Learning to labor: How working class kids get working class jobs. New York: Columbia University Press.
• Ogbu, J. U. (2003). Black American students in an affluent suburb: A study of academic disengagement (with Astrid Davis). Mahwah, NJ: Lawrence Erlbaum.
• Bettie, Julie (2003). Women without class: Girls, race, and identity. Berkeley: UC Press.

Bibliography of Ethnographic and Qualitative Studies in Education

Note: for book reviews in the Anthropology & Education Quarterly, see http://www.aaanet.org/cae/AEQ.html

The following is a partial listing of recommended ethnographies. Students may also suggest other ethnographies they wish to read, and fuller lists will be available in class.

* non-U.S. studies in whole or part

*Anderson-Levitt, K. (2002). Teaching cultures: knowledge for teaching first grade in France and the United States. Hampton Press.

*Anderson-Levitt, K. (Ed.) (2003). Local meanings, global schooling: anthropology and world culture theory. New York : Palgrave Macmillan,

Cusick, P. A. (1983). The Egalitarian Ideal and the American High School: studies of three schools. New York, Longman. Republished: Teachers College Press, c1991.

Delgado-Gaitan, C. and H. Trueba (1991). Crossing Cultural Borders: Education for Immigrant Families in America. London, Falmer Press.

Delgado-Gaitan, C (2001). The power of community: Mobilizing for family and schooling. Lanham, MD : Rowman & Littlefield Publishers.

Delgado-Gaitan, C (1990). Literacy for empowerment. Falmer.

Delgado-Gaitan, C (2004). Involving Latino families in schools: Raising student achievement through home-school partnerships. Corwin Press.

Eckert, P. (1989). Jocks and Burnouts: Social Categories and Identity in the High School. New York, Teachers College Press.

Eder, D. (1995). School Talk: Gender and Adolescent Culture. New Brunswick, NJ, Rutgers University Press.

*Falgout, Suzanne, & Levin, Paula (Eds.) (1992). Transforming Knowledge: Western Schooling in the Pacific. Theme Issue, Anthropology and Education Quarterly 23(1).

Flores-Gonzales, Nilda (2002). School kids/street kids: Identity development in Latino students. Teachers College Press.

Foley, D. E. (1990). Learning Capitalist Culture: Deep in the Heart of Tejas. Philadelphia, University of Pennsylvania Press.

Fordham, S. (1996). Blacked Out: Dilemmas of Race, Identity, and Success at Capital High. Chicago, University of Chicago Press.

Gibson, M. A. (1988). Accommodation without Assimilation: Sikh Immigrants in an American High School. Ithaca, NY, Cornell University Press.

Gibson, M. A., and Ogbu, J. U. (Eds.) (1991). Minority Status and Schooling: A Comparative Study of Immigrant and Involuntary Minorities. NY: Garland.

*Gibson, M. A. (Ed.) (1997). Ethnicity and School Performance: Complicating the Immigrant/Involuntary Minority Typology. Theme Issue, Anthropology and Education Quarterly, Vol. 28, No. 3.

Gordon, J. A. (2000). The Color of Teaching. New York, Routledge.

*Hall, Kathleen D.. (2002). Lives in translation: Sikh youth as British citizens. Philadelphia: University of Pennsylvania Press

Hamann, Edmund T. (2003). The educational welcome of Latinos in the new South; foreword by Guadalupe M. Valdés. Westport, Conn.: Praeger

*Heller, Monica, & M. Martin-Jones (Eds.). (2001). Voices of authority: Education and linguistic difference. Westport, Conn.: Ablex

Hemmings, Annette B. (2004). Coming of age in U.S. high schools: Economic, kinship, religious, and political crosscurrents. Mahwah, N.J.: L. Erlbaum Associates

Holland, D. C. and M. A. Eisenhart (1990). Educated in Romance: Women, Achievement, and College Culture. Chicago, University of Chicago Press.

Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. San Francisco, Jossey-Bass.

Lareau, A. (2000). Home Advantage: Social Class and Parental Intervention in Elementary Education. Lanham, MD, Rowman & Littlefield.

Lee, S. J. (1996). Unraveling the "Model Minority" Stereotype: Listening to Asian American Youth. New York, Teachers College Press.

*Levinson, B. A. U. (2001). We Are All Equal: Student Culture and Identity at a Mexican Secondary School, 1988-1998. Durham, NC, Duke University Press. 0-8223-2699-X

*Levinson, B., Douglas E. Foley, Dorothy C. Holland (Eds.) (1996). The cultural production of the educated person: Critical ethnographies of schooling and local practice. Buffalo: SUNY Press.

Lopez, Nancy (2003), Hopeful girls, Troubled boys: Race and gender disparity in urban education. New York: Routledge

*Luykx, A. (1999). The Citizen Factory: Schooling and Cultural Production in Bolivia. Albany, NY, State University of New York Press.

Macleod, J. (1987). Ain't No Makin' It: Leveled Aspirations in a Low-Income Neighborhood. Boulder, CO, Westview Press.

McGinty, Suzanne (1999). Resilience, gender, and success at school. New York: PeterLang

McCarty, T. L. (2002). A Place to Be Navajo: Rough Rock and the Struggle for Self-Determination in Indigenous Schooling. Mahwah, NJ, Lawrence Erlbaum.

McNeil, L. M. (1986). Contradictions of Control: School Structure and School Knowledge. New York, Routledge & Kegan Paul.

Mehan, H., A. Hertweck, et al. (1986). Handicapping the Handicapped: Decision Making in Students' Educational Careers. Stanford, CA, Stanford University Press.

Mehan, H. et al. (1996). Constructing school success: The consequences of untracking low-achieving students. Cambridge U. Press.

Metz, M. H. (2003). Different by design: The context and character of three magnet schools. New York: Teachers College Press. "Reissued with a new introduction." Originally published: New York: Routledge & Kegan Paul, 1986.

Nespor, J. (1997). Tangled Up in School: Politics, Space, Bodies, and Signs in the Educational Process. Mahweh, NJ, Lawrence Erlbaum.

Ogbu, J. U. (1974). The Next Generation: An Ethnography of Education in an Urban Neighborhood. New York, Academic Press.

Perry, Pamela (2002). Shades of white: White kids and racial identities in high school. Duke U Press.

Perry, T. 2003. Young, Gifted, and Black: Promoting High Achievement among African-American Students. Boston: Beacon Press.

Peshkin, A. (1986). God's Choice: The Total World of a Fundamentalist Christian School. Chicago, University of Chicago Press.

Peshkin, A. (1991). The Color of Strangers, the Color of Friends: The Play of Ethnicity in School and Community. Chicago, University of Chicago Press.

Peshkin, A. (1997). Places of Memory: Whiteman's Schools and Native American Communities. Mahwah, NJ, Lawrence Erlbaum.

Peshkin, A. (2000). Permissible Advantage? The Moral Consequences of Elite Schooling. Mahwah, NJ, Lawrence Erlbaum.

Philips, S. U. (1983). The Invisible Culture: Communication in Classroom and Community on the Warm Springs Indian Reservation. New York, Longman.

Pollock, Mica (2004). Colormute: Race Talk Dilemmas in an American School. Princeton U Press.

Race, Power, and the Ethnography of Urban Schools. (2004). Theme Issue, Anthropology and Education Quarterly 35(1).

*Raissiguier, C. (1994). Becoming Women, Becoming Workers: Identity Formation in a French Vocational School. Albany, NY, State University of New York Press.

Sarroub, Loukia (2005). All American Yemeni Girls: Being Muslim in a Public School. Philadelphia: University of Pennsylvania Press.

Smith-Hefner, N. J. (1999). Khmer American: Identity and Moral Education in a Diasporic Community. Berkeley, University of California Press.

Smitherman, Geneva (2000). Talkin that talk: Language, culture, and education in African America. Routledge.

*Solomon, R. P. (1992). Black Resistance in High School: Forging a Separatist Culture. Albany, NY, State University of New York Press.

Spindler, George & Louise. (Eds.) (1994). Pathways to cultural awareness: Cultural therapy with teachers and students. Corwin Press.

Spindler, George (Ed.). (1997). Education and cultural process: Anthropological approaches. Waveland.

Spindler, George (Ed.). (2000). Fifty years of anthropology and education, 1950-2000: A Spindler anthology. L. Erlbaum.

*Stambach, A. (2000). Lessons from Mount Kilimanjaro: Schooling, Community, and Gender in East Africa. New York, Routledge.

Tatum, Beverly Daniel (1999). "Why are all the Black kids sitting together in the cafeteria?" and other conversations about race. Basic Books.

Vasquez, Olga A., Lucinda Pease-Alvarez, Sheila M. Shannon (1994). Pushing boundaries: Language and culture in a Mexicano community. Cambridge U Press.

Valdes, G. (1996). Con Respecto: Bridging the Distances Between Culturally Diverse Families and Schools: An Ethnographic Portrait. New York, Teachers College Press.

Valenzuela, A. (1999). Subtractive Schooling: U.S.-Mexican Youth and the Politics of Caring. Albany, NY, State University of New York Press.

Waters, Mary C. (1999). Black identities: West Indian immigrant dreams and American realities. New York: Russell Sage Foundation and Harvard University Press.

Wolcott, Harry. (2003, updated ed.). Teachers versus technocrats: An educational innovation in anthropological perspective. AltaMira Press. [orig. publ. 1977]

Wolcott, Harry. (2003, updated ed.) The man in the principal's office: An ethnography. AltaMira Press [orig. publ. 1973]

Zentella, A. C. (1997). Growing Up Bilingual: Puerto Rican Children in New York. Malden, MA, Blackwell.

Zhou, M. and C. L. Bankston, III (1998). Growing Up American: How Vietnamese Children Adapt to Life in the United States. New York, Russell Sage Foundation.

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284A. Advanced Student Teaching

Note: Syllabus from Spring 2004 and serves as a preliminary course description.

Instructor: Judy Bilardello
Phone: 459-1526
E-mail: jabilard@ucsc.edu
Office: Crown 124
Instructor will meet with students by appt

Course Description:

Education 284 accompanies advanced student teaching placements. The seminar meets on Thursdays from 4:00-5:45. The majority of the seminars will meet in cohorts with individual supervisors, while occasional whole group seminars will be announced to address matters of concern to all teacher candidates. Students are required to be in their placements full time and attend all seminars this quarter.

Students will not go to placement during one of the following weeks: either April 5-9 or April 12-16 depending on the school district calendar. Supervisors will predetermine cohort meeting dates for this time block. Final day in placement is June 4, 2004. Final cohort meeting is June 3, 2004.

Readings:

• (Optional text) Wiggins, G.& McTighe, J. Understanding by Design
• Saphier, Jon & Gower, Robert. The Skillful Teacher
• Lee, Enid et al. Beyond Heroes and Holidays
• Rethinking Schools. Rethinking our Classrooms
• Belvel, Patricia. Rethinking Classroom Management

Assignments and Course Binder Requirements

Supervisor's Observations with Lesson Plan Outlines:
Include copies of your supervisor's observations and a lesson plan outline as required by supervisor and/or cooperating teacher. Make appointments, as needed, to debrief with the supervisor.

Prompts for lesson analyses:

• What went well?
• What did you notice about patterns of student engagement and learning?
• How did your lesson address cultural, linguistic and social diversity as well as individual learning needs?
• What surprised you?
• What lesson did you learn about teaching?

Cooperating Teacher Observation:
Include cooperating teacher observation form, a lesson plan outline, and a copy of the analysis. Submit the original analysis to the CT.

Two Week Solo:
As a culminating performance assessment, students will assume responsibility for all aspects of teaching in their placements for two consecutive weeks. They will plan, organize, implement and assess all learning experiences including the thematic unit they design. They will incorporate room displays that contribute to the creation and maintenance of an effective learning environment. At the conclusion of the two-week solo, students will summarize the experience with a creative representation of their reflections. Options will be discussed in cohort.

Room Display:
Students will be responsible for a designated portion of wall space in the classroom. They will arrange and manage displays that are related to the topics of study and are used in learning activities.

Professional Responsibilities:
Students will participate in a total of three professional duties outside the classroom including at least one faculty meeting, open house, and one other professional commitment from the following list: SST, IEP, grade level meeting, parent conference, retention conference, SBCP site meeting. Submit an agenda (when appropriate) and a summary of each.

Individual Learning Plan
Following the two-week solo, students will reflect on their growth as an educator. This reflection will be the final ILP in the education program. The ILP, a record of your development as a teacher will be a 4-5 page typed narrative and will be due with your course binder. Include references to the Developmental Continuum of Student Teacher Abilities, referencing challenges you have faced in each area and how the challenges have impacted your growth. Cite any pertinent readings and let the following prompts guide your thinking:

• What new learning have you experienced related to your teaching practice?
• After your experience this quarter, what do you see as your areas of strength?
• After your experience this quarter, what do you see as your areas for growth?
• What questions do you still have about any area of teaching?
• What is your plan of action in order to continue learning and growing as a teacher?

Unit Development
Students will develop an Integrated Thematic unit using the principles of Backwards Design that includes at least 8 lessons. The unit will integrate two or more content areas and needs to be submitted in a timely manner to the Cooperating Teacher for review. The final unit is intended to be taught during the two-week solo.

Teaching Event:
On May 13, 2004, all portions of the Teaching Event will be submitted according to final format requirements. Events will be evaluated and returned to students by May 27, 2004. Final copies will be submitted in the Masters Portfolio in June.

Developmental Continuum of Student Teacher Abilities:
Complete the spring assessment for the joint conference with your supervisor and cooperating teacher. Continuum conferences will take place in May.

Attendance:
Attendance in placement and cohort is mandatory. Students will mirror the contractual obligations of their cooperating teacher including a five-day work week. In case of illness, they are expected to contact the cooperating teacher and school office and deliver substitute lesson plans to the cooperating teacher.

Course Binder is due at the final cohort meeting.

• Failure to meet any or all of the requirements will result in an incomplete.
• Failure to comply with the Standards for Continuing Enrollment may lead to a meeting with a faculty advising team.

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