BIG IDEAS COURSE
Big Ideas courses
are co-designed by two or more faculty members with expertise in different
disciplines and engage with more than one distribution area (thereby earning
credit in those two distributional
areas with a single course). Students will be limited to
one Big Ideas course per semester.
92145 |
IDEA 125
Getting
Schooled in America |
Derek Furr
Erica Kaufman |
T Th 4:40
pm-7:00 pm |
RKC
103 |
LA SA |
ELIT SSCI |
6 credits Urban Dictionary
defines “getting schooled” as “losing a contest/game/battle/argument in a
humiliating fashion while the other person shows you how it is done.” Despite
its playfulness, this definition gestures towards the negative associations the
term “schooling” often provokes. But as John Dewey wrote, “education is not
preparation for life but is life itself,” and in the 20th and 21st
centuries in the U.S., schooling has shaped how we live. This course begins with
the premise that “getting schooled in America” is a topic of inquiry that is
naturally interdisciplinary—encompassing learning theory, educational research,
studies of cognition, ethnographies, and literary studies. We will read widely
and variously in order to interrogate the concept and institution of “school”
and, as informed citizens, place our personal experiences of schooling in the
balance with an understanding of the politics, philosophy, and social science
of education. We will also look critically at the story of getting schooled in
America as a contested narrative, shaped by such questions as
·
What is the relationship between
“school” and “education”? How has my schooling shaped me and my education?
·
How is schooling influenced by place,
politics, and personal identity? How, in turn, does schooling influence those
things?
·
What is wrong with school in America?
What is right about it?
·
As an engaged citizen, how can I affect
education and schooling in the US?
Film screenings and guest lectures will
complement close readings of texts such as memoirs by Harriet Jacobs, Zitkala-Sa, Henry Adams, Richard Wright, Richard Rodriguez,
and Adrienne Rich; poetry and fiction by Audre Lorde and James Baldwin;
educational theory and history from Lisa Delpit,
Patricia Graham, Deborah Meier, Diane Ravitch, Bob
Moses, and ED Hirsch; educational philosophy by John Dewey, Noam Chomsky;
policy documents from the Standards movement; and recent research in schooling
and cognition by Daniel Willingham. As a final project, students will develop
an ethnographic case study of someone’s experience of school. Class
size: 30