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 John Carroll University

Department of Education and Allied Studies

ED556 Curriculum

 

 


 

Instructor:    

David Shutkin, Ph.D


Spring Semester 2011

Mondays 6:00-8:40

AD 248


Office:         AD304

Land line    216.397.4754

E-mail:       dshutkin@jcu.edu

Web site:    http://curriculumstudies.pbworks.com/

WebLog:     http://dshutkin.blogspot.com

Office Hours by appointment:

Tuesday:      2:30-4:00PM

Wednesday: 3:30-5:30PMPeer Review BlogSpot

Thursday:    2:30-4:00PM, 8:45-9:45PM


         


Welcome!

This course concerns the theoretical and practical design and development of the school program with emphasis on current practices.

 

3.0 Credit Hours

3.0Lecture hours


Required Books

Apple, M. (2006) Educating the "Right" Way: Markets, Standards, God and Inequality. Routledge : New York.

 

Slattery, P. (2006) Curriculum Development in the Postmodern Era. Routledge  : New York.

 


Engrade online gradebook: Please  sign up and see your grades using the code engrade-dshutkin-AccessNumber (B00 or T00 number)

 


 

Services for Students with Disabilities

If you have a documented medical, learning, or psychological disability—or suspect that you might—you should visit Services for Students with Disabilities to discuss ways that their office can help you in your academic endeavors at John Carroll. Services for Students with Disabilities can provide you with referrals to specialists in the Cleveland area. They can assist eligible students in developing and requesting accommodations from instructors and staff; some examples include: note takers, extra time for exams, testing in a quiet room, priority registration, and residence hall modifications, moving classes to minimize travel, assistive listening devices, and large print.

 

Location: AD 07 (the ground floor of the Administration Building)

Phone: 216-397-4967

Website: www.jcu.edu/campuslife/disabilities/


 

Bibliography

Apple, M. (2006) Educating the "Right" Way: Markets, Standards, God and Inequality. Routledge : New York. 

 

Besley, T and Peters, M. (2007) Subjectivity & truth : Foucault, education, and the culture of self. New York : Peter Lang.

 

Bevir, M. (2008) What is Genealogy? Journal of the Philosophy of History. 2 (3). 263-275.

 

Bullough, R.V. and Pinnegar, S. (2001) Guidelines for quality in autobiographical forms of self-study research. Educational Researcher. 30 (3). 13-21.

 

Bushnell, Mary.; Henry, Sue Ellen. “The Role of Reflection in Epistemological Change: Autobiography in Teacher Education.” Educational Studies. v. 34 issue 1, 2003, p. 48-59.

 

Coffey, H. (2010). “They taught me”: The benefits of early community-based field experiences in teacher education. Teaching and Teacher Education, 26(2), 335-342.

 

Dunn-Kenney, M. (2010). Can Service Learning Reinforce Social and Cultural Bias? Exploring a Popular Model of Family Involvement for Early Childhood Teacher Candidates. Journal of Early Childhood Teacher Education, 31(1), 37-48.

 

Flinders, D.  and Thornton, S (eds.) 2009. The curriculum studies reader. New York : Routledge. 3rd edition.


Goddard, R. (2010). Critiquing the Educational Present: The (limited) usefulness to educational research of the Foucauldian approach to governmentality. Educational Philosophy and Theory, 42(3), 345-360.

 

Griffiths, Morwenna. “(Auto)biography and epistemology.” Educational Review (Abingdon, England), v. 47 issue 1, 1995, p. 75-88.

 

Jardine, D. (1998) To dwell with a boundless heart : essays in curriculum theory, hermeneutics, and the ecological imagination. New York : P. Lang.

 

Kajder, Sara.; Bull, Glen.; Van Noy, Emily. “A Space for "Writing without Writing": Blogs in the Language Arts Classroom.” Learning and Leading with Technology, v. 31 issue 6, 2004, p. 32-35.

 

Larrivee, B. (2000). Transforming Teaching Practice: becoming the critically reflective teacher. Reflective Practice. 1(3).  293-307.

 

Mitton-Kükner, J., Nelson, C., and Desrochers, C. (2010). Narrative inquiry in service learning contexts: Possibilities for learning about diversity in teacher education. Teaching and Teacher Education, 26(5), 1162-1169.

 

Poling, Catherine. “Blog On: Building Communication and Collaboration among Staff and Students.” Learning and Leading with Technology, v. 32 issue 6, 2005.

 

Saar, M. (2008). Understanding Genealogy: History, Power, and the Self. Journal of the Philosophy of History. 2 (3). 295-314.

 

Sandretto, S. (2009). Theoretical and Methodological Tensions in a Poststructural, Collaborative Self-Study Research Project. Studying Teacher Education, 5(1), 89-101.  

 

Slattery, P. (2006) Curriculum Development in the Postmodern Era. Routledge  : New York.

 

Taubman, P. (2009) Teaching by numbers : deconstructing the discourse of standards and accountability in education. New York : Routledge.

 

Ziegler, M.;  Paulus, T.;  Woodside, M. (2006). "This Course Is Helping Us All Arrive at New Viewpoints, Isn't It?". Journal of Transformative Education, 4(4), 302-319.

 

Readings in Critical Pedagogy and Multiculturalism 

Apple, M. (2004) Creating Difference: Neo-Liberalism, Neo-Conservatism and the Politics of Educational Reform. EDUCATIONAL POLICY. 18(1) pp. 12-44. 

 

Author (2002). Circling the Wagons. Souls, 4(4), 74-101.

 

Aveling, N. (2006). ‘Hacking at our very roots’: rearticulating White racial identity within the context of teacher education. Race Ethnicity and Education, 9(3), 261-274.

 

Brayboy, B. (2006). Toward a Tribal Critical Race Theory in Education. The Urban Review, 37(5), 425-446.

 

Bush, M. E. (2002). Breaking the Code of Good Intentions. Souls, 4(4), 25-44.

 

Bush, M. E. (2003). American Identity and the Mechanisms of Everyday Whiteness. Socialism & Democracy, 17(1), 209-226.

 

Delpit, L. (1992) Education in a Multicultural Society: Our Future’s Greatest Challenge. Journal of Negro Education. 61(3). pp. 237-249.

 

Fleming, W. (2006) Myths and Stereotypes About Native Americans. Phi Delta Kappan, 88 (3), 213-217.

 

Hayes, M. T. (2001). Constructing Difference: A Comparative Study of Elementary Science Curriculum Differentiation. Science Education, 85(3), 239-262.

 

Hermes, M. (2000). The scientific method, Nintendo, and Eagle feathers: rethinking the meaning of `culture-based' curriculum at an Ojibwe tribal school. International Journal of Qualitative Studies in Education (QSE), 13(4), 387-400.

 

Jetty, M. (2006) History Through Red Eyes: A Conversation with James Loewen. Phi Delta Kappan, 88 (3), 218-222.

 

Ladson-Billings, G. (2006). From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools. Educational Researcher, 35(7), 3-12.

 

Ladson-Billings, G. (2006). It's Not the Culture of Poverty, It's the Poverty of Culture: The Problem with Teacher Education. Anthropology & Education Quarterly, 37(2), 104-109.

 

National Museum of the American Indian. We Have a Story to Tell: Native Peoples of the Chesapeake Region.  A Guide for Teachers with students in grades 9-12. http://americanindian.si.edu/subpage.cfm?subpage=education&second=pub. Retrieved: 30 January 2007.

 

Nieto, S. (2006). Solidarity, courage and heart: what teacher educators can learn from a new generation of teachers. Intercultural Education, 17(5), 457-473.

 

Parrish, R. (2006). The Meritocracy Myth. Dollars & Sense, no. 263, 24-26.

 

Sleeter, C. (2000/01) Diversity Vs, White Privilege. Rethinking Schools.15(2) Retrieved 15 February 2007.

 

Starnes, B. A. (2006). Montana’s Indian Education for all: Towards and Education Worthy of American Ideals. Phi Delta Kappan, 88(3), 184-192.

 

Starnes, B. A. (2006). What We Don't Know Can Hurt Them: White Teachers, Indian Children. Phi Delta Kappan, 87(5), 384-392.

 

Stoughton, E. (2005). Communicating across cultures: discursive challenges and racial identity formation in narratives of middle school students. Race Ethnicity and Education, 8(3), 277-295.

 

Susag, D. (2006) Why IEFA?  Phi Delta Kappan, 88 (3), 201-201.

 

Warren, J. T. (2004). The Faces of Whiteness: Pitfalls and the Critical Democrat. Communication Education, 53(4), 321-339.

Zinn, Howard (2001) A people's history of the United States, 1492-present. Chapter 1: Columbus, The Indians, and Human Progress. New York : Perennial Classics. Bibliography for Chapter 1.

 

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