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If you are enrolled in courses delivered in traditional or hybrid modalities, you will be expected to attend face-to-face instruction as scheduled.
| Semester: | Spring 2021 |
| Number: | 0836-304-003 |
| Instructor: | Rita Verma |
| Days: | Tuesday 9:25 am - 10:40 am |
| Note: | Online, Both synchronous and asynchronous |
| Location: | Online |
| Credits: | 3 |
| Status: | This Course is Filled to Capacity |
| Notes: |
Approval Of Program Director Or Department Chairreal Time/Self Paced |
| Course Materials: | View Text Books |
| Description: |
Examine the relationship between schools and society. Explore the social foundations of education, including the history, philosophy, politics, and sociology of education. Study the differences among urban, suburban and rural schools; the structure of the U.S. educational system; international and comparative approaches; issues relating to curriculum and pedagogy. (Learning Goals:G,CO) |
| Learning Goals: |
Goals:• Students will become more aware of their role as educators in a larger society.• They will situate their practice within larger social, political and economic frameworks.• Students will come to understand that education is political and is not neutral. • Schools are deeply embedded in politics failed policies and and students will understand how to deconstruct theoretically how such structures are oppressive• Students will become self-reflective practitionersCOURSE OBJECTIVESReflecting the School of Education’s conceptual framework comprised of the values of scholarship, reflective practice, social justice, inclusive community, wellness and creativity and the arts, the following are the objectives for this course. Candidates will• Demonstrate themselves as budding scholars by researching topics of interest in the field of sociology of education• Locate and read texts of different genres • Reflect on their learning and teaching experiences and incorporate heir insights • Produce written work of high quality (content and grammatical expression) which will be judged according to the attached evaluation rubric• Demonstrate in their class participation and writing commitment to social justice, namely, to advocating for their students, their subjects and themselves in order to ensure everyone’ access to quality education and life experience;• Demonstrate in their writing and their class participation commitment to ensuring that everyone has a chance to engage in self-reflection and growth.• Produce written work that reflects novel (not found in class readings) connections and insights *The learning goals displayed here are those for one section of this course as offered in a recent semester, and are provided for the purpose of information only. The exact learning goals for each course section in a specific semester will be stated on the syllabus distributed at the start of the semester, and may differ in wording and emphasis from those shown here. |
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