TAKING EDUCATION OUTSIDE OF SCHOOL

CURRIC 511

Provides an opportunity to connect teaching and learning theory and research knowledge to the practical setting of schools. Explore how schools are organized and educational services are delivered. Interact with students and develop an identity as an educator. Develop the necessary knowledge and skills required to work with students and educational professionals in a supervised school-based setting.

CURRIC 364

Nature of teaching; fundamental issues which confront the teacher and bases for making decisions; overview of the program, field trips to educational sites.

EDPOL 300

Focuses on the interplay between schools and society by examining societal and cultural influences on school processes, policies, practices, and pedagogy; or, how society shapes schooling, and conversely, the ways in which schools assist in shaping society. Reflect on the purposes of schools and how these purposes have shifted over time. Examines how assumptions regarding the purposes of schooling interact with debates over how we teach, what we teach, and how we evaluate schools, teachers, and students. Identify the foundations of education in the United States and critically examine the ways in which educational practices and policies impact the lives of students.

EDPOL 810

Engage with and discuss the historical, ideological, and contemporary issues surrounding community-based spaces and programs serving youth. Topics will include: grassroots organizing and activism, pedagogies of the home, academic outcomes and access to higher education, full-service community-schools/school-community partnerships, social identity, funding and philanthropy, neoliberalism and education privatization, and after school and out-of-school time education. Examine the social and political context of community-based educational efforts in order to understand how they can be nurturing spaces of resistance for youth, as well as spaces of conflict and social reproduction.

CURRIC 727

Starts with a simple proposition that 19th century modern school curriculum is concerned with making kinds of people: "the citizen", "a worker", "civic minded", "life-long learner", "motivated", "with grit", etc. Discussions explore "the building (and disseminating) of knowledge" in schools (curriculum) across nations, cultures, and within political and religious modes of thought, to understand how differences in the self and others are produced through schooling. Internationalizing education means understanding how curriculum, pedagogy, theories of learning, and notions of childhood from schooling generate "ways of thinking" about "kinds of people". Internationalizing the field of curriculum and instruction shows how difference is produced and categorized. Facilitates thinking about how regional and national representations of people go unexamined in school curriculums when studying "others".