The Long Struggle: Examining New Perspectives on Education Reform
EDST 355
Spring 2021
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01
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Black Teachers' ongoing struggle to enact anti-racist practices and policies while navigating segregation and significant resource challenges provide powerful testimony of the peculiar limitations of traditional urban education reform movements.
This course will help students understand the inextricable links between student achievement, opportunity, and community progress by examining African American teachers' experiences in schools. The historical and present-day experiences of Black teachers will be used to anchor the analysis of education reform through the eyes of too often marginalized communities. This course will review historical narrative, examine present-day policy, and allow students to gain first-hand perspectives from "front-line" education and policy leaders. |
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| Credit: 1 |
Gen Ed Area Dept:
SBS EDST |
| Course Format: Discussion | Grading Mode: Credit/Unsatisfactory |
| Level: UGRD |
Prerequisites: None |
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Fulfills a Requirement for: (EDST-MN)(EDST) |
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Past Enrollment Probability: Not Available |
| SECTION 01 |
Major Readings: Wesleyan RJ Julia Bookstore
(examples; to be read in whole or in part)
Anderson, J. (1988). The education of blacks in the south, 1860-1935. Chapel Hill: University of North Carolina Press.
Arnez, N. L. (1978). Implementation of desegregation as a discriminatory process--Desegregation in the 1970s: A candid discussion. The Journal of Negro Education, 47(1), 28-45.¿
Baker, R.S. (2001). The paradoxes of desegregation: Race, class, and education, 1935-1975. American Journal of Education, 109(3), 320-343.¿
Carter, D. G. (1982, December). Second-generation school integration problems for blacks. Journal of Black Studies, 13(2), 175-188.¿
Dee, Thomas S. (2001). Teachers, race, and student achievement in a randomized experiment. [Electronic Version] Vol Pg 2
Du Bois, W.E.B. (1911). The common school and the Negro American. New York: Arno Press.¿
Dumas, M. J., & Nelson, J. D. (2016). (Re)Imagining Black boyhood: Toward a critical framework for educational research. Harvard Educational Review, 86(1), 27¿47.
Foster, M. (1990). The politics of race: Through the eyes of African-American teachers. Journal of Education, 172(3), 123-141.¿
Fultz, M. (1995). Teacher Training and African American Education in the South, 1900-1940. Journal of Negro Education, 64 (2), 196-210¿
Hudson, M.J. & Holmes, B.J. (1994). Missing teachers, impaired communities: The unanticipated consequences of Brown v. Board of Education on the African American teaching force at the pre-collegiate level. The Journal of Negro Education, 63(10).
Kendi, Ibram X. (2019). How to Be an Antiracist. New York: One World.¿
Love, Bettina (2019).¿ We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. New York: Beacon Press.¿
Nelson, D. & Lee, S. (1988, March). The cost of quality: teacher testing and racial-ethnic representativeness in public education. Social Science Quarterly, 70-82, 69 n1.
Orfield, G. (1996). Dismantling Desegregation: The Quiet Reversal of Brown v. Board of Education. New York: New Press.¿
Su, Z. (1996). Why teach: Profiles and entry perspectives of minority students as becoming teachers. Journal of Research and Development, 29(3).¿
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Examinations and Assignments:
Weekly Journal: In approximately 400 total words, respond to specified prompts.¿ Journal entries will be submitted online for review on a biweekly basis.¿
Recipe Card Quotes: Write three things on a single notecard to bring to class: 1) a salient quote from the week¿s readings, 2) the significance of the quote in relationship to the broader argument of the text, and 3) a specific question about the quote. Due at class according to the course schedule.¿ Cards wll be submitted via an online platform.¿
Mid-Term Essay:¿ Interview a student, practitioner, or parent from a specified school to deepen your understanding of a reform challenge highlighted in the course.¿
Final Culminating Project: Scholarly Personal Essay |
Additional Requirements and/or Comments:
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| Instructor(s): Connor,Robert Times: ..T.... 06:00PM-09:00PM; Location: ONLINE; |
| Total Enrollment Limit: 18 | | SR major: 3 | JR major: 3 | | |
| Seats Available: -2 | GRAD: X | SR non-major: 3 | JR non-major: 3 | SO: 3 | FR: 3 |
| Drop/Add Enrollment Requests | | | | | |
| Total Submitted Requests: 0 | 1st Ranked: 0 | 2nd Ranked: 0 | 3rd Ranked: 0 | 4th Ranked: 0 | Unranked: 0 |
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