Word Doc Version of Syllabus
EDUC 41: Education Policy
Tuesday & Thursday
1:15 – 2:30pm
Lang Center 112 – Keith Room
| Instructor: Edwin Mayorga | Pearson 204 |
| emayorg1@swarthmore.edu | Office Hours: Thu. 2:45-4:45 |
| Twitter: @critedupolicy #CritEdPol | 610.957.6154 |
| https://critedupolicy.swarthmore.edu/ |
Course Description
- What is policy, and how does it shape what we can and cannot do?
- What is the relationship between education, policy, the state, schools and people?
- How do education policies work in relation to other social policies and the broader cultural political economy?
- Where do we (education professionals, youth, families, and communities) fit within the policyscape?
This course examines K-12 education policy formation, implementation, and effects in the United States. Students will develop a working knowledge of the policy landscape on the federal, state, and local levels and use this knowledge to examine the relationship between policy, power, and practice. The course will examine a range of current policy topics, potentially including school finance, issues of adequacy and equity, standards-based reform, assessment and accountability, bilingual education, school choice, early childhood education, special education, desegregation, and teacher quality and compensation. Drawing on a critical policy studies framework, students will examine education policies and develop strategies and projects that would support, critique and transform extant policies.
Expectations in the Democratic Classroom
Education is not preparation for life; education is life itself- paraphrased from John Dewey
Dewey’s often paraphrased idea is central to the life in a classroom that is understood as a permeable space shaped by material conditions but steered by the questions and interests of the participants in the space. I seek to ensure that our classroom is centered on this idea, and as such classroom life will center on engaging course material, global realities, and each other’s ideas and actions in ways that define and sustain multicultural, just, democratic life. Participation in this class means coming to our meeting space having read the material to the best of your abilities, taking part in respectful discussion both outside (online) and inside the classroom, asking questions, and completing your multimedia assignments. It also means bringing a participatory disposition to your field placements.
Fieldwork
Fieldwork in Ed Policy aims to expose students to gaining an on-the-ground understanding of policy issues, aspects of the policy process and the work of policy actors. It is an 8 hour requirement where you will identify events or institutions to connect with. Examples of field experiences include:
- attending a local school board meetings,
- participating in a policy-focused webinar or twitter chat, or
- attending a policy-focused conference
Note: Attending the Chester 101 tour on Saturday September 5 will count for 3 hours of field experience.
After completing your field work experience you are responsible for composing one field reflection blog post on the course WordPress site where you will briefly describe the event and then reflect on how the experience. Reflections should include your reactions to these experiences, and connections to course readings and discussions.
Please include relevant keywords or hashtags on your post.
Your blog post may also be crafted through Storify or other platforms. Please consult with the professor before proceeding with an alternative format.
Writing
In this course writing is understood as a central human practice across social and academic contexts. As such the course will provide opportunities to write for varied audiences and purposes in digital and traditional formats. Writing tasks will include in-class writing activities, blog posts, twitter chats, research papers, and policy briefs. There will also be opportunities to revise and submit course writing assignments for the Critical Education Policy Studies website (https://critedupolicy.swarthmore.edu).
Writing will be assessed by the professor and/or peers depending on the writing task. I encourage you to use the Writing Center (http://www.swarthmore.edu/writing/writing-center) for support. You may also want to look into the Speaking Associates (SPAs) for support for policy presentations later this term.
Social Media Work
You must choose at least one blog and at least three Twitter feeds to follow during our course. You should bring the insights you glean from these sources (insights into education and education-related policies, insights into research related to policies, and insights into policy-related political/social movement work) into our course discussions, and you should reference specific posts when composing your class blog entries. Midway through the semester you will compose a short (3-4 page), informal paper in which you describe how your chosen social media feeds have influenced your thinking about our course discussions.
You will need a Twitter account for this class, so you can follow the accounts of other scholars, policy-makers and activists. If you have one already that you want to use for class, then go to the next step. If you don’t yet have a Twitter account—or if you prefer not to use your personal account for classroom work—then sign up for a new account. I strongly encourage you to create a disposable account if for any reason you prefer not to share your personal account for classroom activities.
When we tweet about this course, we will use the hashtag #CritEdPol
Readings
Read, read read!! Reading materials for this course include books, articles, blog posts, Twitter feeds, & video. Readings noted in the syllabus are the basic required reading, but you are also expected to do additional reading of material you find through social media. Also be on the look out for additional short reads that may be posted on the blog.
I understand it is a lot to ask, so my advice is do what you can. If there are weeks where you were not able to do a lot of the additional social media reading, don’t lose sleep over it.
Required books
Anyon, J. (2014). Radical possibilities: Public policy, urban education, and a new social movement, 2nd Edition. New York, N.Y.: Routledge.
Picower, B., & Mayorga, E. (Eds.). (2015). What’s Race Got to Do with It? How Current School Reform
Maintains Racial and Economic Inequality. New York, N.Y.: Peter Lang.
The two books for the class (Radical Possibilities & What’s Race Got to Do with It?) are available at the bookstore, McCabe library, and in the Educational Materials Center (Pearson 220). Readings in the Materials Center are located on a shelf marked “Ed Policy” and are not to be removed from the education office area. The Materials Center is open from 8:30 am – 6:00 pm and 7:30 pm – 9:30 pm most weekdays. All other readings will be made available online through our WordPress site.
At the end of the syllabus is a list of recommended readings
Accommodations
If you believe that you need accommodations for a disability, please contact Leslie Hempling in the Office of Student Disability Services (Parrish 130) or email lhempli1 to set up an appointment to discuss your needs and the process for requesting accommodations. Leslie Hempling is responsible for reviewing and approving disability-related accommodation requests and, as appropriate, she will issue students with documented disabilities an Accommodation Authorization Letter. Since accommodations may require early planning and are not retroactive, please contact her as soon as possible. For details about the Student Disabilities Service and the accommodations process, visit http://www.swarthmore.edu/student-life/academic-advising-and-support/student-disability-services/obtaining-accommodations.xml
You are also welcome to contact me privately to discuss your academic needs. However, all disability-related accommodations must be arranged through Leslie Hempling in the Office of Student Disability Services
Outline of Sessions
- Perspective on Policy Studies & ESEA Case Study
Week 1 (8/31-9/4): Intro/Critical Policy Studies/NOLAed
Readings:
*Ball, S. J. (1997). Policy sociology and critical social research: A personal review of recent education policy and… British Educational Research Journal, 23(3), 257.
Mayorga, E. Critical Policy Studies Reading Guide
Short Readings on NOLA Education, #Katrina10 (to do for Thursday 9/3)
Harris, D. N. (2015, Fall). Good News for New Orleans: Early evidence shows reforms lifting student achievement : Education Next. Retrieved from http://educationnext.org/good-news-new-orleans-evidence-reform-student-achievement/
Pastorek, P. (2015, August 28). After the Storm, Schools Rise Again | Paul Pastorek. Retrieved from http://www.huffingtonpost.com/paul-pastorek-/after-the-storm-schools-r_b_8057388.html
Pasternak, S. (2015, August 29). Public (School) Enemy Number One: How Structural Racism Undermines New Orleans Public Education. Retrieved from http://www.huffingtonpost.com/stefin-pasternak/public-school-enemy-numbe_b_8059336.html
Assignments (Due Fri 9/4)
Twitter (set up and post a tweet #CritEdPol)
Blog post reflection on NOLA education: Given what we have read, what kinds of questions would drive a critical policy studies approach to education in New Orleans?
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Saturday Sept 5th: Chester 101 (830a-1p) Meet at Ben West Parking Lot
Some material to look at:
Strauss, V. (2015, August 31). Is this any way to run a school district? The Washington Post. Retrieved from http://www.washingtonpost.com/blogs/answer-sheet/wp/2015/08/31/is-this-any-way-to-run-a-school-district/
Rogers, C. (2015, August 29). A Labor of Love. A Requiem for the Workers of the Chester-Upland School District. Retrieved from https://medium.com/@damayor/a-labor-of-love-a-requiem-for-the-workers-of-the-chester-upland-school-district-d2f8d78c0fe8
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Week 2 (9/7-9/11): Perspectives on Policy Analysis
Readings:
McDonnell, L. A Political Science Perspective on Education Policy Analysis
Lauen & Tyson. Perspectives from the Disciplines: Sociological Contributions to Education Policy Research and Debates
Carnoy. Policy Research in Education
Picower, B., & Mayorga, E. (Eds.). (2015). What’s Race Got to Do with It? (Intro)
Assignments (Due Fri 9/11)
Blog post reflection on Chester 101
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Week 3 (9/14-9/18): Seeing like a State & the American Education Political System
Note: We may not have class on Thu. 9/17. Confirmation will follow.
Readings:
Scott, J.C. Seeing like a State (Intro & Ch. 4)
Trouillot, M. (2001). The Anthropology of the State in the Age of Globalization: Close Encounters of the Deceptive Kind. Current Anthropology, 42(1), 125–138. http://doi.org/10.1086/318437
Kirst, M. W., & Wirt, F. M. (2009). The Political Dynamics of American Education – 4th (Fourth edition). Richmond, CA: McCutchan Pub Corp. (Chapter 1 & 2)
Assignments (Due Fri 9/18):
Blog post: Identify your focus of study for your individual Policy Project. Identify what the problem is, and discuss why you are interested in looking at this particular issue.
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Week 4 (9/21-9/25): Beyond Education Policy/ NCLB Case Study
Readings:
Anyon, J. (2005). Radical possibilities (Intro & Chapter 1 & 6)
Ravitch, D. Death and Life of the Great Am. School (Ch.2 and 6)
*McDonnell, L. M. (2005). No Child Left Behind and the Federal Role in Education:
Evolution or Revolution? Peabody Journal of Education, 80(2), 19–38.
Assignments: (Due Fri 9/25)
Familiarize yourself with NCLB and the other proposed revisions.
You can check out: K12 News Network http://k12newsnetwork.com/elementary-and-secondary-education-act/
Other sites will be posted on our site.
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Week 5 (9/28-10/2) Standardization & NCLB continued
Hursh, D. (2007). Assessing No Child Left Behind and the Rise of Neoliberal Education Policies. American Educational Research Journal, 44(3), 493–518. http://doi.org/10.3102/0002831207306764
Au, W. (2015). High-stakes testing: A tool for White supremacy for over 100 years. In B. Picower & E. Mayorga (Eds.), What’s Race Got to Do with It? How Current School Reform Maintains Racial and Economic Inequality. Peter Lang.
Select an additional reading from https://critedupolicy.swarthmore.edu/readings-on-eseanlcb/
Check out: Supovitz, J., & Daly, A. J. (2015). #commoncore Project. Retrieved August 31, 2015, from http://www.hashtagcommoncore.com/
Assignments (Due Fri 10/2)
Blog: Reflections on NCLB: What do you think, and where do we go from here?
Select piece of Federal Policy for Accessible Policy Assignment (more discussion to follow)
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Week 6 (10/5-10/9) Social Movements and Public Policy/NCLB
***No class on Thursday October 8, work on your Accessible Policy Assignment***
Readings
Anyon, J (2005) Radical possibilities, All of Part III
*Jacobsen, R. Voice of the People in Education Policy
*Readings from Hagopian, J. (2014). More than a score: the new uprising against high-stakes testing. Haymarket Books. (sections TBD)
Assignments (Due Fri 10/11)
Submit *draft* of Accessible Policy Assignment
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Fall Break 10/10 – 10/17
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Case Studies from the Education Policyscape
Student Lead Read Discussions between Weeks 6 and Week 13
Check out in Main Menu for readings.
Week 7 (10/19-10/23): Conclude ESEA discussion/Individual Policy Assignments
Readings:
TBD
Assignments:
TBD
Week 8: (10/26-10/30) Policy Area I
Readings:
TBD
Assignments:
TBD
Week 9 (11/2-11/6) Policy Area 2
Readings:
TBD
Assignments:
TBD
Week 10 Policy Area 3 (11/9-11/13)
Readings:
TBD
Assignments:
TBD
Week 11 (11/16-11/20) Policy Area 4
Readings:
TBD
Assignments:
Group Twitter Chat
Week 12 (11/23-11/27): Policy Brief Work (Thanksgiving Weekend)
Readings:
Assignments:
Week 13: (11/30-12/8) Policy brief presentations (Part I 12/3, Part II, 12/8)
Check ins for group projects
Assignment Due
Finals Week: Final Exam (more info to follow)
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Assignments:
Class participation (10%): Outstanding or weak participation in the class will be taken into account in your final grade. Participation involves in-class and online engagement.
Ed Policy Fieldwork (10%): Students will complete 8 hours of education policy-related field work. Each of you will then be asked to write a reflective blog post. The post should include a brief description of your field work experiences and a brief reflection on how your experiences have shaped your thinking about education policy.
Social Media Work (20%)
Twitter: Follow at least one blog and three education policy actors. Integrating what you glean from being on Twitter must be evident in class discussions and your Twitter posts.
Mid-semester reflection on your work on Twitter a short (3-4 page), informal paper in which you describe how your chosen social media feeds have influenced your thinking about our course discussions.
Blogging: Over the course of the semester you will be asked to write reflections on experiences (ie Chester 101) or policy questions. You are also invited to post relevant events and articles on the blog (though doing this via Twitter is fine too)
All Class Project: #CritEdPol Twitter Chat
As a group we will organize and facilitate a public Twitter chat around a policy issue. It will most likely be scheduled for Week 11, but that will be discussed further in class. Following the Twitter chat, everyone will write a one-page reflection on the experience. We will go into more details for this assignment during the semester.
Accessible Policy Assignment (10%): Policy is often inaccessible to the general populace. With this assignment, we will be examining different aspects of NCLB/ESEA, and then creating document (format will be discussed in class) that make NCLB and the general debates more accessible to a wider audience.
Individual Policy Brief (30%): You will identify and examine an educational problem or policy over the course of the semester. During the semester you will also be responsible for co-facilitating one of the case study weeks, where you will identify one reading related to your policy work for the class to read and discuss (We will schedule everyone’s turn during week 2). This work will culminate with a 4 to 5 page policy brief (Outline for the brief will be distributed later), a companion visualization, and a class presentation of the brief during the last week of class.
Final Exam (Finals Week) (15%): The format of the final will be discussed further during class.
Recommended Materials
More materials will be added online, if you have ones you recommend please feel free to add them.
Anyon, J. (1997). Ghetto schooling: A political economy of urban educational reform. New York: Teachers College Press, Teachers College, Columbia University.
Ball, S. J. (1997). Policy sociology and critical social research: A personal review of recent education policy and policy research. British Educational Research Journal, 23(3), 257–274.
Buras, K. L., & Urban South Grassroots Research Collective, M. (2013). New Orleans Education Reform: A Guide for Cities or a Warning for Communities? (Grassroots Lessons Learned, 2005-2012). Berkeley Review of Education, 4(1). Retrieved from http://escholarship.org/uc/item/3dd2726h
Buras, K. L. (2011). Race, Charter Schools, and Conscious Capitalism: On the Spatial Politics of Whiteness as Property (and the Unconscionable Assault on Black New Orleans). Harvard Educational Review, 81(2), 296–331.
Burawoy, M. (2005). For Public Sociology. American Sociological Review, 70(1), 4–28. http://doi.org/10.1177/000312240507000102
Donnor, J. K., & Dixson, A. (2013). The resegregation of schools: Education and race in the
twenty-first century. Routledge.
Kirst, M. W., & Wirt, F. M. (2009). The Political Dynamics of American Education – 4th (Fourth edition). Richmond, CA: McCutchan Pub Corp.Sabatier, P. A. (2007). Theories of policy process. Boulder, Colo.: Westview Press.
Scott, J. C. (1998). Seeing like a state: How certain schemes to improve the human condition
have failed. New Haven: Yale University Press.
Shore, C., & Wright, S. (1997). Anthropology of policy: Critical perspectives on governance and power. London; New York: Routledge.
Smith, N. (1992). Contours of a Spatialized Politics: Homeless Vehicles and the Production of Geographical Scale. Social Text, (33), 55–81.
Sykes, G., Schneider, B., & Plank, D. N. (Eds.). (2009). Handbook of Education Policy Research
(1st edition). New York : Washington, D.C.: Routledge.Warren, M. (2014). Transforming Public Education: The Need for an Educational Justice Movement. New England Journal of Public Policy, 26(1). Retrieved from http://scholarworks.umb.edu/nejpp/vol26/iss1/11