ED570 Critical Teach for Social Change

for S2P 2009

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Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 570 Critical Teach for Social Change


S2P 2009 DL


Dailey-Hebert, Amber


Associate Professor of Education, Director of CETL


Ph.D. Education - Cornell University
M.S. Education - Texas A&M University
B.S. Leadership Development - Texas A&M University

Office Location


Office Hours

Monday 10-11am CST



Class Days

One week = Monday through Sunday midnight CST

Class Time



ED 500, ED 538, ED 554

Credit Hours



Required Texts -

Title: Developing Critical Thinkers: Challenging Adults to Explore Alternative Ways of Thinking and Acting

Author: Stephen D. Brookfield
ISBN: 1-55542-356-6

Title: Power in Practice: Adult Education for the Struggle for Knowledge and Power in Society
Authors: Cervero, R.M., Wilson, A.L., and Associates
ISBN: 0-7879-4729-6

Title: Gramsci, Freire and Adult Education: Possibilities for Transformative Action
Author: Mayo, P.

ISBN: 1-85649-614-7

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Required Video or DVD (purchase /rental / or viewing)
During Week 5, ALL students are required to view the 94-minute documentary (Sand and Sorrow) as part of their discussion assignment. Students may purchase the video by selecting the link above, or may view HBO time listings.

Additionally, student's will need to choose ONE of the following videos to watch as part of their final project in Week 8. Each student is responsible for indicating in Week 1 which video they will be using.  As each of these videos are copyright protected, we will not have access to view them directly in the course.  Therefore, it is the student's responsibility to purchase, rent, or view their select video.  To learn more about each video listed, click on the hyperlinks below.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.

Course Description:
ED570 Critical Teaching for Social Change: This course evaluated the work of the most cited critical educators in the field of education (Gramsci,Freire, and Shor) and analyzes the challenges to, and resources for, empowering adult educators toward social change and transformative action. This course will also compare the work of these leading theorists and apply their principles toward adult education in a variety of contexts. Prerequisites: ED 500, ED 538, ED 554

Learning Outcomes:
  Core Learning Outcomes

  1. Familiarize themselves with the work of Paulo Freire and the pedagogy of learners for social change, through reading the assigned text Pedagogy of the Oppressed.
  2. Learn the importance of empowering adult learners, and gain resources and skills to incorporate empowered education into the adult learning environment through reading Empowering Education.
  3. Compare the works of Freire and Gramsci to further evaluate their theories in action toward social change.
  4. Apply principles for transformative action, in adult education context, through discussion questions and book overviews.
  5. Research outside resources online to support text information and topics, through the online referencing assignments.
  6. Create an implementation plan for social change through transformative teaching and learning, through the final paper assignment.

Core Assessment:

Class Assessment:

A = 360-400 points
B = 320-359 points
C = 280-319 points
F = 279 points or below

Assignment Number of
Point Value
Total Points
Journal Assignment 8 10 80
Discussion Assignment 6 10 60
Group Presentation 1 80 80
Agency Visit 1 100 100
Final Exam: Video Synthesis 1 80 80
Total Points 400
* Note: If you would like to view the Grading Rubrics used in evaluating assignments please click on: Grading Rubrics Below

Discussion Assignment - This is an on-line environment and as such your active participation is imperative. The weekly discussion assignments will alternate between discussion questions, reflective entries, webquests, and group work. This class in particular will depend on everyone working together to meet the final goals. You will be required to post your initial response to any discussion questions by midnight Thursday. Respond to classmates' initial postings by midnight on Sunday. Discussion Rubric

Journal Assignment - The journal assignments provide an opportunity to share perspectives, ideas, and experiences as adult learners and adult educators. These weekly reflective activities will allow you to consider the course content and material in the context of your own lives and professional scenarios. Journal Grading Rubric

Group Presentation - In week 3, you will work with your peers to create a presentation of material based on the week's selected chapter readings. Your group will select the material to be presented, will create an outline of the information, and will present the information to other peers in the course. Group members will also facilitate and respond to any questions posed about the material presented. Group Presentation Grading Rubric

Final Exam: Video Synthesis - In week 8, you will watch the video you selected (from the list provided in the course homepage) and will analyze the information in the context of critical teaching for social change. During week 8, you will go to a proctor site to complete the "Proctored Final Exam"...the final exam will consist of a written essay, synthesizing your reflection on the select video.

Agency Visit - During Week 6, you will visit an agency that provides education services to adults. (Agency Visit Grading Rubric)  Please schedule this visit early as the term goes very quickly. As part of your visit you will interview the director and determine:

  • What services the agency provides;
  • History. mission, and goals of the agency;
  • Who the learners are that take advantage of the services;
  • Challenges in directing the agency;
  • The source of funding;
  • Impact of legislation on the agency;
  • Challenges the learners face in meeting their goals;
  • Other information you find important.

Your final project should address all of the above and:

  • Identification of active social change and transformation the agency is trying to address;
  • Develop recommendations which may help to better meet the mission and goals of the agency;
  • Citations from course content to support your recommendations.
    1. Select the agency you will visit and send selection to instructor by Sunday midnight of week 2 for approval (may NOT be a place of employment);
    2. Schedule interview;
    3. Conduct interview;
    4. Write up your visit – format is determined by you;
    5. Submit to the Dropbox by Monday midnight of Week 7

Late Submission of Course Materials:

In the accelerated online format at the graduate level, late work will not be accepted. 

Classroom Rules of Conduct:

The Announcements tool in eCollege is an important way we communicate with you during the course. You are responsible for reading each of the Weekly Announcements, including the FAQ's and the Home Page for each week in the course. If there are any changes required in assignments or due dates, they will be posted in the Weekly Announcements.

There will be Weekly Discussions

  • See above for the specifics related to the Weekly Discussions.

The Instructor’s Office Page contains a welcome message and information about your instructor. You will also find contact information on this page and the preferred mode of communication with the instructor.

  • If your question is related to the weekly course content, you should bring up the question in the weekly discussions, so that all students will benefit from the reply from the instructor.
  • If your question is personal, such as grades, or a personal problem, please contact your instructor through email. Send the email using the Email tool within eCollege, but only select the instructor from the list!

In the first week, you will post an introduction of yourself to the Introductions page. If you have general questions that are outside the scope of the weekly discussion topic, please post it here. You can also post other messages to your fellow students on this page. This is the preferred method for you to communicate with your fellow students.

Follow the procedures for submission of electronic assignments.

  • You will be required to submit them to the instructor via the Drop Box in eCollege. This will allow the instructor the ability to download the files and view the code for the entire project. Detailed instructions are found on the assignment directions.

Course Topic/Dates/Assignments:
Course Schedule Outline:

Timeframe Readings Due Thursday Due Saturday Due Sunday
Week 1

Overview of Epistemology and Critical Thinking

Objective(s): 2, 3, 4

Chapter 1, 2, 3 (Brookfield) - p.1-34

Complete Discussion
Post Personal Introduction
Post Video Assignment Selection in Introduction
Complete Discussion Responses Complete Journal
Visit Park Online Library

Week 2

Thinking Critically in Adulthood

Objective(s): 2, 3, 4

Chapter 5, 6, 7 (Brookfield)

Complete Discussion Complete Discussion Responses

Complete Journal
Week 3

Objective(s): 2, 5

Knowledge and Power

Chapter 1 (Cervero & Wilson) and 2-5 Choice


Complete Groupwork Part I

Complete Journal

Complete Groupwork Part II

Week 4

Objective(s): 2, 5

Access to Higher Education

Chapter 6, 10 (Cervero and Wilson)
Online Readings (in Week 4 lecture)
Complete Discussion

Complete Discussion Responses

Complete Journal

Complete Mid-Term Evaluation

Week 5

Social Change

Objective(s): 2, 5

Chapter 7, 8, 9 (Cervero & Wilson)
Complete Discussion Complete Discussion Responses

Complete Journal

Week 6

Transformation and Practice:
Models of Teaching

Objective(s): 2, 6, 8

Chapters 11-13 (Cervero & Wilson)



Complete Journal

Work to Finalize Agency Visit, Due Midnight CST on MONDAY, Week 7

Week 7

Transformation and Practice:

Objective(s): 1, 2, 6

Chapter 14 (Cervero)

Complete Discussion
Complete Discussion Responses Complete Journal
Week 8


Objective(s): 2, 3, 4

N/A Complete Discussion

Review Video for Final Exam

Complete Discussion Responses

Complete Journal

Complete Proctored Final Exam

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Core Assessment: Agency Visit Rubric Condensed

Core Assessment: Agency Visit Rubric Complete

Group Presentation Rubric

Discussion Rubric


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Last Updated:2/24/2009 12:08:26 AM