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ED 570 Critical Teach for Social Change
Dailey-Hebert, Amber


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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


Course

ED 570 Critical Teach for Social Change

Semester

S2P 2013 DL

Faculty

Dailey-Hebert, Amber

Title

Professor of Adult Education

Degrees/Certificates

PhD.  - Cornell University
M.S. - Texas A&M University
Bs - Texas A&M University

Office Location

Virtual Office (Skype, phone, or chat)

Office Hours

Monday 9-11am CST

Daytime Phone

816-584-6339

E-Mail

adailey@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

ED500; ED538; ED554

Credit Hours

3


Textbook:

Required Texts:

Developing Critical Thinkers Textbook Cover

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

Author: Stephen D. Brookfield

ISBN: 1-55542-356-6


Empowering Education Book Cover

Title: Empowering Education

Author: Ira Shor

ISBN: 0-226-75357-3

****All other readings, articles, materials and videos will be available in the online course in the “Featured Authors and Current Events” section of each unit.

Additional Resources:

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 evaluates 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 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

Educational Philosophy:

Rethink how you think:

This course will be unlike most you’ve had in the past. Although there is certain value in gaining information and applying it in consistent assignment formats, the aim of this course will take on a larger perspective: to use new information to reframe how you see yourself and the world around you.

To be commensurate with graduate level work, it’s critical to have time to reflect upon and create new understanding from our highlighted topics in each unit – therefore, course information will be presented in 2 units (2 weeks each; and the last 4 weeks of the course will be dedicated to a team-based social entrepreneur project) in order to allow time for such reflection, deeper discussion, action, and knowledge construction toward larger, more meaningful and applicable projects. There is absolutely no “busywork” in this course – each assignment is tailored to apply theories and concepts directly into your life and professional practice. Hence, a greater level of depth and participation in each assignment is mandatory and expected.

The readings in this course are paramount – you can learn nothing new unless exposed to new ideas; therefore, it is critical to stay abreast on the readings and be prepared to participate fully as you reflect upon them, as you integrate your life experiences, and as we co-construct new meaning together this term.

I will use “inductive teaching” in this class (i.e. Instead of stating a theory, giving specific examples, and then inquiring with you – the learners - on your understanding….we will instead begin our learning process by asking your thoughts on a topic, creating additional questions and examples together as a class, and then finish with the theory to integrate our knowledge. We will be using adult learning theory and “mutual engagement” throughout the course that requires your active participation and contribution to the development of course material and peer understanding.

Learning Outcomes:
  Core Learning Outcomes

  1. Examine and interpret the concepts of epistemology and critical teaching theories toward application in educational contexts for adult learners.
  2. Analyze assumptions underlying one's thoughts and actions, and facilitate others' examination through the development of strategies and critical questioning.
  3. Synthesize the work of key authors in the field of critical teaching for social change.
  4. Distinguish factors that produce conditions of empowerment, and the links that exist between knowledge and power.
  5. Appraise and critique current issues in society that impact an adult learner's ability to access or participate in lifelong learning.
  6. Develop and assess one's role as a change agent in adult education.


Core Assessment:


Class Assessment:

Overview of Assignments:

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

 Assignment Number of
Assignments
 
Weekly
Point Value 
 Total
Point
Critical Incident Exercise

 1

 100

 100
Agency Visit

 1

 100

 100
Social Entrepreneur Project

 1

 120

 120
Discussion

 8

10

 80
     Total Points  400

Critical Incident Exercise – During Unit 1 (weeks 1 and 2), you will view several videos (approximately 2 hours total) related to individuals who experience a ‘perspective transformation’ in their lives. You will then identify and examine a critical incident in your life that led to a perspective transformation. Describe your progression through the 5 phrases of critical thinking as well as your underlying assumptions, espoused theories, theories-in-use, and application of concepts. (100 point value)

Agency Visit During Unit 2 (weeks 3 and 4), you will visit an agency that provides education services to adults. 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
  • 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

NOTE: Select the agency you will visit and send your selection to your instructor by Sunday midnight of week 2 for approval (the agency may NOT be your current place of employment). (100 point value)

Social Entrepreneur Project – In Unit 3 (Weeks 5 - 8) We will be exploring Social Change and Influence. This social entrepreneurial project is intended to make meaningful change and have meaningful, tangible results in the real world. Working in teams of 4-5 people, you will tackle one issue (to be provided by the instructor) to promote positive social change (previous topics have included global warming, education for the incarcerated, educating on the genocide in Africa, promoting women’s equality, parent education, etc.). You and your team can utilize the discussion board, videocall system, chat, email, etc. to help your team effectively communicate. Following the project, you will have the opportunity to review and comment on other proposals and will complete a reflection and analysis of your work. 100 point value

Discussion - Weeks  1 - 8 The weekly discussion will be used to address topics related to the readings and activities. The discussion can occur via a weekly videocall (using Collaborate), and/or via the discussion board below. This will be determined based on each team’s preference that will be created and identified in Week 1 of the course.

Timeframe & Topic  Featured Readings
Learning Activities  
Due Dates
(All assignments due
by midnight CST of due date)
Unit One 

Week 1 &2 
Understanding Epistemology & Critical Thinking
Objective(s): 
1, 2, 3

 

Brookfield, S.D. (1987). 
Developing Critical Thinkers:
Challenging Adults to Explore 
Alternative Ways of Thinking and Acting. Jossey-Bass: San Francisco. 
(Read Chapters 1-3)

Schon, D.A. (Summer, 1992). 
The theory of inquiry: Dewey's legacy to
egacy to education, Curriculum Inquiry, 
Vol. 22, No. 2, pp. 119-139.

Mezirow, J. (1997). 
Transformative learning: 
Theory to practice, New Directions 
for Adult and Continuing Education (74), 
pp.5-12.

Moseley, D., Elliott, J., Gregson, M. 
& Higgins, S. (June, 2005). 
Thinking skills frameworks for use in education and training, 
British Educational Research Journal, Vol. 31, No. 3, 
pp. 367-390. 
 

Discussion (participate throughout the week via Collaborate and/or discussion board)

Critical incident exercise and video analysis
(Due Sun. Week 2)

Submit agency selection to instructor via email 
(Due Sun. Week 2)

Unit Two

Week 3 & 4

Knowledge, Power, & Access to Higher Education
Objective(s): 4, 5 

Freire, P. (1985). Pedagogy of the Oppressed. 
Continum: New York. 
(Read Chapters 2-3)

Shor, I. (1992). Empowering Education. The University of Chicago Press: 
Chicago and London. 
(Read Chapters 1- 5)

A Global Perspective:
Moore, J. (Jan., 2005). 
Is higher education ready for 
transformative learning?, 
The Journal of Transformative Education, 
3 (1), pp. 76-91.  

Discussion (participate throughout the week via Collaborate and/or discussion board)

Agency Visit (Due Sun Week 4)

Unit Three

Week 5 & 6

Social Change and Influence

Objective(s)
1,5,6

Teaching for Transformation 
by Patricia Cranton (Chapter 6)

Cervero, R. M.,Wilson, A.L. (2000). 
Power in Practice: Adult Education 
and the Struggle for Knowledge and Power in Society. 
Jossey Bass: San Francisco. 
(You select any ONE 
chapter that is of most interest to you).

Video summary: Thomas Friedman’s 
590 page book, “The World is Flat”,
discusses globalization and its 
impact on education and our 
world; highlighting issues in
power, influence, and change.
(1 ½ hour video)

Discussion (to be completed throughout the week)

SE Project Unit (Week 5-6)

 

Unit Four

Week 7 & 8

Transformation and
Practice

Objective(s)
1,2,3

Developing Critical Thinkers 
by Stephen Brookfield
(Read Chapter 5-7)

Empowering Education 
by Ira Shor 
(Read Chapter 7, 8, 9) 

Discussion/Resource Sharing (to be completed throughout the week)

Complete Peer Evaluation and Team Member

Evaluation Submit Social Entrepreneur Project (Due Monday Week 8) 

 

Grading:

Overview of Assignments:

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

 Assignment Number of
Assignments
 
Weekly
Point Value 
 Total
Point
Critical Incident Exercise

 1

 100

 100
Agency Visit

 1

 100

 100
Social Entrepreneur Project

 1

 120

 120
Discussion

 8

10

 80
     Total Points  400

Late Submission of Course Materials:

Classroom Rules of Conduct:

Course Topic/Dates/Assignments:

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 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is 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 2012-2013 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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 .

Additional Information:

Bibliography:

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:3/16/2013 1:43:14 PM