|Instructor Info:||Kristen Luschen|
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The relationship of girls' empowerment to education has been and continues to be a key feminist issue. Second wave liberal feminism, for instance, strove to make schools more equitable places for girls, demanding equal access and resources for girls and boys in schools and the elimination of discrimination specifically impacting girls. Yet the relationship of gender inequality and schooling is a complicated and contentious site of research and policy. In this course we will examine how various feminist perspectives have defined and addressed the existence of gender inequality in American schools. By analyzing research, pedagogies, policies and programs developed in the past few decades to address gender inequality and schooling, students should complete the course with a complex view of feminism and how these different, and at times contradictory, perspectives have contributed to the debates around educational inequality and the design of educational reform.
Project and Assignments:
1. (Personal) Educational History (3-5 pages): DUE, February
In a 3-5 page typed essay, please discuss if and how gendered mattered for you in school. Were there patterns of times/spaces that you were acutely alert to your gendered identity and other times when you felt it was of little consequence? In what ways did your gender identity offer you experiences of privileges and marginality? In what ways did these gendered experiences interact with your race/class/sexual identities? Please draw on these examples from your experiences to respond to Sadker and Zittleman’s position that schools are “still failing at fairness.” Please type and carefully edit your paper. Don’t forget page numbers!
2. Observation Assignment:
3. Critical Media Analysis: Due March 8th
4. Semester Projects:
In this class each student will undertake a semester long research project. Students will have the opportunity to pursue an independent research question or participate in collaborative group project. Every project will involve: a proposal and bibliography; annotated bibliography & outline; draft (peer reviewed); presentation;
Independent or collaborative group research project:
Students may elect to conduct research (library, media, theoretical, observation, etc) on a topic that interests them related to gender and education. Students doing independent work will submit pieces of their project throughout the semester. Student planning to pursue this option should plan to submit a research/creative proposal and initial bibliography of at least 5 sources on March 15th. Students will submit an annotated bibliography, draft and present their work. Final papers will be due with the portfolio on the last day of class.
Teaching/Curriculum Workshop Group: A Day at Hampshire College:
The Critical Studies of Childhood, Youth, and Learning program will host over 50 seventh grade students from the Peck School in Holyoke for A DAY AT HAMPSHIRE COLLEGE on Wednesday, April 3. For a course project, individual or pairs of students may research and develop a 45-60 minute workshop for the event. The workshop and research must link to the scope of this course. Each student will submit a lesson plan, and submit a paper that reflects on the process within the context of their research.
5. Course Retrospective (2 pages)
Requirements for an Evaluation:
I have expectations of students who would like to receive an evaluation for the course. In order to follow the flow of the conversation and build a respectful and open classroom community, all participants must invest their time and intellectual energy.
Policies and Expectations:
The dynamics of a class greatly impact what we are able to explore in the time we are together. It is important to remember that we are responsible to and for one another in the micro-community created by this course. In terms of assignments, this includes my expectation that students will complete all assignments, readings, group work, and any other class work in a timely manner. I also expect that students communicate any difficulties they are experiencing completing the coursework. Likewise, I will strive to provide constructive and useful feedback and to assist students when they are experiencing academic difficulties.
Respectful conduct and collaboration are essential to a rich intellectual experience. Creating an inclusive, meaningful class will require that when entering into critical discussion, we must listen, be willing to suspend personal judgment, and seek to understand others’ perspectives and how they came to them rather than dismiss them out of turn. Disagreement will and should remain, yet rather than defend and close down our ability to learn from one another and the texts, I expect that each person will approach readings and discussion with the purpose of gaining a more complicated understanding of a topic than that which they had prior to class.
Electronic Devices such as Cell Phones & Laptops: LAPTOPS ARE ALLOWED IN CLASS as this is an important medium for reading articles. However, do not use the laptop for activities other than note taking and referring to readings. Unless we are doing an assignment that might be enhanced by the laptop, your laptop should remain closed. If I notice you are checking facebook, email, etc., I will ask you kindly to stop. If I notice it a second time, you will be withdrawn from the class. DO NOT use your cell phone, if you are expecting an emergency call, please alert me before class, put your device on silent, and leave the classroom when the call comes in.
On Plagiarism from NSNS “Ethics of Scholarship”
Plagiarism covers everything from inadvertently passing off the work of another as one’s own (whether due to ignorance, time constraint, or careless note taking) to hiring a ghostwriter to produce an examination or course paper. This range of possibilities includes False Citation, False Data, Intentional Poor Documentation, Papers Written by Others, unacknowledged multiple authors or collaboration, or unacknowledged multiple submission. Disciplinary action will be taken if a student plagiarizes. So don’t do it – learn how to cite your sources correctly. If you’re not sure if you need a citation, veer towards the safe route and cite. In this class, I will expect you will use the format recommended by the American Psychological Association (APA). Guides to this format and others (Chicago, MLA) can be found on the library website at: http://owl.english.purdue.edu/owl/section/2/10/
Students with documented disabilities who need academic accommodations should contact Joel Dansky, M.S.W., disabilities services coordinator at firstname.lastname@example.org or x6098.
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