|Instructor Info:||Kristen Luschen|
Office Extension x5357
|TA Info:||Brittany Moore|
Large numbers of students, particularly Latino, African American, and Native American students, disengage from school every year. Often this is in the form of "dropping out." However, there also is clear evidence that social policies as well school policies and practices work to push these students out of schools or exclude them all together. This course will examine the conditions of schooling that work to support students' formal and informal disengagement with school. We will explore what schools and their community partners can do to reengage students in schooling. We will explore research and current models of schooling that address the cultivation of a sense of belonging and community in schools. In particular, we will examine programs and schools that forefront community engagement, dialogue, racial justice, and student participation.
Broad Learning Goals:
· Identify political, institutional, and social policies and practices of exclusion that influence education experiences and outcomes.
· Examine how policies and practices of exclusion have impacted personal experiences of schooling.
· Explore relationship between political and social cultures of privilege and belonging.
· Identify practices and policies that promote inclusion and cultivate an experience of belonging in educational settings
Targeted Cumulative Skills:
· Multiple Cultural Perspectives
· Writing and Research
· Independent Research
Tuck, Eve (2012) Urban Youth and School Pushout: Gateways, get-aways and the GED.
In order to receive an evaluation for this course, you will need to:
· Attend class regularly and promptly. Tardiness will be commented upon within your evaluation. No evaluation will be given after four classes are missed.
· Devote roughly 6 - 9 hours a week reading and completing assignments for this class.
· Participate actively in class discussions, exercises, and group work. To participate actively you must read all materials prior to coming to class.
· Complete all assignments and submit them on time. Extensions may be granted if the request is made prior to the due date. Assignments submitted late without an extension will not be accepted and resulting in the student not receiving an evaluation.
· Submit a self-evaluation on the hub at the end of the semester.
Course workload: You can anticipate that you will devote 5-8 hours a week to prepare and complete reading and written assignments for this class.
The dynamics of a class greatly impacts the work conducted and how meaning is to be made in the time we are together. You are responsible to and for one another in the micro-community created by this course. Respectful conduct and collaboration are essential. This includes being accountable for all assignments, readings, group work, and any other class work in a timely manner. If you have challenges or difficulties completing work, you will need to communicate this to the professors.
PLEASE TURN OFF YOUR CELL PHONE, UNLESS YOU ARE EXPECTING AN EMERGENCY CALL, SET ON VIBRATE MODE.
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. 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 asked to withdraw from the class or receive no evaluation.
1. Participation & attendance
2. Connections paper (3-4 pages)
3. Educational timeline and reflection (2 pages)
4. Personal narrative – Memoir of belonging I (4-6 pages)
5. Independent research project (10-15 pages)
· Proposal & bibliography
· Annotated bibliography & outline
· Draft (peer reviewed)
· Final paper
On Plagiarism from NSNS “Ethics of Scholarship” …
The term plagiarism covers everything from inadvertently passing off as one’s own the work of another because of ignorance, time constraints, or careless note-taking, to deliberately hiring a ghost writer to produce an examination or course paper. This range of possibilities is spelled out in more detail in the following list of examples.
On False Citation from NSNS “Ethics of Scholarship”…
Material should not be attributed to a source from which that material was not obtained. That is, one must not pass off primary sources as if they had been consulted when in fact, the material in the oral presentation or written work is based upon a secondary source. All primary and secondary source material must be properly identified and cited.
Disciplinary action will be taken if a student plagiarizes or uses false citations. 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.
New Incomplete Policy- 2013: Incompletes will only be considered for exceptional circumstances.
Students with documented disabilities who need academic accommodations should contact Joel Dansky, M.S.W., Disabilities Services Coordinator at email@example.com or x6098.
Severe Weather and Class Cancelation: On severe weather days please call the Hampshire College hotline: 559-5508 or ext. 5508 to check the status of school closing. If the campus is closed please check your email.
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