bout high school education

Order Description

It is a divergent thinking essay about education in sociology, it need a 6-8 pages major essay proposal and a 8-11 pagers final essay. I haven’t decide tell you i want write which topic because it can write any topic. More requirement you can see in the file.

SOC B26
Sociology of Education

This assignment is worth 15% of your grade. It is due October 26th at the beginning of class.

A proposal is a particular genre of writing.It is not a series of notes, a mini-essay or a list of bullet points. Rather, a proposal should gesture to the larger paper you will write and include:

1) Your proposed topic.This is the subject area under investigation and will necessarily be descriptive (e.g., my paper looks at the ___, or my paper examines __). Also include a tentative title.

2) Your proposed argument.This is the hardest but most important part. Thus, you should write a decent-length paragraph explaining the trajectory of your argument.This means that you must have done enough research to have a sense of the topic and argument.Your paragraph must be long enough to explain your proposed argument and how you intend to make it. This should include the progression of your argument and its relation to the thesis. Please remember that your argument must remain focused. You are striving for nuance and depth, not breadth.
Points 1-2 should be no more than 2 pages, double-spaced, Times New Roman 12-pt font.

3) You are also required to write an annotated bibliography for 4academic texts that are not part of the course reading list.You may look at readings from the class, and their bibliographies, to guide your research. You can also contact me and I can see if I know of any sources that may be relevant.If you are not sure if your source is appropriate, please contact me.

Each entry will include the following (1-3 sentences for each of the 4 below. Point 5 will only require 1 sentence):
1.    The bibliographic entry
2.    What you believe the text’s main argument is.
3.    How the author(s) support the argument
4.    How the text is useful for your paper
5.    What framework is employed by the author to further her/his point

COURSE DESCRIPTION
Education plays a vital role in the social reproduction of people. It includes the dissemination of cultural norms, knowledges, and social values. This process occurs withinmultiple spaces (families, schools, and communities), mediums (popular media, oral traditions, written transcripts), and through numerous social encounters. In short, education can happen anywhere and anytime. However, knowledges transferred to people are treated differently and some are valued above others.

This course focuses on the ways education affects and is a part of everyday life. It defines education as the practice of learning, thus, expanding it beyond the prominent idea of it occurring primarily, if not exclusively, in schools. Together we will analyze the different ways education occurs as well as the social valuation of different types of knowledges and the rewards and penalties that can arise.

In the first weeks of the course we will discuss how various scholars conceptualize education and knowledge. We will then look at the ways these concepts are mobilized to have a direct effect on people’s lives. While education is a larger concept than schooling, we will spend a significant amount of time discussing the latter. Topics that will be explored include, the “hidden” curriculum,streaming, “dropping out”, meritocracy and differential rewards to scholastic achievement. All topics will include an intersectional approach.  A basic premise to this course is that we all have a large amount of knowledge and lived experience that are valid and important. Thus, assignments for this course will require each student to connect theories from required readings with their own experiential knowledge. This exercise will provide an avenue to understand and critique the readings as well as develop a theory that places your community in the center of the analysis.

READINGS
•    Journal articles: available through the University of Toronto e-journal system.

NOTE: While the course may not appear tobe reading intensive, the selected readingscan be quite dense and will require a significant amount of time to process. As such, I suggest you consider these readings to be at least twice as long as the pages would suggest and prepare for class accordingly.

EVALUATION
Assignment    Date    Percent of Grade
Tutorial Attendance        2% per tutorial (10% max)
Annotated bibliographies    Weeks 4, 7, 8, 9, 10,     2% each=10%
Major Essay Proposal- 6-8 pages    October 26    15%
Comprehensive Essay -8-11 pages    December 3    35%
Final Exam –Choice of essay questions    TBD    30 %
Extra Credit- 1% Academic Health Check & up to 2% for completion of Reading and Writing through Email program (RWE)        Up to 3%

TUTORIAL ATTENDANCE
There are four tutorial sessions for this course and each session will meet a total of six times. Attendance to five tutorial sessions is mandatory and will count for up to 10% of your grade. Tutorial dates will be on week 3, 4, 5, 8, 9, and 10.

ANNOTATED BIBLIOGRAPHIES
Students will pick a single reading for the week assigned and submit an annotated bibliography for it. More information to follow in week two of the course.

MAJOR ESSAY PROPOSAL
This proposal will consist of a topic for the comprehensive essay, annotated bibliographies of relevant literature, and an initial outline. More details will be provided in the third week of class.

COMPREHENSIVE ESSAY
Additional Information regarding the comprehensive essay will be provided closer to the due date. This essay will count for 35% of your grade. This essay will follow the topic chosen in your proposal and consist of you merging your experiential knowledge with the theory discussed in the course.The paper must be properly cited.

EXTRA CREDIT
There is a possibility for all of you to earn extra credit this by taking the Academic English Health Check by September 21. This program consists of a 20-minute examination and will provide you with information about services offered at UTSC that will benefit your academic trajectory. There are limited spots available so it is important to sign up as soon as possible. The schedule can be found on Blackboard. After taking the Academic English Health Check, you may sign up for the Reading and Writing through Email program. Upon completion of this program you can earn up to an additional 2%. More information is available at ctl.utsc.utoronto.ca/eld/aehc

LATE ASSIGNMENTS:
All assignments are due on the dates specified at the beginning of class except for reasons recognized by the university (i.e. illness, personal hardship, religious observance), all of which require appropriate documentation in order to be approved. Assignments cannot be submitted via email.

RE-EVALUATION:
Requests for re-evaluation must be submitted in writing no more than 30 days after an assignment is returned by the Professor.  Note: this is the date the assignment is made available for pick up for students, not the date students collect the assignment.   Please explain, in detail, why you believe your assignment should receive a different grade.  Also, please remember that your grade may go up, down or stay the same.  The grade after the remark will be the grade recorded on the assignment.

WRITING SUPPORT
Please edit your work before you submit it.  Helpful resources include the Writing Centre and your peers.

ACADEMIC HONESTY
The University of Toronto’s Code of Behaviour on Academic Matters outlines the behaviours that constitute academic misconduct, the processes for addressing academic offences, and the penalties that may be imposed. You are expected to be familiar with the contents of this document.

All suspected cases of academic dishonesty will be investigated following the procedures outlined in the Code of Behaviour on Academic Matters. If you have any questions about what is or is not permitted in this course, please do not hesitate to contact me. If you have questions about appropriate research and citation methods, you are expected to seek out additional information from me or other available campus resources like the College Writing Centers, the Academic Success Centre, or the U of T Writing Website.

ACCESSABILITY SERVICES
Students with diverse learning styles and needs are welcome in this course. In particular, if you have a disability/health consideration that may require accommodations, please feel free to approach me and/or Accessibility Services at (416) 978 8060; accessibility.utoronto.ca

Email
Make sure you put the course code in the subject line of the e-mail. Use e-mail to clarify logistics [i.e. how long is the exam? How many concepts? etc.]. Do not use e-mail to ask me to clarify class materials; for this come to office hours. Do not use e-mail to submit assignments.

Course Schedule and Topics
Week 1- September 14
Course Introduction and Syllabus Overview

Week 2 Knowledge(s)–September 21
Giroux, H. (2007). Educated hope in dark times: critical pedagogy for social justice. Our Schools, Our Selves, 17, 1, 195-202

Pascale, C. (2011). Epistemology and the politics of knowledge. The Sociological Review, 58, S2, 154-165

Week 3“Informal” Education– September 28
Jackson, S. (2010). Learning through social spaces: migrant women and lifelong learning in post-colonial London. International Journal of Lifelong Education, 29, 2, 237-253

Johansen, B. E. (2004). Back from the (nearly) dead: reviving Indigenous languages across North America. The American Indian Quarterly, 28, 3, 566-582

Week 4 Schooling– October 5
Leonardo, Z. (2004). Critical social theory and transformative knowledge: the functions of criticism in quality education. Educational Researcher, 33, 6, 11-18

Pinto, L. (2006). The streaming of working class and minority students in Ontario. Our Schools, Our Selves, 15, 2, 79-89

Reading Week October 12-17

Week 5Schooling and Meritocracy- October 19
Krahn, H. & Taylor, A. (2005). Resilient teenagers: explaining the high educational aspirations of visible-minority youth in Canada. Journal of International Migration and Integration, 6, 3, 405-434

Pomerantz, S., Raby, R., Stefanik, A. (2013). Girls run the world? Caught between sexism and postfeminism in school. Gender & Society, 27, 2, 185-207.

Week 6Pedagogy–  October 26
*ESSAY PROPOSAL DUE*
Bryson, BJ & Bennet-Anyikwa (2003). The teaching and learning experience: deconstructing and creating space using a feminist pedagogy. Race, Gender & Class, 10, 2, 131-146

Kerr, J. (2014). Western epistemic dominance and colonial structures: considerations for thought and practice in programs of teacher education. Decolonization: Indigeneity, Education & Society, 3, 2, 83-104
Week 7 Curriculum- November 2
St. Denis, V. (2011). Silencing Aboriginal curricular content and perspectives through multiculturalism: “there are other children here.” The Review of Education, Pedagogy, and Cultural Studies, 33, 4, 306-317

Gaztambide-Fernandez, R. (2013). Thinking otherwise about the arts in education –a rejoinder. Harvard Educational Review, 83, 4, 636-643

Week 8Defining learning–November 9
Mirza, H. S. (1998). Race, gender and IQ: the social consequence of a pseudo-scientific discourse. Race, Ethnicity, and Education, 2, 1, 149-155.

Hookimaw-Witt, J. (1998). Any changes since residential school? Canadian Journal of Native Education. 22, 2, 159-170.

Week 9Pushout vs dropout-November 16
Dei (2003) Schooling and the dilemma of youth disengagement. Mcgill Journal of Education38, 2, 241-256.

Solorzano, D. &Yosso, T. (2001). From racial stereotyping and deficit discourse toward a critical race theory in teacher education. Multicultural Education, 9, 1, 2-8.

Ladson-Billings, G. (2007). Pushing past the achievement gap: an essay on the language of deficit. The Journal of Negro Education. 76, 3, 316-323.

Week 10Schooling and Intersectionality- November 23
Lopez N. (2002). Rewriting race and gender high school lessons: Second-generation Dominicans in New York City. Teachers College Record, 104, 6, 1187-1203.

Meyer, E. J. (2008). A Feminist reframing of bullying and harassment: transforming schools through critical pedagogy. McGill Journal of Education, 43, 1, 33-48.

Week 11 Higher Education – November 30
Hurtado, S. (1992). The campus racial climate: contexts of conflict. Journal of Higher Education, 63, 5, 539-569.

Tetreault, P., Fette, R., Meidlinger, P. C., Hope, D. (2013). Perceptions of campus climate by sexual minorities. Journal of Homosexuality, 60, 7, 947-964.

Week 12 Future Trajectories– December 3
*COMPREHENSIVE ESSAY DUE*
Ortiz &Jani (2010) Critical race theory: a transformative model for teaching diversity. Journal of Social Work Education, 46, 2, 175-193

James, C. (1995).Multicultural and anti-racism education in Canada, Race, Gender & Class, 2, 3, 31-48

Dei, G. J. S., (2010). The possibilities of new/counter visions of schooling. English Quarterly Canada, 41, 3/ 4, 113-132

Final Exam- TBD