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FIRST-YEAR PROGRAMS (L61)  (Dept. Info)Arts & Sciences  (Policies)FL2019
L61 FYP 102AFirst-Year Seminar: Critical Issues in Contemporary Education3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---10:00A-11:20AWrighton / 201 Kelly HarrisDec 17 2019 6:00PM - 8:00PM20190
Desc:SOCIAL INEQUALITY, DEVELOPMENT, & EARLY CHILDHOOD. Education begins long before children are introduced to formal schooling, and factors both internal and external to schools influence children's education. An understanding of the social, political, and economic contexts of families and schools is essential to understanding how social factors impact individuals. Race, class, health, and place exert influence on individual achievement and opportunity throughout the life course. This course will examine such factors as they relate to early developmental outcomes, school readiness skills, later academic achievement, and success in schooling. Course readings and activities will examine the influence of families, neighborhoods, the built environment and health on early childhood development and education and will offer corresponding implications for education policy. This course will examine the complex ecosystem of neighborhoods and schooling and will offer students a broad overview of these themes as we critically examine inequality and education in the United States.
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02-T-R---4:00P-5:20PMallinckrodt / 305 Jason JabbariDec 18 2019 6:00PM - 8:00PM15140
Desc:BUILDING UP AND BREAKING DOWN THE SCHOOL-TO-PRISON PIPELINE. What are the historical, political, social, and economic forces that have impacted how schools can push marginalized students towards prisons, and more importantly, what can be done to counteract this phenomenon? In this course we will (1) examine the forces that have created the "school-to-prison pipeline" phenomenon, (2) explore the ways in which these forces have structured opportunities and (in)opportunities to learn within and across schools, (3) understand the disparate impacts of this phenomenon on individuals and communities, (4) analyze alternatives to the primary mechanisms of this phenomenon, and (5) create innovative solutions to fit a variety of school contexts. In doing so, we will develop skills to critically analyze how school discipline ideologies, pedagogies, policies, and practices operate in regards to race, gender, class, and other social identities. Then, guided by our personal values, we will use these analytical skills develop and defend innovative solutions.
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