SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

EDU 500: Critical Pedagogy

Summer 2009 M/W 4:30-7:55pm. Wilber 251

Dr. Anne Fairbrother
Office address: Wilber 250H
Office phone: 315-312-3216
Email: fairbrot@oswego.edu
Office Hours: By appointment

School of Education Conceptual Framework:

The role of schools is to promote authentic learning by all students. The role of educators in meeting
that goal is to function as socially conscious catalysts for change who create and sustain school
environments where excellence is cherished and social justice flourishes.
Social Justice Authentic Learning
Reflection
Knowledge Practice
Collaboration & Leadership
Dispositions and Conceptual Framework:
Faculty, administrators, teachers and other school personnel associated with programs in the School
of Education support the development of candidates understanding and practice of the following
professional dispositions:
Commitment to authentic learning and teaching Critical reflection Integrity
Socially-conscious responsibility Socially- conscious respect Collaboration Advocacy
These professional dispositions are the habits of mind and behavior that make it possible for
educators to use their professional knowledge and skills effectively to fulfill the vision expressed in
the conceptual framework of the SUNY School of Education.
COURSE OVERVIEW
Through readings of education theorists and practitioners, this course invites teachers to reflect on
and discuss the representations, power arrangements, and the personal, political and educational
impact of elitism and classism; racism; sexism; heterosexism and homophobia; ableism; and
colonialism/imperialism in the United States and globally. The course entertains broad questions
about the relationship between school and society, for example:
How do the institutional forces listed affect the personal and professional identities of teachers?
How do teachers make choices about curriculum and instruction, particularly in literacy, taking
into consideration a complex understanding of these forces?
How do these social forces shape the cultures of school, classroom, family and community?
What are their effects on the daily lives of children and youth?
Conversations about these questions make possible for course participants to become engaged in
what philosopher of education Paulo Freire calls praxis, being engaged in a critical reading of the
world and acting as conscious personal and social change agents.
The course format will be:
Seminar. Students are expected to be co-facilitators, taking turns in the responsibility for
directing, participating, and involving other members in discussions.
Cooperative learning. Students will work together and cooperatively on many assignments, often
presenting as a group.
Individual work. In class and outside of class, students will do independent and individual work.
Direct instruction. Regularly, the professor will introduce ideas, pose questions, prompt activities.
COURSE OBJECTIVES

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

Students in Critical Pedagogy are expected to:

1. Read, reflect, discuss, and write about the fundamental concepts and principles of critical
pedagogy, taking in consideration the impact of issues concerning race/ethnicity, social class,
gender, ability, sexual orientation and nationality (Knowledge, Reflection, Authentic Learning,
Social Justice)
2. Be able to identify authors, theories and concepts in the critical pedagogical tradition.
(Knowledge)
3. Conduct and participate in informed class discussions and presentations, with concern for the
involvement of all participants (Collaboration, Leadership, Technology)
In the parenthesis above are the categories of the SUNY Oswegos School of Education Conceptual
Framework that the course fulfills.
COURSE REQUIREMENTS
Academic requirements
Submit written assignments on time. Late work will be graded down for each day it is late. If
absent, please submit your response paper in person or by email (only in Word format as an
attachment) on time for a full grade.
Constructive participation will help you and every one else to enjoy and to learn from the class!
Operate with the utmost integrity and honesty in all class activities and on all assignments. This
course is part of your professional career and your personal future. Treat your position in the
course with the respect it deserves by doing your best work, and helping and encouraging others
to do their best work. There should be no question in your mind about what it means to act in an
honest way, including avoiding plagiarism. If there is, please do not hesitate to ask questions of
your fellow students, or your professor. Review the sections in the college catalog that relate to
this issue.
General civility requirements for class attendance
Please disconnect cell phones, unless there is an emergency that you mention to the professor
before the class meets. Please refrain for texting / messaging during class time.
Please do not use a lap top during class time. Talk to me if you need an exception to this.
Please refrain from doing other work during class time.
Well-behaved children, guests & pets in class are OK when necessary.
Please show respect for each others ideas, learning, wellbeing.
NOTE: If you have a disabling condition that may interfere with your ability to
successfully complete this course, please contact the Disability Services Office, 226
Hewitt Union, 312-3358. Email: www.oswego.edu/dis_svc. Also, if you feel
comfortable doing so, please let me know about any that you have that will affect
your involvement in the class.

1.
2.

REQUIRED READINGS
Course Reader Available from Kraftees
Wink, Joan. (2005). (3rd. ed.). Critical Pedagogy: Notes from the Real World. White Plains,
NY: Longman Publishers USA.

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009
3.

Articles/Chapters as assigned for reading or as self-selected for presentations

COURSE REQUIREMENTS / ASSESSMENT

1. Attendance and Participation

2. Critical Pedagogy Reading Responses
3. Social Justice Research and Presentation
grade
4. Leadership of Discussion
5. Critical Pedagogy Scholar Research and Presentation
6. Movie Response
7. Final Freewrite

15% of grade
35% of grade
15% of
10% of grade
10% of grade
10% of grade
5% of grade
100%

1. Attendance and participation

15% of grade
I cant stress enough the importance of attending every class on time. For the course to be a good and
helpful experience for you, our bodies/minds must be really present and engaged in the ideas at hand
before, during and after class meetings. While this is the ideal, things happen. Please email
(fairbrot@oswego.edu) or phone (312-3216) before missing a class. There is no making up of missed
work=presence in class. We only meet 12 times. Attendance grade will drop to B with one absence,
from B to C with the second absence. It doesnt matter the reason for the absence. More absences will
probably result in dropping or failing the course.
2. Critical Pedagogy reading responses (and in-class work)
35% of grade
Please read assigned weekly readings and write short summaries and a longer response (2-3 pages)
before coming to class. Reading and reflecting will allow for informed participation in class
discussions. Class meetings will necessarily reflect the quality of work put in during the week.
Organize yourself so that you can have time to study.
Please type your responses. Turn them in when they are due. There will be late grades applied to late
work down a grade every day. No work will be accepted more than a week late. If you are absent
you may submit your paper by email, with one day grace, after that the late grade policy applies.
Each response should start with the date of the class (example: Class 2, July 8, 2009), and a list of
the authors and titles of the readings to which you are responding. You can write a narrative with
both summary and response/reaction, or keep a dialectical journal where you divide the page into
two parts with notes (a brief summary of concepts and issues addressed in the readings, maybe
embodied in a quote) on one side, and a response (your comments) on the other. Or another format?
3. Social Justice Research and presentation
15% of
grade.
In a group, you will research, and present on, one of the following isms: Sexism, Racism, Classism,
Able-ism, Heterosexism, Anti-Semitism. Your research will address: history/definitions;
manifestations; ways/materials to teach about it; counter-hegemony strategies. You should use
technology, prepare a handout, introduce one activity. 30 minute presentation. More details to follow.
Due 8/12
4. Leadership of discussion
10% of grade
Groups of two will be organized to lead discussions (20 mins) on the assigned

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

readings. These facilitators will prepare an outline or summary of the reading(s)

and must write discussion questions or devise activities to be shared with the
class. You will not need to turn in a formal written response when you present,
but turn in the power point and/or other materials you use.
5. Critical pedagogy scholar research and presentation
10% of grade
With one other person, you will find and read at least two articles by a critical
theorist/researcher/practitioner of your choice. Together you will write a summary and discussion of
the arguments of the articles to the class and make a short presentation. You will prepare a handout
with brief biographical information and the analytic response to share with the class. You will turn in:
a copy of the power point (if you did one), or presentation plan; the articles you found; and a copy of
the handout. You should use technology.
6. Movie Response Details will be given later.
7. Final Freewrite Details will be given later.

10% of grade
5% of grade

SCHEDULE OF CLASSES AND ASSIGNMENTS

There will be assigned readings for each class, some for in-class work and some to be read for the
next class meeting. Some of the pre-assigned outside-of-class readings are listed below, and others
will be assigned in class.
Class 1: Monday July 6
Introductions Course Syllabus - Activities
Reading for July 8: Wink, Chapter 1 & 2 (pp. 1-21) Write a response

Class 2: Wednesday July 8

Wink, Chapter 1 & 2
Discussion Leaders Chapter 1 (2): ________________________________________________
Discussion Leaders Chapter 2 (2): _______________________________________________
Presentation on theorist/practitioner (2):
Presentation on theorist/practitioner (2):

John Dewey
Maria Montessori

.
.

In class:
Circle of Oppression overview of Issues
Ayvazian Interrupting the cycle of oppression: The role of allies as agents of change (Reader pp.
11-14)
Reading for July 13: Wink, Chs 3 & 4 (pp. 22 82) Write a response

Class 3: Monday July 13

Wink, Chapter Chs 3 & 4

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

Video - In the White Mans Image

Discussion Leaders Ch 4 (2): ________________________________________________________
In class: terminology activity
Reading for July 15: Wink, Ch 5 (pp. 83-119) Write a response

Class 4: Wednesday July 15

Wink, Chapter 5
Discussion Leaders Ch 5 (2): ______________________________________________________
Presentation on theorist/practitioner (2):
Presentation on theorist/practitioner (2):

W. E. B. Dubois
Maxine Greene

.
.

Issue of Gender jigsaw articles in reader

Reading for July 20:
Wink, Chapter 6 (pp. 120-150)
Caster - The big lesson (Reader pp. 59-62)
Daniel -Invitations to all: Welcoming Gays and Lesbians into my classroom and curriculum
(Reader pp.63-68)
Write a response

Class 5: Monday July 20

Wink, Chapter 6
Caster - The big lesson
Daniel - Invitations to all: Welcoming Gays and Lesbians into my classroom and
curriculum
Discussion Leaders ch 6 (2): _________________________________________________________
Issue of Sexuality Video Its Elementary, and Its Still Elementary
GLSEN Quiz + Info
Reading for July 22:
Wink, Chs 7 & 8 (pp. 151-179)
Stevens and Bean, Ch. 1 (Reader pp 127-140)
Write a response

Class 6: Wednesday July 22 Information on -isms presentation

Wink Chs 7 & 8
Stevens and Bean Ch 1
Discussion Leaders (Wink Ch 7&8) (2): _____________________________________________
Discussion Leaders (S & B Ch 1) (2): _______________________________________________
Critical Literacy
Presentation on theorist/practitioner (2):

Antonia Darder

Readings for July 27

Anyon Social class and the hidden curriculum of work (Reader pp.77-90)

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

Finn - A distinctly un-American idea: An education appropriate to their station from Literacy with an
attitude Ch. 2 (Reader pp. 91-100)
bell hooks Confronting class in the classroom (Reader pp. 101-110)
Write a response

Class 7: Monday July 27

Anyon Social class and the hidden curriculum of work
Finn - A distinctly un-American idea: An education appropriate to their station
bell hooks Confronting class in the classroom
Issues of Class
Presentation on theorist/practitioner (2):
Presentation on theorist/practitioner (2):

bell hooks
Jean Anyon

.
.

Readings for July 30

Oakes Tracking: Why schools need to take another route (Reader pp. 221-224)
Rosenbaum If tracking is bad, is detracking better? (Reader pp. 225-232)
Christensen Untracking English: Creating quality education for all students(Reader pp.233-246)
Schwall - Is this just regular English?: An English teacher examines how tracking affects her students.
(Reader pp. 247-250)
Oakes & Wells Detracking: The social construction of ability, cultural politics, and resistance to
Reform (Reader pp. 251-268)

Class 8: Monday July 29

Oakes Tracking: Why schools need to take another route
Rosenbaum If tracking is bad, is detracking better?
Christensen Untracking English: Creating quality education for all students
Schwall Is this just regular English?: An English teacher examines how tracking affects
her students.
And
Oakes & Wells Detracking: The social construction of ability, cultural politics, and
resistance to reform
Fine video
Discussion Leaders (4 one for each of the shorter articles, and all four for Oakes & Wells):
_____________________________________________________________________________
_____________________________________________________________________________
Presentation on theorist/practitioner (2):

Michelle Fine

Readings for Aug 3:

Stevens and Bean Ch 2 (Reader pp. 141-162)
Freire - From Pedagogy of the Oppressed (Reader pp. 195-206)
Darder - Teaching as an act of love: Reflections on Paulo Freire and his contributions to our lives and
our work (Reader pp. 207-220)
Write a response

SUNY Oswego School of Education, Curriculum & Instruction Department

EDU500 Summer 2009

Class 9: Monday August 3

Stevens and Bean Ch 2
Freire - From Pedagogy of the Oppressed
Darder - Teaching as an act of love: Reflections on Paulo Freire and his contributions to our
lives and our work
Discussion Leaders S & B (Ch 2) (2): ______________________________________________
Discussion Leaders (Freire articles) (2): ____________________________________________
Presentation on theorist/practitioner (2):
Presentation on theorist/practitioner (3):

Paulo Freire
Peter McLaren

.
.

Reading for August 6:

Darder, Baltodano, & Torres - Critical pedagogy: An introduction (Reader 169-194)
Nile & Straton Beyond guilt: How to deal with societal racism (Reader pp. 111-116)
Howard - White Americans in a multicultural society (Reader pp. 117-126)
Write a response

Class 10: Wednesday August 5

Darder, Baltodano, & Torres - Critical pedagogy: An introduction
Nile & Straton Beyond guilt: How to deal with societal racism
Howard - White Americans in a multicultural society
Video
Discussion Leaders (N & S and Howard) (2): ____________________________________________
Issues of Race
Reading for August 10: Giroux Article (handout). Write response

Class 11: Monday August 10

Giroux Article
Presentation on theorist/practitioner (2):

Ira Shor

Presentation on theorist/practitioner (2):

Henry Giroux

Class 12: Wednesday August 12

Presentations
Final Reflection due by email Friday August 14