September 9th -- The major issue: when is education?
• Cremin, Lawrence "Public Education and the Education of the Public" Teachers College Record 77:1-12, 1975.
September 16th -- Definitions and consequences
• Varenne, Hervé "Difficult collective deliberations: anthropological notes towards a theory of education." Teachers College Record (2007)
recommended:
September 23rd -- Contrasting ignorance: disabling
• Lareau, Annette Home advantage: Social class and parental intervention in elementary education. New York: The Falmer Press. 1989 (Chapters 1, 6, 9)
alternate ethnography:
• Ogbu, John The next generation: An ethnography of education in an urban neighborhood New York: Academic Press. 1974
recommended:
September 30 -- Contrasting ignorance: enabling
• Gundaker, Grey "Hidden Education among African Americans during Slavery." Teachers College Record (2007)
• Ranciere, Jacques The ignorant school master. Stanford, CA: Stanford University Press 1999 [1987] (Chapters 1, 2, 3)
recommended:
October 7 -- Communities of educational practice
• Lave, Jean and Etienne Wenger Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. 1991. (Chapters 1, 2, 4)
• Redfield, Robert The little community. Chicago: University of Chicago Press. 1960 [1956] (Chapters 1, 2, 3)
recommended:
October 14 -- Instruction into languages and speaking
• Miller, Peggy Amy, Wendy, and Beth: Learning Language in South Baltimore. Austin: University of Texas Press. 1982
alternate ethnography:
recommended:
October 21 -- Instruction into telling and reading
• Heath, Shirley Brice Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press. 1983 (Chapters 1, 2, 3, 4, 7, 8)
alternate ethnography:
recommended:
October 28 -- Classrooms: interactional structures
• Mehan, Bud Learning lessons: Social organization in the classroom. Cambridge, MA: Harvard University Press. 1979
alternate ethnography:
November 4 -- Classrooms: comparative perspectives
• Tobin, Joseph, J. and David Y.H. Wu, Dana H. Davidson Preschool in three cultures: Japan, China, and the United States. New Haven, CT: Yale University Press. 1989
alternate ethnography:
recommended:
November 11 -- High school (dis-)organization and the everyday construction of academic failure
• Page, Reba Lower-track classrooms: A curricular and cultural perspective. New York: Teachers College Press. 1991 (chapters 1, 2, 3, 6, 7)
alternate ethnography:
recommended:
November 18 -- College: friendship, love (academics?)
• Moffatt, Michael Coming of age in New Jersey: College and American culture. New Brunswick: Rutgers University Press. 1989
alternate ethnography:
recommended:
November 25 -- Other routes to adult participation
• Bartlett, Lesley " Human Capital or Human Connections? The Cultural Meanings of Education in Brazil" Teachers College Record (2007)
• Lave, Jean Cognition in practice: Mind, mathematics, and culture in everyday life. New York: Cambridge University Press. 1988 (Chapters 3, 5, 6, 7)
recommended:
December 2 -- Education into disability: compulsion and resistance
• Lave, Jean and Etienne Wenger Situated learning: Legitimate peripheral participation. New York: Cambridge University Press. 1991. (Chapter 3)
• Stratton, Alison " Hard of Hearing in Sweden: Educating about and for Pathology." Teachers College Record (2007)
alternate ethnography:
recommended:
December 9 -- Education into ecological adaptation ("development")
• Verrips, Jojada, and Birgit Meyer "Kwaku's car: The struggles and stories of a Ghanaian long-distance taxi-driver." in Car cultures. Edited by D. Miller, 153-184. New York: Berg 2001
• Aporta, Claudio, and Eric Higgs "Satellite culture." Current Anthropology 46 (5): 729-753. 2005
• Arora, Payal " Karaoke for social and cultural change." Information, communication & Ethics 3: 121-130. 2006
recommended:
December 16 -- Conclusion
The College will make reasonable accommodations for persons with documented disabilities. Students are encouraged to contact the Office of Access and Services for Individuals with Disabilities for information about registration (166 Thorndike Hall). Services are available only to students who are registered and submit appropriate documentation. As your instructor, I am happy to discuss specific needs with you as well.
IN Incomplete. The grade of Incomplete is to be assigned only when the course attendance requirement has been met but, for reasons satisfactory to the instructor, the granting of a final grade has been postponed because certain course assignments are outstanding. If the outstanding assignments are completed within one calendar year from the date of the close of term in which the grade of Incomplete was received and a final grade submitted, the final grade will be recorded on the permanent transcript, replacing the grade of Incomplete, with a transcript notation indicating the date
that the grade of Incomplete was replaced by a final grade.
If the outstanding work is not completed within one calendar year from the date of the close of term in which the grade of Incomplete was received, the grade will remain as a permanent Incomplete on the transcript.
In such instances, if the course is a required course or part of an approved program of study, students
will be required to re-enroll in the course including repayment of all tuition and fee charges for the new
registration and satisfactorily complete all course requirements. If the required course is not offered
in subsequent terms, the student should speak with the faculty advisor or Program Coordinator about their
options for fulfilling the degree requirement.
Doctoral students with six or more credits with grades of Incomplete included on their program of study will not be allowed to sit for the certification exam.
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