Welcome to EPS 201/202 FOUNDATIONS OF EDUCATION The study of the relationship between school and society. What kind of society would we have without schools? If you are new to class, obtain a handout for class overview and website information. Questions examined in our course… 1. Who should be educated and how? 2. What essential knowledge and values should each student learn in school? 3. Who should control the curriculum and for what purposes? 4. When, where, and how should education be delivered?

THE CLASS WEBSITE IS ESSENTIAL: Weekly Announcements E-RESERVES Direct Link Powerpoints for upcoming lectures (available at 7 PM on Monday and Wednesday) COURSE INFORMATION SHEET READING TABLE UNIT 1 (available now) IMPORTANT DATES Guest speakers and exams Information, links to publicly accessible videos, and other resources.

Three Main Purposes of Schools Spring Chapter 1 To transmit and to reconstruct (highly contested) Problem: Defining purposes and creating curriculum, policies, and practices to achieve these goals. 1. Political Prepare citizens (Passive or Active) Americanize (Natives & Immigrants) 2. Social Teach mainstream behaviors and values Address social problems Build a sense of community 3. Economic Invest in training the workforce Human capital theory—investment in education will improve the quality of workers and the wealth of the community Concern about global competition If labor market concerns dominate, business needs would shape the curriculum, business ideas influence. Why educate? What is the proper balance?

Spring Chapter 1 “Since there is a wide variation in what people believe, educational goals often generate debate.” (Spring, 3) “Educational goals are determined by federal, state, and local politicians, special interest groups, community organizations, and professional education organizations.” (Spring, 3) Main goals of schooling: Political, Social, Economic

Schools are complex social institutions and serve society. There are numerous and some conflicting purposes. Pressure to serve society’s needs. CONTEXT SCHOOLS Students & Teachers POVERTY FAMILY ECONOMY RELIGIONS DEMOCRACY and DOMINANT CULTURAL IDEAS AND VALUES OUR HISTORY POLITICS SPECIAL INTEREST GROUPS FEDERAL & STATE LAWS DEMOGRAPHICS

“Trading Places” link: Can poorly resourced schools fulfill the intended purposes of schooling? If you were a parent of a student at Harper High School—what would you do?

Harper High School Chicago

Purposes of education in Illinois Article X of Illinois State Constitution The Illinois public schools will enable all students to succeed in post-secondary education and career opportunities, to be effective life-long learners, and to participate actively in our democracy.

DISPARITIES IN SCHOOL FUNDING ILLINOIS 2004 Raises questions about equal opportunity for all students. Raises questions about definition of basic education.

Illinois only guarantees a system of funding and a baseline amount per pupil. The Illinois State Board of Education disburses state and federal funds to local school districts and provides programs and services to support school district business and management functions. Funding Sources: State 30%, Local 63%, and Federal 7% utions_to_school_budgets.htm

Who controls the schools? Government Agencies: Federal (Executive branch and Congress), State (Governor, Legislature, State Board of Education) and Local (District Office, Superintendent, and School Boards) FEDERAL NCLB Race to the Top STATE Tests Standards Regulations LOCAL Implements Regulations Budget

Three Main Purposes of Schools Spring Chapter 1 To transmit and to reconstruct (highly contested) Problem: Defining purposes and creating curriculum, policies, and practices to achieve these goals. 1. Political Prepare citizens (Passive or Active) Americanize (Natives & Immigrants) 2. Social Teach mainstream behaviors and values Address social problems Build a sense of community 3. Economic Invest in training the workforce Human capital theory—investment in education will improve the quality of workers and the wealth of the community Concern about global competition If labor market concerns dominate, business needs would shape the curriculum, business ideas influence. Why educate? What is the proper balance?

1. Political Prepare citizens (Passive or Active) Americanize (Natives & Immigrants) What barriers did Jefferson see after the Revolution to achieving a democratic state?

“If a nation expects to be ignorant and free, it expects what never was and never will be.” Thomas Jefferson “the most important bill in our whole code is that for the diffusion of knowledge among the people.” (1786) Jefferson: Liberty and Literacy BASIC EDUCATION Crusade Against Ignorance

LIBERTY AND LITERACY Jefferson’s goal for ordinary citizens was basic literacy, later in life, political skills were learned by reading the newspaper and experience in local politics. “were it left to me to decide whether we should have a government without newspapers or newspapers without a government, I should not hesitate a moment to prefer the latter. But I should mean that every man should receive those papers and be capable of reading them.“

Citizens needed literacy Citizens needed literacy What were Jefferson’s two main goals for his proposed school plan for the state of Virginia? GOALS WERE: 1. For all boys and girls (who were white) To equip the population to function effectively in the civic (political), economic, and private spheres of life. 2. For intelligent boys from all classes: To identify future political leaders, a new “natural aristocracy.” (meritocracy)

What is citizenship in a liberal democracy? Two views: Strong or Weak Sense of Participation “Right of the people to alter …”(Declaration of Independence) This is the most distinctive feature of liberal democracy: Citizens need to have virtues that combine to create the ability and willingness to question political authority and to engage in public debate (public reasonableness rather than self-interest, persuasion, compromise). “unalienable rights” “consent of the governed”

Successful Citizen Participation Advances in access to schools have been gained by strong citizen action demanding equality: Citizens who: Believe in the individual’s right and responsibility to participate publicly. Have a sense of political efficacy—that is that they can make a difference. Value the principles of democratic life— equality, community, and liberty.

20 th Century Citizen advocacy forced a reinterpretation of constitutional law. Improved school access is modeled on: 14 th Amendment passed in 1868 Section 1. All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the state wherein they reside. No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. Race, Language, Gender, Disability, Sexual Orientation Race, Language, Gender, Disability, Sexual Orientation CONSTITUTIONAL EQUALITY was not a reality prior to the Civil Rights movement of the 20 th century.

IF THESE WALLS COULD TALK, WHAT WOULD THEY SAY? “The information is up here. Follow along.” 1. In the film, “If these walls could talk.” List some main complaints about that these students have about their college courses? Do you agree or disagree with these complaints? 2. In general, how do these students in the film view the nature knowledge gained from lectures and textbooks? Do you agree or disagree? Video made by a Cultural Anthropology class at Kansas State University Spring 2007