Faculty of Humanities and Education (Postgraduate) - The University ...

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POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013
THE FACULTY OF HUMANITIES & EDUCATION
Content: Issues and Concepts
A. Issue #1: Why become a teacher?
• Aims of education; ethics and teaching
• Self-concept; traits and dispositions; professional
identity
• Teaching as a vocation; metaphors and images of
teachers
• Discursive construction of teachers and teaching
B. Issue #2: What are schools for?
• Conceptions of the “ideal” person; multiculturalism,
democracy, and citizenship; the “good school”
• Development needs of adolescents; achievement;
under-achievement; gender and achievement;
motivation; indiscipline; interventions
• Role in promoting national, economic, human
development; socialisation; social integration in
a multicultural society; the school’s sorting and
allocation function
• Language as a tool for the construction of knowledge;
the language of secondary education.
C. Issue #3: What are the best ways to teach children?
• Teaching vs. indoctrination; student-centred
philosophies of education vs. traditional models
• Social and emotional learning; empowerment;
teaching and learning styles; motivation and learning;
differentiated instruction
• The school as an organization: Primary and secondary
relationships; school violence and disengagement;
role of the hidden curriculum
• Teacher approaches to Creole and interlanguage;
Initiate Respond Feedback (IRF) models; Managing
face issues [linguistic politeness theory]
D. Issue #4 Are schools fair to children?
• Equality; equity; social justice; assessment;
achievement; ability
• Self-esteem; inclusion – needs of students; multiple
intelligences
• Organizational and classroom practices and
relationships; achievement related to SES, gender, and
ability; inclusive practices
• The Caribbean child’s constructed language identity;
language socialization; social class and literacy;
language as hegemony
Goals/Aims
Participants will develop a broad understanding of the varieties
of contexts and problematic issues in education and schooling
by applying relevant concepts from the foundation disciplines
in education to their experiences of schools and the educational
environment.
General Objectives
• To provide participants with conceptual tools derived from
the foundation disciplines to assist them in understanding
educational contexts.
• To provide participants with opportunities to actively use
their knowledge of fundamental concepts in education to
integrate theory and practice.
Course Assessment
• 100% coursework
• The assignments offer students the opportunity to examine
how theories and concepts from the foundation areas in
education can be used as a platform to construct a better
understanding of their own development as teachers, as
well as of issues in education.
• Themethodofassessmentisthroughwrittenreports,which
blend practical experience (discussions, observations,
interviews during the practicum periods) with theoretical
knowledge (gleaned through tutorials and lectures).
• Sessions will be scheduled in which tutors will help
students to prepare for the assignments, and will give them
feedback.
• The first two assignments are submitted and marked and
feedback given to students before the third assignment is
due.
Resources
Required readings
American Association of University Women. (1992). How schools
shortchange girls. Washington, DC: Author.
Armstrong, T. (1994). Multiple intelligences in the classroom.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Barrow, C., & Reddock, R. (Eds.). (2001). Caribbean sociology:
Introductory readings. Kingston, Jamaica: Ian Randle.
Bennett DeMarrais, K., & LeCompte, M. (1999). The way schools
work. New York, NY: Longman.
Craig, D. (1999). Teaching language and literacy: Policies and
procedures for vernacular situations. Georgetown, Guyana:
Education and Development Services.
Cunningham, F., LaLonde, D., Neelin, D., & Peglar, K. (2003).
Philosophy: The big questions. Toronto, Canada: Canadian
Scholars’Press Inc.
Delpit, L., & Dowdy, J. K (Eds.). (2002). The skin that we speak.
Thoughts on language and culture in the classroom. New
York, NY: New Press.
Eggen, P., & Kauchak, D. (2009). Educational psychology: Windows
on classrooms (8 th ed.). Upper Saddle River, NJ: Prentice Hall.
Gee, J. P. (2008). Social linguistics and literacies. Ideology in
discourses (3 rd ed.). New York, NY: Routledge. [Chapter 9]
Goddard, A., & Patterson, L. M. (2000). Language and gender.
London, UK: Routledge.
Mulkey, L. (1995). Seeing and unseeing social structure. Needham
Heights, MA: Allyn &Bacon.
Muspratt, S., Luke, A., & Freebody, P. (Eds.). (1997). Constructing
critical literacies: Teaching and learning textual practice.
Creskill, NJ: Hampton Press.
Mustapha, N., & Brunton, R. (Eds.). (2002). Issues in education in
Trinidad and Tobago. St. Augustine, Trinidad: School of
Continuing Studies, UWI.