Course Description
Observations and analyses of critical educational issues influencing the social and political contexts of educational settings in Georgia and the United States. Students examine the teaching profession, the meaning of education and schooling in a diverse culture, and the moral and ethical responsibilities of teaching.
Athena Title
Critical Contemporary Issues
Equivalent Courses
Not open to students with credit in EDUC 2110H, EDUC 2110E
Semester Course Offered
Offered fall and spring
Grading System
A - F (Traditional)
Course Objectives
1. Future educators understand and can apply disciplinary knowledge from the humanities and social sciences to interpret the meanings of education and schooling in diverse and contemporary contexts. 2. Future educators understand and can apply normative perspectives on education and schooling in contemporary contexts. 3. Future educators understand and can apply critical perspectives on education and schooling. 4. Future educators understand and can apply moral and ethical principles related to democratic institutions can inform and direct schooling practice, leadership, and governance. 5. Future educators understand the full significance of diversity in a democratic society and how that bears on instruction, school leadership, and governance. 6. Future educators understand how philosophical and moral commitments affect the process of evaluation at all levels of schooling practice, leadership, and governance.
Topical Outline
1. Investigate and describe contemporary schools and the interplay of school and society via selected social, historical, political, economic, philosophical, and cultural issues that influence those schools. 2. Discover, explore, and describe current issues and trends in schools (e.g., bullying, curriculum mandates, vouchers, privatization, testing and evaluation, federal and state policy, reform initiatives, standards, and changes in curriculum) using disciplinary and interdisciplinary fields and the lenses of analysis, critique, and interpretation. 3. Analyze their legal, ethical, and professional responsibilities as future teachers. 4. Explore their core values and reflect on how their values influence their beliefs about “good” teaching and schooling in democratic contexts. 5. Develop and refine a philosophy of teaching for contemporary schools by exploring who they are as potential teachers (e.g., examining their own agendas and prejudices as they relate teaching and learning) and what dispositions they have for teaching diverse students in current Georgia and U.S. school contexts. 6. Analyze the implications, benefits, and challenges concerning the use of technology in contemporary Georgia and U.S. classrooms.
Syllabus