| Course ID: | EDUC 2110E. 3 hours. |
| Course Title: | Investigating Critical and Contemporary Issues in Education |
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. |
| Oasis Title: | Critical Contemporary Issues |
| Duplicate Credit: | Not open to students with credit in EDUC 2110, EDUC 2110H |
| Nontraditional Format: | This course will be taught 95% or more online. |
Semester Course
Offered: | Offered fall, spring and summer semester every year. |
| 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. |