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Graduate Course Proposal Form Submission Detail - EEC6518

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Current Status: Approved, Permanent Archive - 2007-03-14
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1688 2007-02-23
     
    Department College Budget Account Number
    Childhood Education ED 1721
     
    Contact Person Phone Email
    Suzanne Quinn 41028 squinn@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    EEC 6518 Social Justice in Early Childhood Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Social Justice in ECE
     
    Course Online? Percentage Online
    -

    Prerequisites

    none

    Corequisites

    none

    Course Description

    This course uses a social justice lens to examine the impact of diversities on social functioning and development of young children. Research skill development includes analysis of social policies. Course is open to non-maj and is rpt for 3 credit hours.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Teachers of young children require the skills to undestand theories of social participation and the accompanying philosophies underpinning the often contentious concept of social justice. Because young people are vulnerable, it is a responsibility for th

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is part of the required sequence for the EC masters program. In an era of increasing policy attention to EC (e.g., State of Florida voluntary PreK initiatives, and teaching shortages in the primary grades) the focus of this course on social justice is an important component of the advocacy thrust of the program. It may also serve graduate students in child-family studies, child psychology, and other related educational fields.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    The course has been offered as EDG 6931 two times.

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Must have an Earned doctorate in Early Childhood Education or related field.


  4. Other Course Information

    A. Objectives

    During the process of this course, students will work toward:

    1. an understanding of social justice issues related to young children NAEYC 5a,

    2. an understanding of the changing role of early childhood education in the wider context of schools, communities and industries CF 2; NAEYC 1b,

    3. an understanding of the social and political contexts in which early childhood services operate and the impact on the work of the early childhood professional, children and families CF 2; NAEYC 1b, 2a,

    4. an ability to critique current educational policies affecting young children related to equality and social justice CF 4; NAEYC 5c,

    5. an ability to hear and respond to other people’s voices in order to overcome the struggle for equal opportunities; CF 5; NAEYC 5d,

    6. an ability to conduct research on the impact or potential impact of contemporary education policy with regard to young children in the context of early childhood education, family, or community life CF 4, NAEYC 5c,

    7. an ability to contribute to the development of policies and programs which meet the needs of diverse young people CF 5; NAEYC 5e,

    8. an ability to engage in the transformation of social justice issues through initiatives such as Service-Learning CF 4, 5; NAEYC 5e

    B. Learning Outcomes

    1. Students will demonstrate an understanding of social justice issues related to young children by engaging with assigned and self-selected readings. Evidence of their engagement will be present in reflective journaling, class discussions, and a service-learning project.

    2. Students will demonstrate an understanding of the changing role of early childhood education in the wider context of schools, communities and industries by engaging with assigned and self-selected texts and sharing their responses in a reflective journal and class discussions.

    3. Students will demonstrate an understanding of the social and political contexts in which early childhood services operate and the impact on the work of the early childhood professional, children and families by engaging with assigned and self-selected texts and sharing their responses in a reflective journal and during class discussions.

    4. Students will demonstrate an ability to critique current educational policies affecting young children related to equality and social justice by writing a critique of a current educational policy.

    5. Students will demonstrate an ability to hear and respond to other people’s voices in order to overcome the struggle for equal opportunities by writing and sharing a reflection of their participation in service-learning project which will involve equal educational opportunities for young children and their families.

    6. Students will demonstrate an ability to conduct research on the impact or potential impact of contemporary education policy with regard to young children in the context of early childhood education, family, or community life by producing a product of research related to this topic.

    7. Students will demonstrate an ability to contribute to the development of policies and programs which meet the needs of diverse young people by engagement in advocacy activities related to a current policy or program which has a potential impact on young people. Students will document their contributions in a paper on the topic.

    8. Students will demonstrate an ability to engage in the transformation of social justice issues through a Service-Learning project.

    C. Major Topics

    A. Review of philosophies and practices of Early Childhood Education

    Constructivism

    Behaviorism

    Socio-cultural

    Ecological

    Brain-Research

    B. The social justice lens

    Diversities

    Culture

    Ethnicity

    Social Class

    Gender

    Disability/Different learning styles

    Interlocking and Systematic oppressions

    Children’s rights

    Interaction of technology and social justice

    C. Philosophies of civic participation

    Liberalism

    Conservatism

    Liberatrianism

    Radicalism

    D. Practices of civic participation

    Service-Learning

    Transformations

    Advocacy

    E. Research methodologies and professional writing

    F. Teaching for social justice

    Incorporating socially just practices in Early Childhood Classrooms

    G. Impacting social policies

    D. Textbooks

    Boyle-Baise, M. (2002). Multicultural service learning: Educating teachers in diverse communities. Teachers College Press.

    Brantlinger, E. (2003). Dividing classes: how the middle class negotiates and justifies school advantage. Routledge Falmer.

    Cannella, G. & Kincheloe, J. (1997). Deconstructing early childhood education: Social justice & revolution. Peter Lang Publishing.

    Jansson, B. (2003). Becoming an effective policy advocate: From policy to social justice. Pacific Grove, CA: Brooks/Cole/Thomson Learning.

    Lareau, A. (2003). Unequal childhoods: Class, race, and

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



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