A Liberal Democracy “Right of the people to alter…” (Declaration of Independence) This is the most distinctive feature

1. Ideology Drives Everything!What does democracy mean?Should we be seeking to fulfill its ideals? We have made some progress, such as ended legal segregation, opened curriculum for girls, worked toward services for students with disabilities. What kind of society are we? History shows we have struggled with implementing our ideals of equality, freedom, equal opportunity in society, equal opportunity in public schools. What is the role of education and educators in this struggle? 2 Big influences. Which one dominates today? Democracy—role of schools-prepare students for citizenship. Political participation-voting, feedback to government, vote “bums out” Sense of Community-our social connections, cooperation with others, and our concerns for social problems Rights and Freedoms—know what they are, make choices for ourselves, rights for all. Meaning of democracy for Dewey and Freire? Capitalism—role of schools-prepare students for work. Right of individuals to control their economic destinies. Profit, bottom line, rewards (cash), efficiency, competition, global markets ….. Business ideas in R2T: has schools compete for grants, merit pay for teachers, and more charter schools.

2. A Liberal Democracy “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”

3. How powerful do you feel as a citizen?

4. Public Schools Can Be Influenced by Policies —so we have an opportunity to correct historical injustices and inequalities in education if we want to. “What seems most important today is that we garner the political will to critically examine together every philosophical and pedagogical insight that might move us toward greater social justice, human rights, and economic democracy.” Antonia Darder, 2004

5. Three Main Purposes of Schools Spring Chapter 1 Transmission and Reconstruction (debated)Dewey (radically different from social efficiency or functionalism, but within a modern liberal frame, new pedagogy) and Freire (radical change in institutions, new pedagogy). Both believe in the reconstructive role of schools, but can’t do it alone. Why educate? 1. Political • Prepare citizens • Americanize immigrants 2. Social • Teach mainstream behaviors and values • Address social problems 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 would influence.

6. Purposes of education in Illinois 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.

7. 1. Political Prepare citizens Americanize immigrants 2. Social Teach mainstream behaviors and values Address social problems 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 would influence. FREIRE (Radical, change institutions) Prepare oppressed (working class and poor) to understand their position in existing order. Prepare them for collective action in order to change institutions, focus on class struggles. Change power relations in political and social life. Change economic institutions to be more democratic, current arrangement oppressive. Freire believes it is difficult to change schools if differences in power between classes is great in society-at-large.Can’t expect others to champion interests of the poor.Can expect allies, and cross-class support from some. Signs of neglect and power: Alienation among these students (blame themselves, don’t feel smart) Poor quality school for low income. Poor prepared for low income jobs No input from poor about schools High dropouts among poor

8. Is this a sign of neglect? Sign of power differences?Can we ignore the extreme differences between schools serving poor rural and urban students? Do we have a system of class-based schooling in America? Remember Harper High School? (1894) Do educators have a role in improving equality of opportunity for all in the nation’s schools? In their own school? Does the state of Illinois have a role in improving the state’s school system? Do citizens have an interest?

9. FREIRE POSITION ON LEARNING AND KNOWLEDGE “IF THESE WALLS COULD TALK, WHAT WOULD THEY SAY?” “The information is up here. Follow along.” http://www.youtube.com/watch?v=dGCJ46vyR9o How did these students FEEL about their education? What were their complaints? Review your responses on Lecture Write #5 Video made by a Cultural Anthropology class at Kansas State University Spring 2007

10. Look for aspects of Dewey and Freire in Michie’s Teaching • Next week read: • Guest Speaker on Tuesday next week: Professor Greg Michie • Holler if You Hear Me • A short reading on E-Reserves/Copy Pack by Ladson-Billings on culturally relevant teaching Teacher Award 1996

11. Michie- Through his media literacy classes, kids expressed themselves through film, poetry, writing. Michie respects his students as social critics. He includes study of issues important to their lives such as cultural difference, poverty, safety, gangs, availability of guns and drups in society-at-large, how their neighborhood relates to Chicago politics, and their relationship with police in the neighborhood. Example of political engagement: When a student is attacked by a police officer at a bus stop, he makes seeking disciplinary action against officer a part of the curriculum.

12. NEXT WEEK Professor Greg Michie ISU Guest Speaker Tuesday, April 20 Teacher for 10 years Chicago Public Schools author of “Holler if you hear me” Now a Teacher Educator at ISU, but in Chicago program.

13. 1. Political Prepare citizens Americanize immigrants 2. Social Teach mainstream behaviors and values Address social problems 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 would influence. DEWEY (Modern Liberal, seeks gradual change, seeks progress, wants to diminish power of elites & business, education for active citizenship) Increased political participation for citizens, changes will evolve. **Apply democratic principles to all aspects of social life, build a stronger sense of community and connections with others, use critical intelligence to solve social problems. Democratic principles to improve business functioning What are the reconstructive roles of schools according to Dewey?

14. New Pedagogy ofDewey and Freire The art of teaching Focus on the relationships between: Teacher, Student, Students, World

15. Rejects authoritarian teaching Encourages student autonomy All students can learn Connect to experience of students Inquiry-based Problem-posing Dialogue Learning as a social activity Encourage creativity Study of civilization, race history. Encourage curiosity Promote and widen interests of the child. Make learning meaningful Make learning relevant Close learning relationship between teacher and student. Schools as democratic communities. Fulfill individual and social functions. Promote class solidarity of working class Use of scientific method, experimentation to solve social problems. Understand your position in society. Pedagogy-The art of teaching; principles and methods of teaching Dewey and Freire Who supports what? LIST (Antonia Darder, Dewey’s Pedagogic Creed)

16. Urban Academy Review (Read about Dewey’s Model for Schooling see Tozer, Chapter 5, 151-155 ) A School Inspired by the philosophy of John DeweyUrban Academy, New York City (See video on our homepage) Inquiry Student/Teacher partnership Service Learning Performance Assessment

17. Modern Version of Dewey’s TheoryInquiry Cycle - Professor Chip Bruce, Graduate School of Library and Information Science, UIUCBased on Dewey Cycle is for both students and teachers.

18. Urban Academy “It’s All About Respect”Magnate School Admission Process Mixed student body “Second Chance School” Mission “All students receive a strong academic foundation for life.” Philosophy of John Dewey, Progressive Education Schools as democratic communities Less hierarchical, students and faculty share office space Teachers view teaching as social activism Teach for diversity, in a humane way Values what students bring, but lack skills Rejects drills and discipline approaches Pedagogy (Methodology) Inquiry-based learning All students perform community service, relevance

19. Who attends UrbanAcademy?” 120 students 39% African American, 28% Hispanic, 30% White, 3% Asian, 60% eligible for free or reduced lunch, SAT above national average of 1071 composite, 96% of graduates attend 4 year colleges

20. Overview of Dewey’s view of knowledge 1.EXPERIENCE (past/present) An educated person has the power to gain more education 5. GROWTH 4. REFLECTION 2. PROBLEM? 3. INQUIRY Use scientific methods

21. Three Main Purposes of Schools Spring Chapter 1 Transmission and Reconstruction (debated)Dewey (radically different from social efficiency or functionalism, but within a modern liberal frame, new pedagogy) and Freire (radical change in institutions, new pedagogy). Both believe in the reconstructive role of schools, but can’t do it alone. Why educate? What is the proper balance? 1. Political • Prepare citizens • Americanize immigrants 2. Social • Teach mainstream behaviors and values • Address social problems 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 would influence.

22. Darder What are the main differences between Dewey and Freire? • Freire emphasized class struggle and the working as a collective, emphasis on changing political and social structures. • If teaching Mexican American students, study of immigrant history, of their economic conditions, and race relations, study of their neighborhood, be active in political and social issues in neighborhood, tap into their full potential (like Social Justice High School model) • Dewey emphasized individual and social functions of our lives, learn how to solve social problems through inquiry and experimentation. Did not focus on class struggle. Infusing democratic principles in all aspects of life, critical intelligence for all. • If teaching Mexican American students, study of social history (all groups-civilization), coordinate projects that interest these students, opportunities for community projects that connect to local history, aim to have them reach their highest potential.

23. What about policies today?Secretary Duncan Testifies on Blueprint for Reauthorizing ESEAMarch 17, 2010 Secretary Arne Duncan testified today before the Senate Health, Education, Labor, and Pensions Committee and the House Education and Labor Committee on the Obama Administration’s blueprint for Reauthorizing the Elementary and Secondary Education Act (ESEA). The blueprint, he said, “is organized around our three major goals for reauthorization: • Raise standards. • Reward excellence and growth. • Increase local control and flexibility while maintaining the focus on equity and closing achievement gaps. “All of these policy changes will support our effort to meet the President’s goal that by 2020, America once again will lead the world in college completion,” he said. “In particular, the ESEA will set a goal that by 2020 all students will graduate ready to succeed in college and the workplace.”

24. Race to the Top 2010Reform and Invest in K-12 Education • President Obama will reform America’s public schools to deliver a 21st Century education that will prepare all children for success in the new global workplace. He will foster a race to the top in our nation’s schools, by promoting world-class academic standards and a curriculum that fosters critical thinking, problem solving, and the innovative use of knowledge to prepare students for college and career. He will push to end the use of ineffective, "off-the-shelf" tests, and support new, state-of-the-art assessment and accountability systems that provide timely and useful information about the learning and progress of individual students. • Teachers are the single most important resource to a child’s learning. President Obama will ensure that teachers are supported as professionals in the classroom, while also holding them more accountable. He will invest in innovative strategies to help teachers to improve student outcomes, and use rewards and incentives to keep talented teachers in the schools that need them the most. President Obama will invest in a national effort to prepare and reward outstanding teachers, while recruiting the best and brightest to the field of teaching. And he will challenge State and school districts to remove ineffective teachers from the classroom. • The President believes that investment in education must be accompanied by reform and innovation. The President supports the expansion of high-quality charter schools. He has challenged States to lift limits that stifle growth among successful charter schools and has encouraged rigorous accountability for all charter schools.