Spring 2021: Tuesday 5:00-7:50PM Prof. Namulundah Florence
NFlorence@brooklyn.cuny.edu (347) 450-2158
Virtual Office hrs: W 4-5; after class and by appt. Room: 1207 Ingersoll
In a world of square holes and pegs, the round peg is always different, wrong, and must be chiseled to fit. It is no surprise that children experience disparities in opportunities and outcomes long before they have the language for it. Whose story is valued, recounted, and memorialized? Social norms and other cultural conduits--rituals, media, legends and myths, literature, accolades, or lack thereof--further solidify and distinguish what is proper from the improper.
The exposure to interdisciplinary theory and research methodology in WGST 3449 Code 24199 Section T5: Dialogue to Truth, allows students to explore how mainstream narratives offer partial accounts of reality, what Jane Roland Martin terms, epistemological inequality. How do we, individually and collectively, adopt prevailing gender expectations and use these to police ourselves and each other? The gradual retrieval of untold histories is unearthing cultural critics who have long advocated for change. What is our role in revising cultural histories within families, across schools and even countries?
WGST 3449 Code 24199 Section T5: Dialogue to Truth explores the female voice in multiple aspects of the school system— community, students, teachers, curriculum, pedagogy, assessment, and learning outcomes.
How do we achieve this end? First, collaborating in a task allows you to envision, explore and organize ideas as well as select highlights to make your case. Second, class readings offer context for scholarly discussions on both the process and product of such a task. Third, discussion forums are key to testing prior knowledge against views from classmates and experts on historical and contemporary education issues. Finally, class discussions help us compare emerging insights alongside classmates to contextualize and take a position on select topics.
The Seminar sessions alternate between synchronous and asynchronous as indicated in the schedule of classes. Synchronous sessions provide a chance to engage in review of multi-perspectives on select topics and in real time. Asynchronous sessions allow you to work independently and to process what happens in the large group. Blackboard submissions are in two parts as shown below:
1.Submit your initial response by Sunday @ 11:59 pm to allow time for your classmates’ responses. If you submit after this date, you will lose a point for lateness.
Respond to a classmate’s post by Tuesdays @ 11:00AM.
2. Respond to a classmates’ posting by opening an existing thread and hitting reply for the online posting. In your response to a classmate, a) pinpoint areas of disagreement to the posting; b) ask a question or make a comment to the author to elaborate on something they wrote, c) make a comment that underscores the link between two contributors. Specify why this is the case. You can complete your response to a classmate before this date.
Please plan to log in to the course site no fewer than two or three times a week. Each week of the course will have a corresponding instructional unit which will include the assigned reading, instructor commentary, and weekly discussion questions. You should complete your readings and review of the course commentary before posting answers and reflections to the discussion questions. In addition to posting your original response addressing the discussion question by Sundays at midnight, you must comment or reflect upon the postings of your peers by noon each Tuesday. Earlier posts are encouraged, because they support more discussion and comments among your peers and often better help me support your learning.
IMPORTANT DATES FALL 2022 SEMESTER |
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August 25 First day of class |
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September 2-4 No classes scheduled |
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September 5 College closed Labor Day observed |
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September 26-29 No classes scheduled |
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September 29 Conversion Day-classes follow Monday schedule |
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October 4-5 No classes scheduled October 10 College closed – Columbus Day November 24-25 College closed – Thanksgiving Recess November 26-27 No classes scheduled December 14 Reading Day December 15-21 Final examinations day/evening/weekend |
8/30 Week One: Overview of the course; Discussion of course requirements and Assignments. Pre-semester prompt:
9/6 Week Two: Tradition, norms and gender
Readings:
Visuals:
9/13 Week Three: Impact of society
Readings:
Videos:
9/20 Week Four: Agency or complicity?
10/11 Week Five: Women in History
Readings
10/18 Week Six Readings: African American Experience
10/25 Week Seven: Foreign teachers
Readings
Video clips
11/1 Week Eight: (Mainstream) Knowledge conceptions
Readings
11/8 Week Nine Pedagogy: Ethic of care
Readings
11/15 Week Ten Multicultural education
Readings
11/22 Week Eleven Assessments: Charlotte Danielson.
Readings
11/29 Week Twelve: TRAILBLAZERS
Readings:
12/6 Week Thirteen: Independent work
12/13 Week Fourteen: FINAL PRESENTATIONS
Be part of history…………….. Leave a record
Prepare minimum 5-page testimonials: a) initial interest; b) insights/impressions; c) “influencer” role.
PEER ASSESSMENTS DURING PRESENTATIONS
I was surprised that...
I learned that...
I wonder about...
12/20 WEEK FIFTEEN…Submit papers
Final completed philosophy of education submitted to NFlorence@brooklyn.cuny.edu by 5:00PM on May XX. Late papers will not be accepted. StoryMaps assistance by Prof. Emily Fairey Emily.Fairey86@brooklyn.cuny.edu
The assessments and learning activities in the course are designed to help you meet the learning objectives and demonstrate your progress. Each assessment is directly related to one or more learning objectives, so that in the end your grade will reflect how much you have learned in the course.
Readings and Prompts. The weekly discussion board prompts will allow you to apply theories we discuss in class at the personal, social-political, and global level. Read assigned readings before class. You should be prepared with assignments on their assigned date. You will be expected to ask questions and provide ideas to expand on issues raised during class discussion. In general, you should also aim towards a greater understanding of research issues, techniques, and analysis of current research as well as formulation of findings. The Research project provides an opportunity to apply standard research techniques.
Article analysis. Throughout the semester, you will be asked to critique research and popular press papers. Even though each of these assignments will specify its own grading criteria, in general you will be asked to evaluate reading materials with respect to bias, study design, sampling methods, research methodology, interpretation and generalizability of the results. This will allow you to become a sophisticated reader of scholarly materials.
Class participation. Multiple perspectives on an issue only enrich our thinking about it. For this reason, participation is an essential part of your learning in this course. Your insights will be very valuable to your fellow students and me, and you will also benefit from their ideas and interpretations. There are two ways in this course to participate: brief responses via chat as well as paired and large-class discussions.
Students are expected to attend class and be prepared to apply concepts to current discussions. Attendance is important and so is the quality of students’ inputs and consistency of participation. Students should be prepared with assignments on the assigned date. In listening to others' presentations, students will be expected to ask questions and provide ideas to expand on their insights.
Here are some reminders. All conversations will take place courteously. The quality of participation that will be most beneficial to the class will reflect a knowledge of the readings assigned; it will be based on logic and supported by evidence; when appropriate, it should build on previous comments and move the discussion further along by adding a new insight; it might introduce new facts or probe deeper with questions; it might question underlying assumptions or refine the scope of the conversation with precise definitions; most of all, it will be respectful of other people’s comments and positions. The last point is fundamental. I realize that this course might elicit strong reactions due to deeply held personal beliefs, but we all manage our differences civilly, focusing criticism on the intellectual and scientific merit of the position, not on the person expressing it. Disrespect will not be tolerated in this course.
Group Work: Collaborating with others are an important life and career skills as well as an effective way to increase learning. Research also shows that the opportunity to engage in learning activities with peers greatly impacts student success and satisfaction with online courses. Therefore 25%-50% of learning activities in this course will involve communication and collaboration with your peers including weekly discussions in pairs and small groups.
Presentation + RESEARCH REPORT. The basic structure of the course utilizes multiple lens to retrieve and understand the role of females in the school system. We have time to explore the work of a select female scholars. Some of you will introduce us to other female schools in the USA or elsewhere. Even then, many female scholars, educators and administrators may not be mentioned this semester. What we accomplish in this class is but the tip of an icebag. Keep your eyes and ears, and minds open.
WGST 3449 Dialogue to Truth: The Female Voice in Education provides an opportunity to apply standard research techniques. You will explore primary and secondary sources i.e., insights from experience and class discussions as well as written sources. Remember to INTEGRATE secondary data rather than lining up independent cut-and-pastes like book reports. Always give credit to your sources.
To correctly acknowledge other scholar’s ideas in class assignments, correct citations are required. Use one of the standard reference styles: MLA, APA format or the University of Chicago Manual. Regardless of the selected citation format, students need to acknowledge the source within the text, using footnotes or endnotes and references at the end of the text. Our Reference Librarian is Beth Evans (Bevans@brooklyn.cuny.edu).
Oral Presentation: This research will be reported in class. You will have about 15 minutes to present findings on the final project with 5 minutes set aside to respond to questions from your classmates.
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Learning Outcomes |
Cognitive Level |
Assessment Type |
# of Qs |
# of Points |
Percentage |
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Pre-class reflection prompts: Students will explore and compare personal views with historical and contemporary female scholars and discourses on discussion board forums.
One excused absence is tolerated. |
Understand/apply |
Discussion board prompts that triangulate personal views, assigned reading as well as video clips. Students also critique a classmate’s response to assigned materials.
Homework assignments and discussion forums. |
12 per semester
No pre-class reflections papers on scheduled final presentation. |
25 These are averaged with a drop of the lowest score. |
25 |
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2 |
Class participation: Students will identify and review the work of several female educators, scholars, and administrators. |
Remember/apply |
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Throughout the semester |
20
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20 |
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3 |
Students will produce and submit a philosophy of education
The final paper integrates at least three female scholars in course readings. |
Analyze/evaluate |
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1 |
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20 |
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Students will prepare and present their philosophy of education in class.
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Analyze, evaluate, and create |
Oral report based on: a) personal interest in the issue; insights gained from class readings and discussions; and c: articulate their role as influencer(s).
Integrate at least three female scholars in course readings.
Utilize print and images. |
1 |
15 |
15 |
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5 |
Students will engage in email, call or face-to-face interactions with fellow students and the professor outside of class to build a learning community. |
Apply
Create |
Keep up to date with Online Fun Fact submissions.
Know and identify at least five class members.
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1
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10 |
10 |
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6 |
Construct a billboard phrase, logo or a create Meme on women in schools |
Create |
Create one billboard phrase, logo or a create a meme, for young girls/women in general. |
1 |
10 |
10 |
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7 |
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*** APPLY is subsumed in all my class activities in so far as students link theory to practice and lived reality (personal experiences). Structure adapted from Bloom’s Taxonomy.
Any late assignments will automatically be lowered two grade points. There is no make-up for missed presentations.
CLASSROOM ETIQUETTE: Our class will meet through the Zoom online conference system. We will adopt the same rules and norms as in a physical classroom. https://ualr.edu/disability/online-education/discussion-board-guidelines/
UNIVERSITY’S POLICY ON ACADEMIC INTEGRITY: The faculty and administration of Brooklyn College support an environment free from cheating and plagiarism. Each student is responsible for being aware of what constitutes cheating and plagiarism and for avoiding both. The complete text of the CUNY Academic Integrity Policy and the Brooklyn College procedure for policy implementation can be found at www.brooklyn.cuny.edu/bc/policies. If a faculty member suspects a violation of academic integrity and, upon investigation, confirms that violation, or if the student admits the violation, the faculty member must report the violation.
CENTER FOR STUDENT DISABILITY SERVICES: To receive disability-related academic accommodations students must first be registered with the Center for Student Disability Services. Students who have a documented disability or suspect they may have a disability are invited to set up an appointment with the Director of the Center for Student Disability Services, Ms. Valerie Stewart-Lovell at (718) 951-5538. If you have already registered with the Center for Student Disability Services, please provide your professor with the course accommodation form, and discuss your specific accommodation with him/her.
IMMIGRATION RESOURCES: For resources and support, please visit Brooklyn College’s Immigrant Student Support Office, 117 Roosevelt Hall, website: Immigrant Student Success Office or visit: https://libguides.brooklyn.cuny.edu/DACA
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Grade Point Breakdown |
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A+ 97-100 |
B- 80-82.9 |
D 63-66.9 |
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C+ 77-79.9 |
D- 60-62.9 |
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C 73-76.9 |
F 0-59-9
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B+ 87-89.9 |
C- 70-72.9 |
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B 83-86.9 |
D+ 67-69.9 |
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