Public Showing Tomorrow of Film: Waiting for Superman Wednesday, Jan. 26, 5 and 7:30 PM, ART Theater in Champaign

1
Public Showing Tomorrow of Film Waiting for
Superman Wednesday, Jan. 26, 5 and 730 PM,
ART Theater in Champaign

• This film will be discussed in Unit 2. I will
  show short clips, and I will also host an
  optional viewing of the entire film.
• Some sections will view the film as a discussion
  section assignment.
• Optional viewing for lecture students
• Wednesday, March 16, 7- PM, Room 2 Education
• This Week, 1-25, 1-27 
• Tozer Chapter 1 pages 1-12
• Friedman,
• and Neumann 

2
First I will complete slides on Purposes of
Schools (Arends et al.) from Thursdays class.
See those slides.

• Educate students for
• CONTINUITY Continue traditions
• Which ones?
• IMPROVING SOCIETY
• MEET CHALLENGES Unknown future, lifelong
  learning

3
Tozer Chapter 1 Understanding School and
Society

• Schools reflect the larger society.
• Schools serve societys needs.
• The study of social foundations equips teachers
  to make sense of classroom situations by
  understanding the larger social context.
• A major goal of schooling is to prepare citizens
  for life in a democracy.
• Citizens who can think critically about the
  degree to which society is democratic and who can
  participate in overcoming its undemocratic
  aspects.

4
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).
• consent of the governed whose voice is
  heard?

5
How do we define what it means to be a citizen?

1. Equal Citizenship is essentially a matter of
   ensuring that everyone is treated as a full and
   equal member of society (participate and enjoy
   life)
2. WITH SAME TYPES of RIGHTS Civil (freedoms
   rights to live, enjoy, move, and express in
   society), Political (vote, have a voice, a
   variety of interests are considered in some way),
   and Social (access to services like schooling,
   health, social security).
3. ROLE OF A STATE Need a liberal democratic state
   to protect rights.

6
Liberal Democratic States avoid

• Manipulation
• Indoctrination
• Propaganda
• Deception
• Threats
• Force
• In a democracy, there should be social systems
  that provide voice, equality, and freedom to all
  people.

7
Tozer Chapter 1 Understanding School and
Society

• Social theoryinterpretation or explanation, make
  sense of social phenomena, answer the questions
  of how and why. Theory shapes practice.
• Schoolinglearning that takes place in
  school--curricular subject matter and
  extra-curricular activities.
• Also a hidden curriculum provides indirect
  messages about norms and behaviors (through
  practices, relationships, policies, time
  management, authority structures).

8
How are these terms different?

• Educationall learning in lifeinvolves some
  training, but also reason, intellect, intuition,
  creativity, caring, wisdom, judgment a process
  or set of experiences that allows humans to
  create themselves---to exercise your freedom to
  make choices in your life, to choose from a wide
  range of possibilities in life. FREEING OR
  LIBERATING EFFECT
• Trainingpredictable behavior and skills,
  memorization, it prepares you for special social
  or economic roles.
• Indoctrinate--

9
CONTEXTUAL YOUR ANALYSISANALYTIC FRAMEWORK
(Tozer, 9-11)PE and Ideology explains why, what,
how
IDEOLOGY (ideas of the culture) Explains
and Justifies Life (norms) Shared
beliefs Shared values Groups differ
POLITICAL ECONOMY (material components of the
culture) Institutions and Practices Social
Economic Political Schools Demographics
SCHOOLS Reflect, are embedded in, express society
10
POLITICS OF PUBLIC SCHOOLS .

• In Little Village, in Chicago, their high school
  was very old and extremely overcrowded. The
  district promised the community a new high school
  to replace the old high school that was
  originally built in 1894 and last renovated in
  1929.
• However, over a 3-year period, 2 other new
  schools were built in adjacent areas (serving
  wealthier communities), but not the high school
  promised for Little Village. Why was the promise
  to build a school in Little Village broken? What
  should residents do?
• This is a story of power structures,
  distribution of resources, geography,
  demographics, priorities of public schooling, and
  ideology.

11

• Read all footnotes in Friedmans article.
• Defines Plus and Minus Schools and Program for
  Figure 1.
• Contested Space by Friedman
• For Exam 1, one question will require you to use
  the Analytic Framework to answer questions about
  this situation.

12
Be ready to contribute during Thursdays Lecture.
Make a list of P-E, ideological, and school
forces in Chicago from the Friedman article that
led to CPS not to build a new school in Little
Village as promised.
IDEOLOGY Explains and Justifies
Life (norms) Shared beliefs Shared values Groups
differ
POLITICAL ECONOMY in Chicago 2001 Social
(Urban life in Chicago, community organizations,
class status, race/ethnicity) Economic
Political (Mayor, power relations)
Demographics (LV)
SCHOOLS District Policies and priorities, the 2
New Schools, Farragut Academy
13
Chicago Public School (CPS)

• How were limited resources distributed in the
  district?
• How did CPS reveal its priorities?
• What attitude toward educational outcomes for
  Little Village students was revealed by CPS
  facilities manager Tim Martin in a community
  meeting?
• How were plus and minus schools distributed in
  the district? (see figure 1, text, and footnote
  1)
• For the 2 schools built first, what kind of
  schools were they? (see table 2, text)
• What kind of school was Farragut Academy? (see
  table 2)

14
The Politics of Public Schools in ChicagoStory
of the Hunger Strike

• 3 New High Schools are promised
• 2 High Schools are built, where and why?
• The District tells LV there is no more money.
• Community leaders meet with the District and send
  letters to the Mayor, meet with City officials
  over a 2 year period
• Community is told to go to the Illinois State
  legislature for special funding
• Then the Community was offered a small amount of
  to renovate old high school
• What should the community do? What would your
  parents do?

15
What would your parents do?

• Community Action PTA, meetings, meet with
  principal, gain media attention, gain support of
  entire community
• Political write and meet with political leaders,
  protest the District leaders, elect new board
  members (in Chicago trustees are appointed by the
  Mayor), write Congress persons, write
  representatives, make it an election issue, hold
  political rallies, sit-ins and marches
• Economic stop paying taxes, raise your own
  taxes, try to raise private funds, send children
  to private school, look to philanthropic
  organizations for money, ask local businesses to
  support schools, move to another community

16
What is the reasoning behind where new schools
were built?

• Table 1 (Friedman) Data on North Park, Near North
  Park, and Little Village (2000 Census)
• Population, poverty rates, median income
• Table 2 (Friedman) School Data (2005)
• Attendance Rate, Graduation Rate, Achievement, AP
  scores, Racial demographics of the 3 schools

17
Data on Chicago Public School Students

• 90 are Hispanic and African-American
• 85.6 of students from low-income families
• 19.9 of Illinois public school students attend
  CPS
• 13.7 are limited-English-proficient
• 94.0 attendance rate for elementary schools
• 86.0 attendance rate for high schools
• Per pupil operating expenditures as of FY05-06
• 9,758 operating expenditure per pupil
• 6,875 per capita tuition

18

• In 2001, 14 people mounted a hunger strike
• The hunger strike lasted 19 days
• Community got district to build the school
• Community remained involved in school design

19
New CPS CEO Arne Duncan
CPS CEO Paul Valles Mayor Richard Daley Valles
resigned 2 months later

• Who were some of the key players?
• Did the struggles end with the building of the
  new school? (Friedman, impact of Ren10,
  boundaries, name of school)

20
Little Village High School4 small schools in one
locationMulticultural Arts, Infinity,World
Languages andSocial Justice

• Our MissionThe Little Village Lawndale High
  School is a reality because of the principles of
  social justice. Our belief in self-determination
  inspired a community to act on its convictions to
  affirm its right to a quality education.
• Through a system of support, guidance, and
  accountability our students will graduate high
  school, be prepared for college and implement a
  post secondary plan. Our students will cherish
  and preserve their ethnic and cultural identity,
  will serve and determine the future of our
  community, and will have a passion for peace,
  justice and the dignity of all people.

21
SOCIAL JUSTICE HIGH SCHOOL CHICAGO

• Our Vision
• The purpose of the school of social justice
  is to assure that all students become critical
  thinkers through a curriculum that is rigorous,
  innovative, and implemented through meaningful
  school relationships.Project based and problem
  based learning that addresses real world issues
  through the lenses of race, gender, culture,
  economic equity, peace, justice, and the
  environment will be the catalyst for developing
  our curriculum.Service learning will be the
  center of our curriculum. Our community and the
  city will be our classroom. All learning will be
  relevant to the lives of our students.We will
  increase student learning and achievement by
  building on what our students know and utilize
  their everyday experiences in order to build the
  excellence of basic skills and literacy.The
  professional community composed of
  administrators, teachers, students, parents and
  other community members will learn together and
  from one another.