EDUC3013 PUG Week 3 Role of Public Education in Democratic Society Paper In this assignment, I’m asking to write a 5-6 page paper about developing and defe

EDUC3013 PUG Week 3 Role of Public Education in Democratic Society Paper In this assignment, I’m asking to write a 5-6 page paper about developing and defending a coherent position about public education in our society. In this paper, youll grapple with a single fundamental question: what ought to be the role of public education in our democratic society? I have the assignment requirements attached on a file as well as other references you can use for this paper. ASSIGNMENT 1: TRADITIONS PAPER, 5-6 PAGES, (28 POINTS)
The traditions paper is the central space in this course for you to begin developing and defending
a coherent position about public education in our society. In this paper, youll grapple with a
single fundamental question: what ought to be the role of public education in our democratic
society? In shaping your answer, you will be returning to the fundamental questions that weve
discussed throughout the semester. Drawing on our course readings, class discussions, and your
own experience in schools, you will demonstrate your understanding of each of the traditions,
their central arguments and its implication for schooling. In approximately 5-6 pages, you will
then make an argument for which of these traditions (or combination thereof) most closely
reflects what you believe should be the aim of public education in the United States.
Suggested Format
Introduction (about 1/2 page): Introduce the competing ideas/theories about the purposes of
schooling and define what curriculum theory is and why it is important, briefly list/outline the 3
different curriculum theories. (traditional, progressive and critical).
Part I, Traditions Overview (about 3-4 pages, 1 per tradition): Describe the education (critical,
progressive, traditional/humanist). For each tradition include: the main ideas, the purpose of
schooling for society, the role of teachers and students, and how teachers structure their
classrooms and curriculum. Be sure to engage with various thinkers and authors we have read,
and reference their work. For each tradition, at least one citation is required.
Part II, Personal Philosophy of Schooling (about 1-2 page): Describe and defend either your
preferred tradition, or combination of traditions you believe should be used in K-12 schools. Be
sure to include the theory of schooling that most resonates with you and shapes your thinking
about schools (functionalist, conflict, interpretivist, social transformation). There is no correct
answer here, but you should use examples and cite the text to support your argument.
Part IV, Conclusion (about 1/2 page): A strong conclusion summarizing your papers argument
and explaining the So What? of your essay. Why does it matter that we are discussing these
topics? What is important about your argument? What does it shed light on? Avoid weak endings
that simply repeat what has already been said.
Bibliography (not included in page count): Citations should be in APA style, both in-text and in
the bibliography. Below is a link to an online guidebook for citing in APA. You are required to cite
at least one source for each tradition.
https://owl.english.purdue.edu/owl/resource/560/01/
Total pages required: 4-6
A note on grading:
You will be graded on the following categories:
? Paper Content – Contains all required sections, is thoughtful and detailed in each section,
represents careful analysis and discussion, all claims or arguments are defended with
examples or references, discusses schooling theories, curriculum traditions and their
effects on society in a cohesive manner.
? Use of Class Materials and Other Resources – Conforms to requirements for number of
sources used and cited, in-text citations and bibliography are done correctly in APA
format, shows effective connection of course materials (and other resources) with paper
content and major arguments.
? Writing Style and Mechanics – Communicates clearly and effectively in writing, paper is
well-organized with care to use proper mechanics (paragraphs, capitalization, etc.) Paper
was clearly edited and reviewed before submission.
Rewrites must demonstrate improvement on all areas that needed to be strengthened.
A note on formatting:
?
?
?
?
Word document
Double-spaced, 1 inch margin
12 point Times New Roman font
Include your name in the document title when you submit via D2L
EDUC 3013:
School & Society
HLMS 193
Tuesdays 5:00pm-7:30pm
Attendance
https://forms.gle/zXdNUkrXKJJ5vnF47
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At least 30 Colorado school districts and charter schools allow teachers to carry guns, but no statewide training standards regulate them

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Lone Tree charter school that allows staff to carry concealed guns will leave Douglas County School District

The Progressive
Curriculum
Its focus is the individual learner rather than the
needs of society or the importance of a particular
body of knowledge. It also is concerned with helping
people understand knowledge both experientially, that
is, in the context of the real world, and intellectually,
abstracted from the real world, (School & Society
Reader, p. 31)
According to social meliorists, schools should
facilitate social change by producing students who
will fight inequities and oppression and make the
world a better place, (School & Society Reader, p. 32)
John Deweys Vision for
Education
Group Discussion
Questions:
1.
2.
3.
4.
What are the major differences between the
Traditional and Progressive curriculum?
What might a Traditionalist say in argument
against the Progressive approach to education?
What might a Progressive say in argument
against the Traditionalist approach to
education?
Which side are we leaning more towards today
in education today?
Traditional Curriculum
Progressive Curriculum
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Emphasis on learning by doing hands-on projects, expeditionary learning, experiential learning
Integrated curriculum focused on thematic units- (Ex: Egypt Theme in Boston Schools)
Integration of entrepreneurship into education
Strong emphasis on problem solving and critical thinking
Group work and development of social skills
Understanding and action as the goals of learning as opposed to rote knowledge
Collaborative and cooperative learning projects
Education for social responsibility and democracy
Highly personalized learning accounting for each individual’s personal goals
Integration of community service and service learning projects into the daily curriculum
Selection of subject content by looking forward to ask what skills will be needed in future society
De-emphasis on textbooks in favor of varied learning resources
Emphasis on lifelong learning and social skills
Assessment by evaluation of child’s projects and productions
Progressive/Alternative Jigsaw
1.(Montessori, Waldorf, Reggio)
https://www.ourkids.net/school/montessori-vs-waldorf-reggio-emilia
2. (Democratic) http://alternativestoschool.com/articles/democraticschools/
3. (Tech-only/ Ai)
https://venturebeat.com/2014/06/13/this-french-tech-school-has-noteachers-no-books-no-tuition-and-it-could-change-everything/
https://www.livemint.com/technology/tech-news/robots-turn-teachersin-bengaluru-school-thanks-to-ai-1567336339210.html
School Type: ___________
Notes:
School Type: ___________
Notes:
1.
2.
School Type: ___________
Notes:
School Type: ___________
Notes:
School Type: ___________
Notes:
3.
What is the philosophy behind the school
youre researching?
How is this philosophy aligned with
progressive views?
How does this type of school differ from
todays idea of what school is?
a. Is that a good or bad thing?
b. Is there anything from this type of
school that could/should be
integrated in our public schools?
The Current Progressive Struggle
https://www.chalkbeat.org/posts/co/2019/08/15/2019-colorado-test-results/
https://thefederalist.com/2019/08/19/classical-education-almost-impossible-today/

Traditional vs. Progressive Education

At least 30 Colorado school districts and charter schools allow teachers to carry guns, but no statewide training standards regulate them

Lone Tree charter school that allows staff to carry concealed guns will leave Douglas County School District

Traditional vs. Progressive Education

Quick Write:
What if Deweys vision and William Wirt’s design for the Gary Plan schools had worked? Where do you
think we would be today in education? What do you think our economy and global presence look like had
the US adopted and kept a progressive? What would they look like if the US kept everything totally
traditional?
Encyclopedia of Curriculum Studies
Critical Theory Curriculum Ideology
Contributors: John Smyth
Edited by: Craig Kridel
Book Title: Encyclopedia of Curriculum Studies
Chapter Title: “Critical Theory Curriculum Ideology”
Pub. Date: 2010
Access Date: September 13, 2017
Publishing Company: SAGE Publications, Inc.
City: Thousand Oaks
Print ISBN: 9781412958837
Online ISBN: 9781412958806
DOI: http://dx.doi.org/10.4135/9781412958806.n93
Print pages: 156-157
©2010 SAGE Publications, Inc.. All Rights Reserved.
This PDF has been generated from SAGE Knowledge. Please note that the pagination of
the online version will vary from the pagination of the print book.
SAGE
Copyright © 2010 by SAGE Publications, Inc.
SAGE Reference
Critical theory is a philosophical, sociological, and cultural studies term that relates closely to
matters of legitimation, power and conflict, and argument. These are matters of central and
defining interest in curriculum studies. Critical theory can be defined as an orientation, a
disposition, and a way of acting on the world in order to change it. Above all, critical theory is
a form of social analysis that is not prepared to accept things at face value or as they are
presented.
It is important to note that critical theory does not constitute a single approach, but rather can
be found in a family of related approachesfeminism, Marxism, poststructuralism,
postmodernism, post-coloniality, critical race theory, and queer theory, to mention a few. There
are a number of defining qualities that set critical theory apart and make it a distinctive
approach within curriculum studies.
First, there is the issue of how it positions itself as an approach. It takes a questioning stance
toward truth, meaning, and the nature of society. It asks how things came to be the way they
are and what forces operate to keep the world that way. Critical theory challenges beliefs,
assumptions, and commonsense interpretations of the way the world is. Part of the approach
of critical theory is a robust pursuit of things that are accepted unthinkingly or that are taken
as being natural, a questioning of what is normally taken for granted, and a questioning of
why this is the case. Critical theory does not accept there are single immutable truths, and it
questions the legitimacy of single truths.
Second, critical theory has a number of substantive interests or concerns. One of its most
central concerns is how power works and particularly for whom it works. It questions whose
interests are being served in continuing to have structures, processes, and practices the way
they are. The focus of critical theory thus becomes those practices, institutions, and structures
that are unfair, unjust, or undemocratic. In this respect, critical theory is not about criticism or
negativity in the sense of being carping, but rather with uncovering how ideas are formed,
how they are held in place, and how they might be different. At its most fundamental level,
the approach of critical theory is about exposing, unveiling, and unmasking falsity. Its intent is
to puncture or interrupt objectified, dominant, or instrumental views.
Third, critical theory is overt and forthright about its transformative intent. In practical terms,
critical theory aims to make people aware of what frustrates or impedes them and how they
might act on the situation so as to change or transform it. To put this another way, critical
theory has an emancipatory intent in that it is committed to enabling people to free
themselves from ideas and social practices that bind them, exploit them, or prevent them from
being free by tapping into the ways in which people are unaware of how they are being
exploited and how the situation they are in perpetuates this exploitation. The larger agenda to
which critical theory is committed is ensuring the conditions that enable people to embark
upon actions that are more fulfilling personally and that are collectively satisfying for society at
large.
In all of this, critical theory is an orientation that is self-reflexive. It believes that there is no
such thing as political innocence or neutrality? there are always interests being served, and
the question is the extent to which these are known and made public. Its politics, which are
quite overt, reside in its unwillingness to accept things the way they are and instead to
continue to question the legitimacy and veracity of claims to knowledge and truth.
Critical theory has its greatest application to curriculum studies as an approach classroom
teachers might use in their classrooms with students to have them look beyond surface
Page 2 of 4
Encyclopedia of Curriculum Studies
SAGE
Copyright © 2010 by SAGE Publications, Inc.
SAGE Reference
appearances to see how social and political forces and arrangements that purport to be
neutral, benign, and value free actually work to shape the way some groups are advantaged
at the expense of others. Within preservice and inservice teacher education programs, critical
theory can be used to analyze how the received school curriculum privileges particular
viewpoints and those with certain types of cultural capital while denying or marginalizing
others. Within graduate or research programs, critical theory can be a powerful tool with
which to analyze educational policy reforms so as to expose their concealed agenda, even
within, for example, apparently well-meaning policies such as No Child Left Behind in the
United States.
Curriculum ideology is closely related to critical theory, but there are some important
differences. In its wider sociological meaning the term ideology can be somewhat confusing
and hard to pin down. One meaning refers to distorted forms of thinking or false
consciousness. Ideology has also been used by anthropologists such as Clifford Geertz to
refer to symbols, ideas, and beliefs by which people make meaning of their lives. Marxist
thinkers take ideology to refer to the justifications used by interest groups to advance a
particular political or economic viewpoint. Ideology is also used to label and disparage groups
who have ideas that vary from the dominant mainstream views.
In relation to curriculum studies, according to Michael Apple, the most important aspect about
ideology is that it deals with matters of power, conflict, legitimation, and the special style of
argumentation in dealing with these. Dennis Carlson extends this idea when he talks about
the way ideology masks and veils the real agenda being served and presents them as being
different from what they really are. In the end, Carlson arrives at much the same conclusion
as Apple: Because of the confusion over meaning and language and the increasingly
disparaging use of the term ideology by the New Right, it is easier to dispense altogether with
the language of ideology because it brings too much complex history with it.
Notwithstanding, an example of where this kind of thinking is helpful in curriculum studies is
in taking a wider view of what schools exist for other than satisfying the needs of the labor
market. Taking a more complex view enables us to stand back from the dominant fashionable
view of schools being primarily about raising the educational achievements of students. As
Apple and Lois Weis argue, when we take a wider social, cultural, and structural view of
schools, a number of crucial questions become possible. For example, we can ask who
education is working for, who benefits, and who loses or gets excluded. Clearly, schools assist
and advantage particular groups of students more than others because of the closer match
between the preferred norms and values of the school that are in essence middle-class
institutions and the race, ethnicity, gender, and class of the students. In other words, schools
act to legitimate some groups while excluding, marginalizing, or disadvantaging others that do
not conform. The reality is that most schools do not have the kind of reflective surface with
which to challenge these seemingly natural or common-sense assumptions. The
consequence is that the myth gets to be sustained that schools provide equal opportunity to
all students, and all that is needed for success is the application of the right amount of effort
by students.
Joh…
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