Credit Hour(s): 3.0
Critical Pedagogy. Students learn ways to enhance and stimulate opportunities for democratic schooling. Topics address teaching for social action through community service, critical literacy, multiculturalism, and post colonialism.
Credit Hour(s): 3.0
Multicultural Education. Students explore educational reforms in relation to race, ethnicity, culture, gender, and diversity within a democratic framework. Emphasis is placed on examining the economic, political, and social frames that affect the quality of education within a multicultural, social reconstructionist perspective.
Credit Hour(s): 3.0
Social and Cultural Foundations of Education. Students analyze the roles of schools in the social order from the perspectives of the humanities and the social sciences.
Credit Hour(s): 3.0
Curriculum Foundations for the Educational Leader. This course prepares students to engage in curriculum design, implementation, and evaluation with a critical focus on social, philosophical, and historical foundations as a basis for that work.
Credit Hour(s): 3.0
Cultural Studies in Education: Film. Images of education presented in popular films are analyzed from a variety of perspectives for their representations of such phenomena as school work, knowing, knowledge, and education.
Credit Hour(s): 3.0
Cultural Studies in Education: Gender. Students examine the sociocultural relationship between gender and education in U.S. society. Focuses on how schools teach about gender and the ways females and males respond to differing learning contexts.
Credit Hour(s): 3.0
Sociology of Inner-City Children. Students study problems facing culturally different children. Concepts, problem-solving procedures, and attitudes which aid constructive interaction between culturally different teachers and learners are explored.
Credit Hour(s): 3.0
Philosophy of Education. Students study major philosophical writings, their relation to the roles of students and teachers, and their relation to the aims of schooling. Students develop philosophy positions and research a philosopher of their choice. Findings are presented to the class for discussion and analysis.
Credit Hour(s): 3.0
Anthropology of Education. Students study the field of cultural anthropology as it relates to contemporary issues in education. The course focuses on education as a social institution.
Credit Hour(s): 3.0
Sociology of Education. Students study the myriad relationships between formal systems of education and the dominant characteristics of post-industrial society. Content is derived from current thought and writing in sociology and educational theory and practice.
Credit Hour(s): 3.0
Politics and Policy in Education. Students study political and educational policy processes in relation to such problems as globalization and the nation- state, local and community development, social identification and political participation, pressure groups and indoctrination, academic freedom, and school reforms.
Credit Hour(s): 3.0
Globalization and Education Policy. This graduate course offers an in-depth examination of the way globalization discourses have an impact on educational policy. Students will analyze debates over the knowledge economy and globalizing the curriculum. Case studies from selected nation-states will be used to enhance understandings of educational policy borrowing and lending, privatization in education, international benchmarking and testing, citizenship and social exclusion, and policy modeling in non-governmental organizations (NGOs).
Credit Hour(s): 3.0
History of American Education. Students examine American educational thought and practice emphasizing developments in the nineteenth and twentieth centuries. Special attention is paid to recent works in the field which emphasize the social purpose and context of the U.S. public school.
Credit Hour(s): 3.0
EPSF 8350 Comparative Educational Systems. This graduate course offers a study of comparative educational systems around the globe. Students will examine the structural systems of educational provision in various countries. Topics also include theory in comparative education, educational reform policies, culture and equality in schooling, challenges to early childhood care, and international aid and human rights for education.
Credit Hour(s): 3.0
Curriculum Design and Analysis. This course prepares students to lead a school in curriculum design, implementation, and evaluation with a critical focus on social, philosophical, and historical foundations as the basis for that work.
Credit Hour(s): 3.0
Epistemology and Learning. Students investigate definitions of knowledge and theories of knowledge in the process of developing their own epistemology positions. Knowledge claims are evaluated in relation to multiple ways of learning, and students present their ideas to the class for consideration and critique. A minimum grade of "C" is required for this course.
Credit Hour(s): 3.0
Interpretive Inquiry in Education. Students examine the theory and practice of interpretive inquiry in education including narrative, life history, phenomenology, hermeneutics, critical, feminist, and poststructural inquiry. Attention is given to problems of knowing, representation, and the purposes of forms of inquiry. A minimum grade of "C" is required for this course.
Credit Hour(s): 3.0
Historical Research in Twentieth Century American Education. Prerequisite: EPSF 8340 or consent of the instructor. Students study selected problems and issues in American education in the twentieth century. Primary and secondary source materials are used, and students present their findings to the class for discussion and critique. A minimum grade of "C" is required for this course.
Credit Hour(s): 3.0
Philosophical Analysis and Method. Students explore cogent reasoning, logic, and conceptual analysis. Students apply each area to research questions of their interest and present their work to the class for examination and debate. A minimum grade of "C" is required for this course.