documents

sample syllabi

Download Edu T&L 668 Syllabus [DOC]

Education T & L 925.56: Forming ethical identities in play, drama, and imagination - Winter 2008

Tuesdays 7:00 – 9:18
Doctoral seminar

Dr. Brian Edmiston
200 RA, Martha King Center

Rationale

This course re-conceptualizes both identity, to take account of its ethical dimensions, and pedagogy, to take account of how power relationships and the building of community can intersect with the creation of imagined worlds in play and drama.

Required Texts

• Edmiston, B. (2008). Forming ethical identities in early childhood play. London & New York: Routledge.
• Holland, D., Lachicotte, W., Skinner, D., & Cain, C. (1998) Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.
• Davies, B. (1989). Frogs and snails and feminist tales: preschool children and gender. St.Leonard’s, Australia: Allen & Unwin.

Note: all available at SBX

Academic Misconduct

Any activity that tends to compromise the academic integrity of the institution, or subvert the education process (Rule 3335-31-02) will not be tolerated. Examples include violation of course rules stated in the syllabus, cheating on tests, plagarism, dishonesty in reporting research results, and alteration of grades or forms.

Students' Rights and Disabilities

Any student who feels that s/he may need an accommodation based on the impact of a disability should contact me directly to discuss specific needs. If you have documented disabilities you can also contact the Office of Disability Services at 292-3307 in 150 Pomerene Hall to coordinate reasonable accommodations.

Also, please note that because I consider myself an ally of any student who experiences discrimination on any grounds including race, class, gender, country of origin, sexual orientation, and disability I am open to listening to any complaint about incidents in this or any other class and that if needed I will represent any student in dealing with the issue.

Schedule

Week	Date	Topic and Reading
Week 1	Jan 8	Introductions
Week 2	Jan 15	Possible selves, play, and imagined worlds Readings: Edmiston Ch 1; Holland Ch 11, 1-2
No class	Jan 22
Week 3	Jan 29	Cultural/figured worlds, community, and narrative identities Readings: Edmiston Ch 2; Holland Ch 3-5 Guest: Michael Edmiston Due: Response paper 1
Week 4	Feb 5	Authoring, improvisation, and agency Readings: Edmiston Ch 3; Holland Ch 8, 10 & 12
Week 5 Mid-Point	Feb 12	Positional identities, power, and privilege Readings: Edmiston Ch 4; Holland Ch 6-7 Due: Response paper 2 (+ Response paper 1 + your Carmen postings)
Week 6	Feb 19	Dramatic inquiry, spaces, and identities Readings: Edmiston Wearhead Report (on Carmen)
Week 7	Feb 26	Gender and identities Readings: Davies Due: Response paper 3
Week 8	Mar 4	Ethical selves and ethical identities Readings: Edmiston Ch 5; Holland Ch 13
Week 9	Mar 11	Final Synthesis: Where have we traveled? Due: Final paper (+ 3 Response papers)

Assignments

1. Do close, accurate, reading, and writing related to assigned readings.
   • Write for thinking as you read
   • Raise questions as you read and use your questions to ground your reading
   • Make connections with other related readings
   • Make connections with experiences you have had
   • Identify key ideas and key terms
   • Apply ideas to examples
   • Post to Carmen, read others’ postings, and keep conversations going
   • Synthesize ideas in writing, diagrams, etc.
2. Write three 3-5 page essay on each book
   Show with examples how one core idea (that you clearly define with an example) has had a substantive impact on your understanding of one aspect of an academic topic (that you clearly identify through description and citations).
3. In groups (formed according to shared interests) provide leadership for one week (Weeks 3-8)
   • Copy and distribute (on the week prior to when your group will be leading,) one reading that complements the topic
   • Post discussion questions to Carmen by Saturday midnight.
   • Participate in on-line discussion and refer people to details of the readings
   • Each person picks a key term and in class provides a one-page handout definition with examples
   • Each person connects Carmen postings with their definition.
   Write a final 8-10 page academic paper, (accurate APA style)
   Develop a supportive argument and/or critique of a concept based on a topic related to the themes of the course; reference related research selected from your reading of at least 3 substantive research articles.

Evaluation Criteria

Attendance and participation in all classes

• You are expected to attend and actively participate in all classes (complemented by on-line discussions).
This does not mean that you have to say a great deal in class. Think quality over quantity; think raising questions over telling.
• If you have an emergency or professional reason for being absent please let me know, if at all possible before class. Make-up work will be agreed.

High quality writing

• Clear purpose
• Accurate use of terms
• Well-developed ideas
• Coherent arguments
• Evidence of revision (submit drafts)
• Well-edited writing
• Conclusion

OSU Grading Scale

Forming ethical identities in play, drama, and imagination

Edu T&L 925.56
Winter, 2008

Name:

Year in program:

Your primary Area of Study:
(I'm a core faculty member in two Areas of Study: Rethinking Early Childhood & Elementary Education Multicultural & Equity Studies in Education)

Your reason for being in this seminar:



Relevant biographical information:



What topic(s) in particular are you interested in?:



Some core questions that you have:



People in the seminar you might want to join in a small group (and why): (listen as people present!)