EDST 420

Assignment Structure: Two readings assigned over the Weekend. Two written summaries required on Tuesday (one for each assigned readings.) A Final Exam and other in-class activities.

Absence policy: Attendance is taken every class. You are permitted one absence without consequence. After that you will be required to do an extra reading and written summary to make up for an absence. You are responsible for turning in reading summaries on time even in the case of absences.

Posting of writing assignments are due before class on Tuesday and late assignments will not be accepted. You are permitted to miss one week's writing assignment without consequence. After that, the missed writing assignment counts a zero grade. (Note, content from writing assignment will still be on the final exam.)

• Look at where you are located in regards to where you started. Are you above or below the starting line? How does your position make you feel? Are you surprised about the differences in the room? About where you were located?
• Were there any statements you found more difficult to answer? Easier?
• Do you think this activity is an accurate representation of social class privilege? How? How not?
• Social stratification is a fact. In some circumstances, but it is often invisible. What might this mean for being a teacher?
• Think about the people not in this room...
• Return tables to their original positions.

4 Types of Feminism

• Liberal Feminism: The belief that women should have the same civil and political rights as men. Assumes the overall social system is good, but individual bias prevents women from having equal access to opportunities. Calls for anti-bias education and laws and policies protecting against unfair bias.

Radical Feminism (Economic): The belief that our economy is structurally unfair to women. Undue burden for child care and unpaid domestic work prevents women from accruing economic and social capital. Lack of capital creates dependency and prevents women from having more political influence. Laws reflect a bias towards male interests, which reinforces male monopoly of economic resources. Sees liberation in the redistribution of wealth to women. Seeks to organize women (and their allies) to liberate women from exonomic oppression and exloitation.

Radical Feminism (Cultural): The belief that men and women are inherently different--think differently, feel differently, and have different moral values. However, men's ways of thinking have been defined as normal and current social policy is entirely organized around male styles of thinking and problem solving. This is a structural problem in our society. Women don't need to be given access to men's ways of doing things. Women need to have equal (or more) influence and power . Women's ways of thinking and women's morals would bring important benefits to society. Seeks to organize women (and their allies) to liberate society from patriarchal bondage. Sometimes advocates women's only forms of social organization.

Postmodern Feminism: The belief that it is the simplistic categories of male/female, masculine/feminine that are at the root of patriarchal oppression and other forms of gender oppression. Assumes these categories are crude and do not describe the full range and complexity of human gendered experience. Sees the primary means of social change in blurring the lines between what constitutes male/female, masculine/feminine so much that those social contructs cannot be used to oppress people anymore. Sees strong connections between women's liberation and LGBTQ rights and queer liberation movements.

Social Stratification Exercise

• Circle one of the statement numbers.
• Put the tables to the front and back of the room.
• Everyone in the class will stand in the middle of the room, in 3-4 rows facing the same direction.
• Start with the question you numbered, read the statements (silently, to yourself), take one step forward or backwards as indicated.
• Repeat for the next statement, when I say so.
• When you reach the end of the list, go back to the beginning. We will continue until we have done all 38 statements.

EDST 420

Schooling in a Stratified Society

• Update: Syllabi this Weekend, Assignment Structure, Absence Policy
• Social Stratification Exercise
• Discuss Freire
• Discuss Belenky
• Introduce Myth of Individualism Readings for Next Week

Freire Discussion

Belenky Discussion

• What, according to Freire, is a “Banking” approach to education?
• What is wrong with a banking approach to education?
• What is, according to Freire, the real purpose of education? (Our “ontological vocation”?)
• What does “Ontological” mean, anyway?
• What is the alternative to being a banking-style teacher?

• What according to Belenky is “connected teaching”?
• How is connected teaching related to Freire’s conceptions of education?
• How is being a teacher like being a midwife, according to Belenky?
• What is the “Doubting” model of education?
• Belenky says the Banking method of education and the doubting method of education are not good for women students? Do you think this is true? For all women? Just for women?

Myth of Individualism -- Readings for Next Week

Writing Assignment-- write a 300-500 word summary for each essay

1. What is the CENTRAL QUESTION the readings seek to address? Alternatively, what is the main framework/theme guiding the readings; like the “coat-hanger” from which the ideas “hang.”

2. What is the SIGNIFICANCE of this issue/question? For example, who should be concerned about the issue? Why should they be concerned? What are the implications for educational policy and practice.

3. What are some of the SUB-ISSUES explored? Being able to distinguish between the essays main point and its secondary points is important, especially when discussion issues of educational equity. Be specific with regards to individual readings if more than one reading is assigned.

4. What main CONCLUSIONS are drawn?

5. List 3 QUESTIONS that came up for you while reading for the week?