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  • ESS 30472: The Politics of Poverty and Social Welfare

    3.00 Credits
    University of Notre Dame

    The United States is the wealthiest nation in the world, yet poverty remains a persistent concern. In this course, we will study the sources of poverty and economic inequality and what has and can be done to address the problem. We begin by discussing different theories on to what extent citizens' income and wealth should be equal in a society and the government's prescribed role, if any, in the process. We then trace the history of poverty in the United States and various government efforts to address the problem through social welfare programs. Finally, we will closely study the different forms poverty takes on today and enter the ongoing debate over what public policies should be implemented in response. Throughout the course, we will pay particular attention to the decidedly political dimension of poverty in America.
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  • ESS 30500: Economics of Poverty

    3.00 Credits
    University of Notre Dame

    An examination of the extent and causes of poverty in the United States. The current system of government programs to combat poverty is analyzed. Reforms of this system are also considered. This is an education-general course.
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  • ESS 30501: Addressing US Poverty at the Local Level

    3.00 Credits
    University of Notre Dame

    This course focuses on four arenas where poverty manifests itself: homelessness, education, healthcare, and jobs. This is an education-general course.
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  • ESS 30502: Economics and Education

    3.00 Credits
    University of Notre Dame

    This course introduces students to the dynamics of the social and historical construction of race and ethnicity in American political life. The course explores the following core questions: What are race and ethnicity? What are the best ways to think about the impact of race and ethnicity on American citizens? What is the history of racial and ethnic formation in American political life? How do race and ethnicity link up with other identities animating political actions like gender and class? What roles do American political institutions--the Congress, presidency, judiciary, state and local governments, etc--play in constructing and maintaining these identity categories? Can these institutions ever be used to overcome the points of division in American society? This is an education-focused course.
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  • ESS 30590: Catholics in America

    3.00 Credits
    University of Notre Dame

    Since 1850 Roman Catholics have constituted the single largest religious denomination in the United States. This course explores what the presence of Catholics has meant for the American experience, focusing on themes of church/state separation, religion and politics, education, and social reform. We will also examine how the American context has transformed the practice of Catholicism, with attention to ethnicity, gender, region, race and class as variables that have shaped the American Catholic experience. Assigned readings range from excerpts of anti-Catholic publications to first-hand accounts written by American Catholics from the colonial period to the present. In addition we will study the representation of Catholics in American film, themes of Catholic fiction, material culture relating to Catholic devotional life and the sacraments, and the shifting position of American Catholics in the universal Roman Catholic Church.
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  • ESS 30591: Latinos in Chicagoland and Northern Indiana: A Cultural History

    3.00 Credits
    University of Notre Dame

    Latinos have long contributed to the social fabric of the region popularly known as "Chicagoland," which includes Northwestern and North Central Indiana. From food to sports to politics to the arts, Latinos have shaped and reshaped the local culture and formed vibrant communities. However, Midwestern Latinos have been marginalized by both local/regional approaches to history and by the field of Latino studies, which tends to focus on the east and west coasts and the U.S. Southwest. This interdisciplinary course will explore Latino communities from Chicago to South Bend to better understand how these communities fit into the broader Latino experience but remain uniquely Midwestern. Some of the questions that we will ask include: Why did Latinos settle in Chicagoland and Northern Indiana? Why do new migrants keep coming? How has gentrification affected urban Latino communities? How are individuals and organizations working to improve the lives of migrant workers in rural areas? How do Latinos contribute to the Chicago arts scene? The course will include several site visits to community organizations and cultural institutions throughout the region and will require students to collect an oral history from a member of one of the communities encountered in class.
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  • ESS 30605: Education Law and Policy

    3.00 Credits
    University of Notre Dame

    This course focuses on selected legal and policy issues related to K-12 education in the United States. A central theme is the intersection of K-12 schooling and the state, with a particular focus on Constitutional issues of religious freedom and establishment, student speech and privacy, parental choice, educational opportunity, and education reform trends such as charter schools and accountability measures. Questions examined over the course of the semester include: What are the most basic obligations of the state with regard to its regulation of K-12 education? What are the most basic rights of parents in this regard? In what ways does the 1st Amendment protect - and limit - the speech and privacy rights of K-12 schoolchildren? In what ways may the state accommodate K-12 schools with an explicitly religious character? What are the Constitutional requirements with regard to religious speech or expression within K-12 public schools? To what degree is the principle of equality manifest in the form of educational opportunity? How has this changed over time? In what ways have education reform trends such as charter schooling and increased accountability changed the policy landscape of K-12 education?
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  • ESS 30606: Doing Research in International Education (DRI)

    3.00 Credits
    University of Notre Dame

    This course is designed for students with a demonstrated interest and or commitment in carrying out research, evaluation, teaching or service oriented engagements in education in international contexts. The course requires students' background knowledge in key issues of international educational development, as covered in course such as EDGE (ESS 33605) and EIP (ESS 30621). The course also requires students to come with a "live" research interest - which they will refine into a viable research inquiry and subsequently formulate into a viable research proposal. LEARNING OBJECTIVES: Having taken this course, students will: a) Acquire a broad foundation on research methods employed in international educational contexts; b) Become familiar with a critical body of scholarship through review of literature in their respective education research topic; and c) Fully develop a research proposal that would guide their education-related engagements overseas.
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  • ESS 30607: Topics in Education Policy

    3.00 Credits
    University of Notre Dame

    This course will introduce students to the theoretical issues and contemporary debates in education policy in the United States. Drawing upon the literature of politics and economics of education policy, the course will explore topics such as: school choice and educational vouchers, racial segregation and integration in schools, resource allocation and cost-benefit analysis of education policies, efficacy of school-community linkages, and the dynamics of local-State-Federal authorities in contemporary education policy. The course will have a particular focus on the debates around the No Child Left Behind Act, its reauthorization, and the new Race to the Top initiative of Federal Department of Education.
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  • ESS 30608: Introduction to Applied Linguistics

    3.00 Credits
    University of Notre Dame

    This course will introduce students to the properties of language and their systematic study via linguistic inquiry. Specifically, the origins and mechanisms of linguistic knowledge will be examined alongside the componential units of syntax, morphology, phonology and semantics. The course will further introduce students to applied linguistic study with an emphasis on second language acquisition and the integration of sociocultural knowledge within this process. Students will complete this course with a greater understanding of the nature of language and the mechanisms whereby it is acquired, conceptually represented and produced.
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