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Course Criteria
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3.00 Credits
This course will look at innovative educational interventions for socio-economically disadvantaged children in diverse contexts - both here in the United States, and internationally. Whether it is the Comer model in New Haven CT, or Diversity Project in Berkeley CA, or EDUCO schools in Nicaragua, or Pratham's community based supplementary education programs for slum children in India; the course will explore in-depth promising education interventions for children and adolescents growing up in poverty in a globalized world. The course will aim to make students aware of the ways in which educators in diverse contexts of poverty and inequality have conceptualized and implemented empowering alternatives. In doing so, the course will help students better understand what is possible in contexts of poverty, and indeed what are the limits of the possible without any structural change in society.
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3.00 Credits
This course investigates the cultural meanings attached to extraordinary bodies and minds. Cultural and literary scholarship has extensively explored issues connected with identities derived from race, gender and sexuality. Only recently have concepts of bodily identity, impairment, stigma, monstrosity, marginalization, beauty, deviance, and difference begun to cohere around disability as a concept and have emerged into a discipline called 'disability studies'. This course covers topics such as human rights, feminism, medical attitudes, social stigma, normalcy, life narratives, pedagogy, gothic horror, bodily representation, mental impairment, the politics of charity, community and collective culture, bible narrative, the built environment, and empowerment, in a range of disciplines including literary studies, film, theology, government policy, art, and drama. Key texts and films will include The Elephant Man, The Hunchback of Notre Dame, Victor Hugo's Notre-Dame de Paris, Jean-Dominique Bauby's The Diving Bell and the Butterfly: A Memoir, Milton's Samson Agonistes, Charlotte Perkins Gilman's 'The Yellow Wallpaper,' Ben Jonson's Volpone and Mary Shelley's Frankenstein. As part of the assessment, students who take this class will take part in a local placement with people with disabilities in order to gain experience of community-based learning.
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1.00 - 3.00 Credits
Community-Based Research in Education. Community-based research (CBR) is a form of applied scholarship that collaboratively engages campus and community organizations in the research process. By definition, a CBR problem originates in the community, and campus/community partners actively work together during the design and analysis phases. As a result, the research outcome is more likely to be useful for the community partner. In this course, students will have a wonderful opportunity to influence educational policy by helping the South Bend Community School Corporation: 1) review existing research on specific contemporary educational issues; 2) do evaluative research of existing programs. Previous research experience is helpful, but not necessary; interest in educational issues is required.
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3.00 Credits
This course is an opportunity for students from a variety of disciplines to familiarize themselves with a lynchpin of US democracy - American schooling. The course will begin with a focus on the political, social, and economic factors impacting the emergence and evolution of American schooling over the history of the nation. A special emphasis within the evolution of American schooling will be placed on how a variety of constituent groups - immigrants, Native Americans, and African-Americans were, and often still are, educated separately and differently than their "white" counterparts. Private and parochial education will also be touched upon. This course is in no way meant to be an exhaustive history of American schooling but an introduction into the significant events in the history of American schooling and their social, political, and economic influences. Students will garner additional historical contexts to use when analyzing modern day educational trends and issues in American education.
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3.00 Credits
The language we use to describe an idea or item helps define our feelings toward it. Referring to a person with a disability as a "disabled person" implies a pervasive overall lack of ability, whereas a "non-disabled person" seems, by definition, to be more capable, productive, and independent. The term "disabled person" suggests someone in need; the term "person with a disability" might call to mind a brilliant physicist (Stephen Hawking) or a brilliantly successful wartime president (F.D.R.). Students may never have thought deliberately about the vocabulary used in their schools to describe students at different levels of mastery of academic skills. They may never have thought about the vocabulary pundits use to describe those with autism, ADHD, or the range of other disabilities and diagnoses. It is important to be aware of the social consequences of such vocabulary. Language from the Rehabilitation Act of 1973 will be placed alongside other statutory language such as the Individuals with Disabilities Education Act, the Americans with Disabilities Act, and No Child Left Behind. These legal terms will then be dissected in the broader social context of language about disabilities and inclusion or disability services.
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3.00 Credits
Constituted in three parts, this course will explore the interplay of education and social entrepreneurship. Part 1 of the course will focus on social entrepreneurs active in the field of education and youth development. Part 2 will study entrepreneurial school leaders, particularly those in public, charter and Catholic schools serving high needs students. This part will introduce course participants to the contemporary debates in the education leadership literature. Finally, Part 3 will focus on teaching and learning of entrepreneurship for school age adolescents and youth, and will be informed by research in youth entrepreneurship and entrepreneurship education programs at school levels. Offered as an ESS Elective, this course will feature guest lecturers from Mendoza College of Business.
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0.00 Credits
This is the film lab required of Sociology of Teaching, SOC 30237.
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3.00 Credits
Education is one of the best predictors of occupational success and it is often viewed as one of the best ways to achieve social mobility. Given the emphasis placed on educational attainment in contemporary society, it is important that we consider the following questions: To what extent does the current educational system succeed in improving the opportunities of all members of society? To what extent does the educational system reinforce existing social inequality? In this course we explore these questions in detail by examining the relationships between education, social class, race and ethnicity, and gender.
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3.00 Credits
This course explores the link between racial and ethnic relations in the U.S. and the American education system. We will discuss sociological understandings of racial and ethnic inequality in education over the past several decades. Moving beyond black-white inequality, this course will examine the political, cultural, and historical perspectives of racial and ethnic inequality among and between racialized groups in the U.S. Students will be introduced to central sociological debates within the fields of race/ethnicity and education. We will also pay some attention to the changing nature of racial and ethnic inequality in education over the latter part of the twentieth century and the future of racial and ethnic inequality in education during the 21st century.
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1.00 Credits
This seminar focuses on the educational and outreach endeavors of St. John Vianney Catholic Parish in Goodyear, Arizona, and builds upon Notre Dame's relationships with the Congregation of Holy Cross. Students also collaborate with those in ministry with Holy Cross in Phoenix. The immersion takes place over winter break. Apply at the Center for Social Concerns in the fall.
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