Course Description

This course explores educational issues in urban America and indigenous educational traditions in the "Third World." The course focuses on the connections between education and politics, cultural diversity and economics, and the existence and persistence of poverty in developing nations. Students will critically analyze international films, course readings, and presentations from guest speakers. Culturally responsive, post-modern, and comparative approaches are used to investigate the impact of culture, poverty and development, and the goals of education in each societal context. 

“Education for Liberation: Here and Abroad” is an interactive undergraduate seminar offered in General Education under “World Society.”  Students from all majors work collaboratively to critically examine education through a wide lens, including topics such as: schooling, information literacy, perspectives on knowledge attainment, economic development, and socio-cultural issues in the US and abroad. A variety of innovative approaches for investigating educational traditions are used to deepen students' understanding of education in "Western" and Non-Western (modern and postmodern) settings. This knowledge becomes the foundation for examining educational paradigms both personal and structural. In the Frierian educational tradition, students will create and transmit knowledge to their fellow classmates. 

The course is designed around several central questions that facilitate comparisons and critical thinking. The following essential course questions are used to guide our exploration of the themes and topics examined in the course:

Course Essential Questions

1. What is Liberation and what is the role of education in creating both states of Freedom and Oppression?
2. How is knowledge produced and transmitted both in and out of the school environment?
3. What roles do power and ideology play in the education in America and elsewhere?
4. In what ways can schooling advance cultural imperialism and reproduce systems of inequality?
5. How can students be active in their own learning and what does that activity look like in practice?
6. How can we best understand education through different historical and cultural lenses?

GenEd

This course fulfills the World Society (GG) requirement for students under GenEd and International Studies (IS) for students under Core.

Course Requirements

1. Students will explore and evaluate schooling contexts from historical, philosophical, sociological and anthropological perspectives, through a variety of means:
• examining the history and geography of world development patterns;
• collecting information from multiple sources on particular educational enterprises or issues;
• comparing and contrasting your own biographical experiences with wider currents in the history of Western schooling and with Non-Western educational traditions;
• effectively using lessons learned through readings and analysis, theoretical concepts, intercultural and personal experiences to express and support your ideas;
• examining a multiplicity of educational purposes, traditions, and outcomes through student led discussions, oral presentations, course papers, class discussions, and assessments.
2. Students will comfortably, effectively, and professionally engage in reflective discussion through various modes of communication, small group work, creative projects, and writing assignments.

Open Discussion: Think about your schooling experiences and address the following themes:  issues of class and economics (family, school environment, classmates); quality of teachers; cultural issues; ethnic/racial experiences;

• What is the purpose of education from your perspective? 
• In what specific ways have your educational goals changed over time?
• What is Liberation?

General Education Requirements 

Gen Ed courses are designed to enhance students’ intellectual, academic, and socio-cultural experiences through:

• the refinement of thinking, learning and communication skills;
• the development of skills in identifying, accessing, and evaluating sources of
• information;
• the promotion of curiosity and life-long learning.
• ethical reflection, civic engagement, and awareness of current issues;
• collaborative learning and teamwork skills;
• recognition of and appreciation for Temple’s urban and regional setting;
• understanding of issues related to globalization; 
• understanding issues related to sustainability; and
• commitment to community-based learning (General Education website)

As a ‘World Society’ course students should be able to:

• Understand the influences (e.g political, social, historical, cultural, artistic, literary, geographic, economic) on world societies or processes (e.g. globalization) linking world societies;
• Access and analyze materials related to world societies and cultures;
• Develop observations and conclusions about selected themes in world societies and cultures;
• Construct interpretations using evidence and critical analysis; and
• Communicate and defend interpretations (General Education website)

Course Learning Goals & Related Assessments

	Course Learning Goals	Corresponding Assessments to Measure Goal Achievement
1.	To engage with problem posing in the Freirean tradition and utilize quality academic sources to support a position while researching possible solutions to the problem posed.	Final Project: Freirean Problem Posing Essay (30%) In their final paper students will identify a problem within modern education and they will, using 3 pieces of academic source material, write a 5-page essay presenting the problem and its context and detail their solution. Up to 5 extra credit points for a topic discussing International Education.
2.	To explain the relationships between educational systems and broader social, cultural, political, and economic contexts. To build a cohesive argument using course text and personal narrative.	Film Critique (10%) Write a 3-page essay that analyzes and critiques the film, “Schooling the World.” You may choose an issue to investigate further, either confirming or refuting a claim in the film. Write a cohesive argument, with a clear thesis statement. Use at least one course reading for support or evidence, as well as any relevant observations from your personal experiences, to support that thesis. What you say is totally up to you, as long as you demonstrate a solid understanding of the course texts and critical thinking.
3.	To create and present knowledge to an audience of peers on a topic of passion or interest utilizing modern communication techniques.	Freirean Class Presentation (30%) Students will prepare and record an 8-10 minute online presentation on a topic of their choice that creates knowledge of the world of mutual (i.e. not personal) experience.  Extra credit for a presentation that covers a topic of international education. Students may also post a 3 page paper written in the style of a newspaper, magazine, or internet article.
4.	To engage in meaningful dialogue and interaction with peers about the course content and student work.	Personal Introduction and Participation in Class Discussion (30%) Please write at least a three-paragraph introduction about yourself. You should include information about your background, i.e., work experience, why you are taking this class, and/or something unique (personal) about yourself that you would not mind sharing with your classmates. Thoughtful participation in class discussions is required. Students who want to earn the highest marks for attendance/participation will offer a critique of the text, synthesize it with what they have learned elsewhere, and build on the class discussion. Participation is expected for every week of the course and most importantly, providing questions and feedback during the Freirean Presentations.

 

Course Materials

Required Texts

Reagan, T.G. (2017). Non-Western Educational Traditions, Fourth Edition. Erlbaum Associates: Mahwah, N.J.  Available Online through the TU library. All other readings will be emailed or on canvas. Non-Western Educational Traditions - TU Library Link

 

Instructional Methods

This course is asynchronous, meaning that we will have no virtual or in person set meeting times. Every Sunday night, I will open the module of work for the week. This work will include among other activities, watching pre-recorded lectures, videos, and media, completing readings, completing assignments and participating in discussion boards. 

Course Communications

To facilitate communication, the university requires you to have and use an e-mail account ending in @temple.edu.

My preferred method of communication is through email. During the semester, I will generally respond to emails within 24 hours of receiving them during the week and within 48 hours on weekends. 

Students can generally expect assignments to be graded within 7 days of submission. 

   

Course Technology Requirements

You will need the following to participate fully in the course:

• A computer and/or tablet with high-speed Internet access. A smartphone alone will not be sufficient.

  Recommended Internet Speed: 8mbps download & 5mbps upload. You can test your connection at https://www.speedtest.net. Please note: Hard-wired connections are more consistent than Wi-Fi for Zoom sessions.

• A web-enabled video camera and microphone.

• Access to Temple University’s Canvas site and email server.

• Microsoft Office. A free copy is available to you at https://its.temple.edu/office-365

  

This course requires the use of Canvas, including access to materials and assignment submission. Some videos posted via Canvas will require the use of speakers. The instructor may utilize web-conferencing tools to deliver synchronous material. In order to participate in synchronous sessions (should they exist), you should have a computer, a webcam, headphones, and a microphone.

This course requires the use of Microsoft Office (i.e., Word, Excel, PowerPoint). To access these materials, please log in to TUportal and look for the Microsoft Download link under TUapplications within the My Portal tab.

Students should check their Temple email daily for course updates. 

All students are required to comply with Temple University’s Computer and Network Security Policies.

 

Limited resources are available for students who do not have the technology they need for class. Students with educational technology needs, including no computer or camera or insufficient Wi-Fi access, should submit a Student Technology Assistance Application in TUPortal and linked from the Dean of Students Support and Resources webpage. The university will endeavor to meet needs, such as with a long-term loan of a laptop or Wifi device, a refurbished computer, or subsidized internet access. The Affordable Connectivity Program is available to purchase discounted internet services and devices for qualified individuals. 

 

On-campus computer labs are available for student use. Here is a list of all of these labs: https://its.temple.edu/computer-labs.

Note that technology resources are available for students, including laptop and battery share. Some software is available for free download on the ITS Academic Support page. Other specialty software may be available for remote access through ITS.

Statement on the Use of Generative AI in This Course

The use of generative AI tools (e.g. ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:
● Brainstorming and refining your ideas;
● Fine tuning your research questions;
● Finding information on your topic;
● Drafting an outline to organize your thoughts; and
● Checking grammar and style.

The use of generative AI tools is not permitted in this course for the following activities:
● Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.
● Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.
● Writing a draft of a writing assignment.
● Writing entire sentences, paragraphs or papers to complete class assignments. You are responsible for the information you submit based on an AI query (for instance, that it does not violate intellectual property laws, or contain misinformation or unethical content). Your use of AI tools must be properly documented and cited in order to stay within university policies on academic honesty. For example, Reagan, T. (2017). Non-Western Educational Traditions: Local Approaches to Thought and Practice (4th ed.). Routledge. https://doi.org/10.4324/9781315779188. Any assignment that is found to have used generative AI tools in unauthorized ways will severely impact your assignment grade. When in doubt about permitted usage, please ask for clarification.

       

 

Grading Scale

A Range	B Range	C Range	D Range	F Range
A  93 - 100	B+ 87 - 89.49	C+ 77 - 79.49	D+ 67 - 69.49	F 0 - 59
A- 90 - 92.49	B  83 - 86	C  73 - 76	D  63 - 66
	B- 80 - 82.49	C- 70 - 72.49	D- 60 - 62.49

 

C- or better is required to fulfill the GenEd area requirement. 

Expectations for Assignments

• All written assignments should be submitted via Canvas under the designated prompts, unless otherwise noted by the professor. 
• All written assignments must be typed: double-spaced, Times New Roman font, 11 or 12-point font size, 1-inch margins on all sides, on white paper, in black ink. Timeliness is essential and late work will be penalized. Five points will be deducted/day for late assignments. Please note: Assignments over 3 days late will not be accepted.
• I expect the utmost in effort and quality for all written assignments. It is strongly suggested that you attend the Temple Writing Center (201 Tuttleman, 204-0702) with drafts of each assignment. It is difficult to edit your own work. Assignments that are difficult to read, are not written according to the directions, or are not cited properly will be returned ungraded and considered late.

Assignment Descriptions

Attendance and Class Participation— (30 points)

Your presence in class is required. Students are expected to notify the instructor through email when they will not be present. Thoughtful participation on class discussion boards discussions is required. Students who want to earn the highest marks for attendance/participation will offer a critique of the reading, synthesize it with what they have learned elsewhere, and build on the class discussion—but not monopolize the conversation. 

 

Film Critique — (10 points) 

Write a 3 page essay that analyzes and critiques the film, “Schooling the World.” You may choose an issue to investigate further, either confirming or refuting a claim in the film. Write a cohesive argument, with a clear thesis statement. Use at least one course reading for support or evidence, as well as any relevant observations from your personal experiences, to support that thesis. What you say is totally up to you, as long as you demonstrate a solid understanding of the course texts and critical thinking

 

Freirian Class Presentation – (30 points)

Students will prepare a class presentation on a topic of their choice that creates knowledge of the world of mutual (i.e. not personal) experience. Specific instructions will be determined with class involvement and are to be determined. Extra credit for a presentation that covers a topic of international education.

 

Final Paper – (30 points) 

In their final paper students will identify a problem within modern international education and they will, using 3 pieces of source material, write a 5-page essay presenting the problem and its context and detail their solution.

  

Course Minimum Grade

Although D- is a passing grade, a minimum grade of C- is required in General Education courses and, in many programs, courses required by the major.

For more information, please see Temple University's Academic Policies on Grades and Grading.

General Policies

All Temple University Academic Policies will be upheld.

The General Education Policies and Requirements details program expectations.

   

Attendance and Your Health

Students must attend and participate in classes according to their instructors’ requirements to achieve course learning goals. If you feel unwell or are under quarantine or in isolation because you have tested positive for the coronavirus, you should not come to campus or attend in-person classes or activities.

It is the student’s responsibility to contact their instructors to create a plan for participation and engagement in the course as soon as they can do so and to make a plan to complete all assignments in a timely fashion when illness delays their completion.

 

Incomplete

A student will be eligible for a grade of “Incomplete” only if the student: 1) has completed at least 51% of the work at a passing level, 2) is unable to complete the work for a serious reason beyond their control, and 3) files a signed agreement with the instructor outlining the work to be completed and the time frame in which that work will be completed. The student is responsible for initiating this process and all incomplete forms must be sent to the Associate Dean for Academic Affairs prior to the start of study days in that semester.  

Please refer to the following for further details: Temple University’s Incomplete Policy. (Policy #02.10.13). 

  

Withdrawal from the Course

If a student wishes to withdraw from a course, it is the student’s responsibility to meet the deadline for the last day to withdraw from the current semester.

See Temple University's Academic Calendar for withdrawing deadlines and consult the University policy on Withdrawals (Policy # 02.10.14). 

  

Statement on Academic Rights & Responsibilities

Freedom to teach and freedom to learn are inseparable facets of academic freedom. The University has a policy on Student and Faculty Academic Rights and Responsibilities (Policy #03.70.02).

   

Academic Honesty

According to the University Student Code of Conduct, students must not commit, attempt to commit, aid, encourage, facilitate, or solicit the commission of academic dishonesty and impropriety including plagiarism, academic cheating, and selling lecture notes or other information provided by an instructor without the instructor’s authorization. Violations may result in failing the assignment and/or failing the course, and/or other sanctions as enumerated in the University Code of Conduct.

Academic dishonesty is a serious academic offense that may lead to an F grade for the assignment or for the course.  In very serious cases, you may also be suspended or dismissed from the university.  Academic dishonesty includes the following:

• Handing in someone else’s written response as your own.
• Using sources of information in your papers without citing them or improperly citing them.
• Handing in projects written with extensive assistance from others, unless their assistance is openly acknowledged and approved by instructor.

Netiquette and Class Conduct Expectations

 

It is important to foster a respectful and productive learning environment that includes all students in our diverse community of learners. Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Therefore, all opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse.

Treat your classmates and instructor with respect in all communication, class activities, and meetings. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Please consider that sarcasm, humor, and slang can be misconstrued in online interactions and generate unintended disruptions. Profanity should be avoided as should the use of all capital letters when composing responses in discussion threads, which can be construed as “shouting” online. Remember to be careful with your own and others' privacy. In general, have your behavior mirror how you would like to be treated by others.

For more information, please visit https://diversity.temple.edu/.

  

 

Disability Disclosure Statement

Any student who has a need for accommodation based on the impact of a documented disability should contact Disability Resources and Services (DRS), Ritter Annex 100, (215) 204-1280 or 215-204-1786 (TTY) or drs@temple.edu, to make arrangements.  If you have a DRS accommodation letter to share with me, or you would like to discuss your accommodations, please contact the instructor as soon as practical. I will work with you and with DRS to coordinate reasonable accommodations for all students with documented disabilities. Accommodations are not retroactive. All discussions related to your accommodations will be confidential.

 
Information regarding accessibility for additional technologies is provided below: 

 

• Canvas
• Zoom
• VoiceThread
• GoogleDrive
• Outlook
• Sharepoint

    

Technical Support 

For a listing of technical support services available to Temple University students, see the Tech Support page.

 

Live Chat or Request Help:  tuhelp.temple.edu.

Phone: 215-204-8000

Email:  help@temple.edu

Website: its.temple.edu

Location: The TECH Center, Room 106

 

 

Academic and Support Services

Temple University provides a variety of services to support you throughout your studies. Please take a moment to view these by visiting the Academic Support Services page.

The following academic support services are available to students:

• Student Success Center
• University Libraries
• Undergraduate Research Support
• Career Center
• Tuttleman Counseling Services
• Disability Resources and Services

  
If you are experiencing food insecurity or financial struggles, Temple provides resources and support. Notably, theTemple University Cherry Pantry and the Temple University Emergency Student Aid Program are in operation as well as a variety of resources from the Division of Student Affairs. 

      

Continuity of Instruction in the Event of Emergency

Students are to register for the TUAlert System to be made aware of University closures due to weather or other emergency situations and follow all additional university-wide emergency instructions. Students can register for this system on the Campus Safety Services website. Students registered for the class will be alerted to any alternate testing procedures and submission of assignment requirements from the instructor via email.

Please note that online classes are generally not affected by campus closures.  

  

Privacy Policy

Please see the links below to become familiar with the privacy policies for each of the following: 

• Temple University
• Canvas Instructure
• Zoom

    

Course Schedule

Key Dates:

Monday, January 13th: First day of classes

Monday, January 20: Dr. Martin Luther King, Jr. Day (no classes held)

Monday, January 27: Last day to add or drop a Full Term 16-week (1) course

Monday, March 3 - Sunday, March 9: Spring Break (no classes held)

Monday, April 28: Last day to withdraw  - Last day of classes

 

Course Schedule Spring 2025*
DATE	Topic/Assignment/Reading	Class Discussion
WEEK 1 1/13 to 1/19	Introduction §   Syllabus Overview/ Course Expectations Going to College: Why did you come to college? How is this choice related to a desire for liberation?
WEEK 2 1/21 to 1/26	Meaning and Purpose of Education Paulo Freire (excerpt from Pedagogy of the Oppressed)	How can education become a liberatory experience?   What is the purpose of education?  What is your purpose for education?
WEEK 3 1/27 to 2/2	Globalization, Conspiracy Theory and Fake News Spring, “Globalization of Education”   North Korea and Education in a Totalitarian State	What is a reliable source?    How is modern education practiced globally? How does education function in an environment of complete control?
WEEK 4 2/3 to 2/9	Studying the “Other” and Conceptualizing Culture Reagan, Non-Western Educational Traditions; Ch 1   Watch and discuss “Schooling the World”	Discuss the intersection of education and culture.     How can education reshape cultures? To what end?
WEEK 5 2/10 to 2/16	Education in the Islamic World: NWET Ch 4      Watch and discuss “Schooling the World” Colonial Education History	How does education fit into the practice of Islam in our modern world? What is traditional African educational thought and practice?  How can education reshape cultures? To what end?  How has education been utilized in colonial projects?
WEEK 6 2/17 to 2/23	W.E.B. DuBois and the Propaganda of History   Schooling the World Film Critique	How can history and education serve social and political ends?     What is your take on Schooling the World?
WEEK 7 2/24 to 3/2	African Educational Traditions NWET Ch. 3   Colonial Education History	What is traditional African educational thought and practice? How does education intersect with incarceration? How has education been utilized in colonial projects?
WEEK 8 3/10 to 3/16	Prison and Literacy	How does education intersect with incarceration?
WEEK 9 3/17 to 3/23	Social Media	How do we interface with each other in our current times? How is our attention captured as a commodity?
WEEK 10 3/24 to 3/30	Standardized Testing and You	Why do we subject students to standardized testing?
WEEK 11 & 12 3/31 to 4/13	Freirean Presentations
WEEK 13 4/14 to 4/20	Discipline and the Hidden Curriculum	How do schools enforce discipline? How should they?   How do schools shape students?
WEEK 14 4/21 to 4/27	Social Class and Education                                        How does class intersect with the                                                                                                      education students receive?
WEEK 15 4/28 to 5/4	Study Week and Final Paper Due

*Instructor reserves the right to alter the syllabus as needed.

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