CIVIC IDENTITY AND EDUCATION IN A MULTICULTURAL CONTEXT PROFESSOR MEIRA LEVINSON FALL 2011

Professor Meira Levinson Gutman 413 Phone: 617-496-1562 meira_levinson@gse.harvard.edu Office Hours: Varying times/days. Sign up at: http://levinsonofficehours.wikispaces.com/ Course Description What makes someone a good citizen in a diverse democracy? Do good citizens: vote; protest; recite how a bill becomes a law; tolerate intolerance; work hard to support their families; feel patriotic; lead revolutions; run for political office; fight the power; join the army; volunteer; blog; all or none of the above? How should schools answer this question, and what are the implications of the answers they give? What empirical evidence is there for schools abilities to take on these issues? And how do individuals ethnoracial, cultural, religious, and gendered identities fit into the theory and practice of civic education in a diverse society? This course will address these and related issues through readings in political philosophy, political science, sociology, history, and psychology. We will also examine contemporary educational practices and resources such as state standards, after school and community programs, and civics textbooks. Topics to be covered include the contested aims of civic education; the civic empowerment gap; how education affects the quantity, quality, and equality of civic engagement; immigrant incorporation; African American traditions of civic education; patriotic education; identity formation; and civic and multicultural education for social transformation. Students will be encouraged to explore their own interests throughout the course by means of seminar leadership, two short papers, and a final project. All students will be encouraged to hone their analytic reading, discussion, and writing skills; these will be scaffolded throughout the semester in a respectful, supportive, and democratic context. Note: Although the course readings focus on the United States and on public schools, students are encouraged to draw connections with and apply ideas to civic and multicultural issues in other settings (other countries, on-line communities, private schools, community organizing networks, adult education programs, museums, farms, etc.). You are thus welcome to focus your synthesis papers and/or your final project on civic education outside of schools or in other countries. Course Meeting Info: Mondays and Wednesdays, 10-12. Course goals: By the end of this course, students will be able to: (1) Explain the contested character of civic virtue, membership, identity, and participation in a multicultural democracy with reference to theoretical and empirical literatures as well as practical examples. (2) Analyze and evaluate a variety of civic education approaches (curricula, programs, policy designs, etc.) in light of these contested concepts and aims. (3) Co-construct focused, analytic class discussions in a democratic framework. (4) Write strong analytic papers. 1

Course Expectations: You may take this course pass/fail or for a grade. In either case, you are expected to master all unit and course goals, as demonstrated by consistent in-class preparation and participation, satisfactory completion of each assignment, and success on your final project. As outlined in the HGSE Student Handbook, a grade of B- or higher indicates that your work has met my expectations for a graduate student at GSE. Satisfactory completion of assignments and success on projects will thus translate to a level of B- or better as specified by assessment rubrics or other grading schemes, although the real measure will always be the assessment guide (rubric) rather than the letter grade, which is necessarily an arbitrary construct. In other words, the letter grade derives from the level of mastery demonstrated as measured by the rubric, rather than the other way around. Let me clarify this approach to grading. Grades are inevitably arbitrary constructs, made even more arbitrary by the frequently different meanings constructed by those who award grades (me), those who receive grades (you), and those who look at your grades (potential employers, graduate school admissions committees, fellowship selection committees, etc.). The way I construct grades is to use them to signal your level of mastery of the learning goals at the time I am grading you. In this respect, I engage in strict criterion-referenced grading. I will hence potentially grade you harder on formative assignments than you are used to, because I will use those grades to signal to you your level of mastery at that time rather than to signal that you tried hard, that you did well in comparison to other students, or even that you did better than I would have expected at a particular point in the course. In line with this philosophy of grading and signaling, however, your final grade for the course will also signal your final mastery of the overall course goals, rather than being a straight average of grades along the way. Thus, assuming you have mastered the learning goals by the end of the course (which I certainly hope and intend you will!), your final grade will likely be more in line with HGSEs (outrageous) grade inflation, even if its a somewhat rocky ride along the way. I have planned the course assignments to assist you in this process. Thus, the synthesis papers (detailed below), as well as the class participation requirement, are intended as opportunities for you to practice skills you will need to deploy on your final project and to demonstrate mastery of the course goals. Please come speak to me if you have questions or concerns about any of this. Class participation/contribution: I expect you to attend class each day, complete your readings and assignments on time, listen actively, participate thoughtfully in discussions and other activities, ask questions when you have them, and collaborate with your peers and me to co-construct focused, analytic class discussions in a democratic framework. We will discuss what these goals mean and how to achieve them in our first class session; we will also reflect upon our progress and success in achieving democratic deliberation at various points throughout the semester. If I have concerns about your participation and contribution, I will let you know as soon as possible; if you have questions or worries about this expectation in practice, please let me know. If you are absent: Class will be videotaped each day and available (to course participants only) a few days later via streaming video on the web. If you need to miss a class, please (1) inform me as far in advance as possible, and (2) watch the class you missed on the web as soon as you can so that you are up-to-date on our conversation. If you need to miss an entire week of class (which I assume you are not planning to do, but I know that emergencies happen), please do (1) and (2), as well as (3) write a response paper that expands upon the in-class discussion or an additional synthesis paper about the readings for that week as a way of demonstrating your mastery of the concepts we covered that week. 2

Daily readings: All required and recommended course readings for each class are listed below. You are expected to read all assigned texts before coming to class. Please note that you should complete the readings assigned for August 31 before the first class. Read actively i.e., highlight the text, take notes, write marginal comments and flag important passages with sticky notes, talk with others about the material, ask questions, draw connections, etc. in order to comprehend and process the readings before class begins. Brief weekly feedback: I ask that you let me know what youre thinking about after class once per week. My expectation is that you will write only a couple of lines, although youre welcome to write more if you wish. You may mention: a question thats on your mind; an issue you want to probe more deeply yourself, or that you wished we had probed more deeply in class; an idea youre excited about; a frustration you had; something youre confused about; a suggestion; what you wish you had thought of and said in class; something someone said that offended or disturbed you; etc. Your responses will be ungraded, but extremely helpful as I try to keep track of and stay responsive to what you and your classmates are thinking and learning. You will receive a prompt via e-mail each week. Seminar leadership: You and a partner will be responsible for leading one class session during the semester. You will be able to indicate your top 3 choices on a GoogleDoc after the first class session; I will let you know what day youve been assigned by the second class meeting. To prepare for the seminar, you will need to draft a full lesson plan (I will provide guidance/models if you do not have experience writing lesson plans), meet with me (or our TF, if we have one) to discuss your plan, and then revise accordingly before you teach. Your seminar leadership will thus be heavily supported so we make sure that all students learn from your leadership; at the same time, however, you will have wide latitude in how you plan the session. Specific instructions will be detailed on the course website. Two synthesis papers: You are responsible for writing two 1500-1800 word papers (about 5-6 pages double-spaced, normal margins and font) that synthesize the readings for one class in light of the framing questions. These papers are designed to: (1) help you think more deeply about the readings for two classes during the semester; (2) give your classmates further insights into the readings and the topic; and (3) enable me to assess and give you formative feedback on your analytic writing. The rubric that I will use to evaluate your writing is posted on the Writing Assignments tab of the iSite, as are a couple of exemplar synthesis papers with marginal comments and accompanying rubrics. We will discuss these resources and assessment procedures the first day of class. Because the synthesis papers serve in part as formative writing assessments, you must complete at least one by October 19. Because it will benefit you and your classmates if each class session has at least one associated paper, I will try to distribute you fairly evenly across the semester. I will post a GoogleDoc the first day of class so you can indicate your preferred class sessions. I will let you know what dates youve been assigned by the second class session. Papers are due at 8 p.m. the night before the class. Please e-mail your paper to the class, and post it on iSite under the relevant class tab. Make sure to e-mail Meira and our TF, if we have one, your completed rubric, too! Final project: This should be a substantial academic paper, or possibly another product (web site, unit plan, policy memo, etc.) plus a shorter academic paper, that demonstrates your mastery of the course goals in light of an issue, problem, event, or research question that is of interest to you. Your project may connect directly to one or more of the topics we cover in class; 3

alternatively, it may be about something entirely different but that relates in some way to the overall theme(s) of the course. Recent projects have included: (a) a paper examining contemporary feminist art as a form of civic activism; (b) a proposal for how a ships captain can create a civically empowering culture within a sailboat-based experiential education program; (c) a quantitative analysis of International Baccalaureate students academic and civic outcomes in Chicago Public Schools; (d) an analysis of Columbias civic competency standards; (e) democratically and/or multiculturally-oriented performing arts curricula (in one case a choral education program in D.C.; in another case, an orchestral curriculum modeled after El Sistema); (f) an analysis of the overlap between 21st century skills and citizenship education practices; (g) a paper about how American schools undermine the democratic potential of black students by recycling White privilege and power; (h) a philosophical defense of cosmopolitan rather than patriotic education; (i) an analysis of the causes and consequences of queer activism among college students; (j) a proposal for a traveling school that uses site-specific education to foster an inclusive American civic identity; (k) a digital design brief for an interactive U.S. history website; and (k) an analysis of Estonian civic identity within the European Union. These examples demonstrate, I hope, that you may apply the subject-matter of the course to practical problems and research questions in many different domains. What is important is that you choose a topic and format that is meaningful to you. Many students have made direct use of their final projects in subsequent yearsthe founders of the traveling school just celebrated the successful conclusion of their pilot summer; the IB project became the foundation of the students subsequent dissertation; the interactive history website is now grant-funded and under development; etc. Follow suit: write/create something that matters! Your paper must be of high academic quality, but as the examples above demonstrate, it may take any appropriate methodological approach(es) with which you feel comfortable. It also may follow a different format from a standard academic paper with my permission, although you will need to include evidence from/references to scholarly research as with a more traditional academic paper. If you write a traditional academic paper, it should be about 15-20 pages (approximately 5000 words; not including bibliography, footnotes, tables, or appendices). Length requirements for other project formats should be discussed individually with me. You are expected to read substantially beyond the assigned texts during your research for this project. A 1-page draft proposal is due Nov. 2. Bring 4 copies of your proposal to class for peer review. The final paper is due by noon on December 14. You are welcome and encouraged to meet with me to discuss ideas, outlines, and rough drafts along the way. We will also likely schedule one additional peer editing/consulting session in class on November 28 or 30. General academic expectations and support structures: This is a graduate-level course. All students will be expected to: read unfamiliar and potentially difficult texts actively and carefully; write clearly and coherently, posing a thesis that is then supported by evidence; apply appropriate writing conventions, usage, and grammar; conduct independent research using a variety of resources in addition to the web; submit original work that credits others when needed. I will support you in mastering these skills via: an on-line analytic writing tutorial, in-class and wiki-mediated peer editing opportunities, regular office hours, and scaffolded assignments. If you need additional assistance in any of these areas, please consult with the librarians in Gutman. They offer training in library research, individual academic writing consultations, help with academic citation practices, and many other services. (You can find a list of the academic support they provide in MyGSE under Gutman Library.) The Academic Writing Center in Gutman is a tremendous resource, as is Harvards Bureau of Study Council, which provides 4

tutoring and many other academic support services. With respect to the issue of academic originality and appropriate citation of others, make sure to read the section of the Student Handbook that details HGSEs policy on plagiarism. You are reminded that students who submit work that is not their own and does not clearly cite the original source(s) will be dismissed from HGSE.

Summary of Due Dates: 2 Synthesis papers due 8 p.m. the night before class; e-mail classmates, post in Shared Docs area on class tab, and e-mail Meira (and TF) rubric as well. At least one must be done by October 19. Weekly Feedback due by noon on Fridays Seminar Leadership one class between September 26 and November 28. With a partner. Final project 1 page draft proposal due November 2 (bring 4 copies to class for peer review); final paper due noon on December 14.

Required Texts: These are available for purchase at the Harvard Coop. Freire, Paulo (1970 or any subsequent edition). Pedagogy of the Oppressed. New York: Continuum. Baldwin, James (1962). The Fire Next Time. New York: Vintage International. Hess, Diana (2009). Controversy in the Classroom. New York: Routledge. Gary Gerstle and John Mollenkopf, eds. (2001). E Pluribus Unum? Contemporary and Historical Perspectives on Immigrant Political Incorporation. New York, Russell Sage Foundation. Recommended texts: These texts include many recommended readings below and/or are terrific overall guides to the contours of the debates we will tackle in this course. All of these books are on reserve in Gutman. I encourage you to spend a few hours, at least, thumbing through them. Lonnie R. Sherrod, Judith Torney-Purta, and Constance A. Flanagan, eds. (2010). Handbook on Research in Civic Engagement in Youth. San Francisco: John Wiley and Sons. E. Doyle Stevick and Bradley A.U. Levinson, eds. (2007). Reimagining Civic Education: How Diverse Societies Form Democratic Citizens. Lanham, MD: Rowman and Littlefield. Shawn Ginwright, Pedro Noguera, and Julio Cammarota, eds. (2006). Beyond Resistance! Youth Activism and Community Change. New York: Routledge. Kevin McDonough and Walter Feinberg, eds. (2003). Citizenship and Education in LiberalDemocratic Societies: Teaching for Cosmopolitan Values and Collective Identities. New York: Oxford University Press. Diane Ravitch and Joseph P. Viteritti, eds. (2001). Making Good Citizens: Education and Civil Society. New Haven: Yale University Press.

Lorraine M. McDonnell, P. Michael Timpane, and Roger Benjamin, eds. (2000). Rediscovering the Democratic Purposes of Education. Lawrence, Kansas: University Press of Kansas. Will Kymlicka and Wayne Norman, eds. (2000). Citizenship in Diverse Societies. Oxford: Oxford University Press. Carole L. Hahn (1998). Becoming Political: Comparative Perspectives on Citizenship Education. Albany: State University of New York Press. Miranda Yates and James Youniss, eds. (1999). Roots of Civic Identity: International Perspectives on Community Service and Activism in Youth. Cambridge: Cambridge University Press. Note: [RT] = Required Text [iSite] = text or link can be found on iSite [CP] = Course Pack [H] = Handout [Reserve] = On reserve in Gutman

Outline of Syllabus
I. CIVIC IDEALS AND EDUCATION

Civic Purposes of Public Education: A Historical Perspective Effects of Formal Education on Civic Participation Civic Ideals/Aims 1-6: Liberal Democratic Feminist Political/Economic Radical Anti-Hegemonic Global/Cosmopolitan National

II. DIVERSITY AND IDENTITY Ethnoracial Citizenship Immigrant Civic Identity, Education, and Incorporation Transnational Identity Is Religious Diversity a Special Case? Digital Media and the Technology Transformation III. THEORY TO PRACTICE History Education As (or Against) Civic Education Teaching Controversy Textbooks Action Civics Assessment School Culture and Discipline Pulling it All Together: Summary and Synthesis

UNIT I. CIVIC IDEALS AND EDUCATIONAL AIMS What are the characteristics of ideal citizens in multicultural democracies? What, therefore, should the aims of civic education beand who should decide? How do these answers differ depending on cultural, political, geographic, or historical context? Wednesday, August 31 Civic Purposes of Public Education: A Historical Perspective Why were public schools founded (and funded) in the United States? How were their civic purposes understood historically, and how have these understandings changed over time? What is the historical relationship among social diversity or pluralism and civic education, and how have schools attempted to mediate difference? Reuben, Julie (2005) Patriotic Purposes: Public Schools and the Education of Citizens. In Susan Fuhrman and Marvin Lazerson, eds., The Public Schools. Oxford: Oxford University Press: 1-24. [CP] Reich, Rob (2002). Bridging Liberalism and Multiculturalism in American Education. Chicago, University of Chicago Press. Chapter 1: 15-33. [CP] Wednesday, September 7 Effects of Formal Education on Civic Participation What do we know about civic and political engagement in the United States in the early 21st century? Who participates, how, and why? How is formal education related to civic participation? How have scholars understandings of this changed over time? E-lecture [iSite] Nie, Norman H., Jane Junn, and Kenneth Stehlik-Barry (1996). Education and Democratic Citizenship in America. Chicago: University of Chicago Press: 1-20. [CP] Levine, Peter (2007). Ch. 7: Civic Learning in School. The Future of Democracy: Developing the Next Generation of American Citizens. Medford, MA: Tufts University Press: 119-155. [CP] Levinson, Meira (2012). No Citizen Left Behind. Cambridge, MA: Harvard University Press. Prologue: Kurt Cobain vs. Master P and Ch. 1: The Civic Empowerment Gap. (forthcoming) [iSite] Campaign for the Civic Mission of Schools (www.civicmissionofschools.org) [iSite] Strongly recommended: Corporation for National and Community Service and the National Conference on Citizenship (2010). Civic Life in America: Key Findings on the Civic Health of the Nation, Washington, DC. September 2010 Issue Brief. [iSite] Also strongly recommended: Askwith Forum TONIGHT on Teaching 9/11, from 5:30-7 p.m. in Askwith Hall. Meira will moderate a roundtable discussion about how, why, and what we should teach young people about September 11, 2001. Thea Abu El-Haj is one of the roundtable participants. Were reading an article of hers later in the semester you may want to skim it in advance. 8

Monday and Wednesday, Sep. 12 and 14 Civic Ideals/Aims 1: Liberal Democratic Work through at least the Reading Texts Analytically section of the on-line writing tutorial before class. If youre writing a synthesis paper on or before Sep. 12, I suggest that you look through the sections on writing, too. E-mail questions to Meira by 8 p.m. Sunday. What are the various roles that citizens can and should play in liberal democracies? Are these roles incommensurable, or is there a clear hierarchy? How do individuals diverse personal identities relate to their identities as citizens of a liberal democratic state? What should the aims of civic education be in a multicultural liberal democracy? Monday: E-Lecture on Liberal Democratic Theory [iSite] Westheimer, Joel and Joseph Kahne (2004). What Kind of Citizen? The Politics of Educating for Democracy. American Educational Research Journal 41(2): 237-269. [iSite] Gutmann, Amy (2000). Excerpt of Why Should Schools Care about Civic Education? In Lorraine M. McDonnell, P. Michael Timpane, and Roger Benjamin, eds. Rediscovering the Democratic Purposes of Education. Lawrence, Kansas: University Press of Kansas. pp. 7382. [CP] **Note that the chapter goes to p. 90, but I am asking you to read only through p. 82.** Dewey, John (1966 [1916]). Democracy and Education. Plain Label Books (free e-book via books.google.com). Ch. 7, beg. Sec. 2; Ch. 26, Sec. 4 end. pp. 94-102, 414-418. [iSite] Wednesday: Levinson, Meira (1999). The Demands of Liberal Education. Oxford: Oxford University Press. Chapter 4, Culture, Choice, and Citizenship: Schooling Private Citizens in the Public Square: 100-131. [CP] Rubin, Beth (2007). Theres still not justice: Youth civic identity development amid distinct school and community contexts. Teachers College Record 109(2): 449-481. [iSite] Curricular examples/resources posted on iSite [iSite] Monday, Sep. 19 Civic Ideals/Aims 2: Political Economic

Are good citizens good workers? Are good workplaces laboratories for democratic citizenship? How are civic and economic responsibility linked, if at all? What is the appropriate relationship, if any, between political and economic goals for societyand hence, what is the appropriate relationship, if any, between civic and economic education? Kaestle, Carl F. (2000). Toward a Political Economy of Citizenship: Historical Perspectives on the Purposes of Common Schools. In Lorraine M. McDonnell, P. Michael Timpane, and Roger Benjamin, eds. Rediscovering the Democratic Purposes of Education. Lawrence, Kansas: University Press of Kansas. pp. 47-72. [CP] Estlund, Cynthia L. (2000). Working Together: The Workplace, Civil Society, and the Law. Georgetown Law Journal 89(1): 1-96. [iSite] **Note: Read only pp. 1-14, 32-41, 51-60. Also, law review articles have notoriously many and dense footnotes. Skip them. Just read the main text.** 9

Torney-Purta, Judith and Britt S. Wilkenfeld (2009). Paths to 21st Century Competencies Through Civic Education Classrooms: An Analysis of Survey Results from Ninth-Graders. (A Technical Assistance Bulletin). Chicago, IL: American Bar Association Division for Public Education. Read pp. 7-9 (executive summary). [iSite] Partnership for 21st Century Skills (http://www.p21.org) Wednesday, Sep. 21: Civic Ideals/Aims 3: Feminist To what extent is the traditional liberal construction of the civic spacepublic versus private, political versus social or domesticinherently gendered? Are gender-neutral ideals and/or enactments of citizenship possible or desirable? What are the implications for civic education? Kerber, Linda (1980). Women of the Republic: Intellect & Ideology in Revolutionary America. Chapel Hill: University of North Carolina Press: 283-288. [CP] Okin, Susan Moller (1998). Excerpt from Gender, the Public, and the Private. In Anne Phillips, ed., Feminism & Politics. Oxford: Oxford University Press: 116-125. [CP] Young, Iris Marion (1998). Polity and Group Difference: A Critique of the Ideal of Universal Citizenship. In Anne Phillips, ed., Feminism & Politics. Oxford: Oxford University Press: 401-429. [CP] Hooghe, Marc and Dietlind Stolle (2004). Good Girls Go to the Polling Booth, Bad Boys Go Everywhere: Gender Differences in Anticipated Political Participation Among American Fourteen-Year-Olds. Women & Politics 26(3/4): 1-23. [iSite] Teen Voices Magazine (teenvoicesmagazine.wordpress.com) [iSite] Monday and Wednesday, Sep. 26-28 Civic Ideals/Aims 4: Anti-Hegemonic and Critical Note: Student seminar leadership starts this week. What are some limitations of liberal conceptions of citizenship and civic education, according to anti-hegemonic, critical theories? Can state-controlled schools ever overcome these limitations, and if so, how? What would truly democratic, egalitarian, and antihegemonic civic educational aims look like in various settings? Who should be educating whom about civic ideals and actions? Freire, Paulo (1970). Pedagogy of the Oppressed. New York: Continuum. Preface and Chapters 1-2. [RT] Gandin, Luis Armando and Michael W. Apple (2004). New Schools, New Knowledge, New Teachers: Creating the Citizen School in Porto Alegre, Brazil. Teacher Education Quarterly (Winter 2004): 173-98. [iSite] Scott, James C. (1985). Weapons of the Weak: Everyday Forms of Peasant Resistance. New Haven: Yale University Press. pp. xv-xviii. [iSite] Noguera, Pedro and Chiara M. Cannella (2004).Youth Agency, Resistance, and Civic Activism: The Public Commitment to Social Justice. In Shawn Ginwright, Pedro Noguera, Julio Cammarota, eds. Beyond Resistance! Youth Activism and Community Change, pp. 333-348. [CP] 10

Seider, Scott (2009). Overwhelmed and immobilizeds: Raising the consciousness of privileged young adults about world hunger and poverty. International Studies Perspectives, 10 (1), 60-76. [iSite] Rethinking Schools (www.rethinkingschools.org), Zinn Education Project (http://zinnedproject.org), New York Collective of Radical Educators (www.nycore.org), Network of Teacher Activist Groups (http://teacheractivistgroups.org/), including one of the newest: TAG Boston (http://tagboston.org) [iSite] Monday and Wednesday, Oct. 3 and 5 Civic Ideals/Aims 5-6: Global/Cosmopolitan vs. National What is/are the appropriate object(s) of a defensible civic education: cultural group, nation, state, world, human race, other? What moral, psychological, historical, or other justifications are given for cosmopolitan versus patriotic civic ideals and identities? How should civic educators balance universal (e.g. human rights) versus particular (e.g. national, constitutional) civic rights and obligations? Even if it were desirable, is a global civic identity psychologically possible? Note that we will likely jigsaw the following assignments, given the amount of reading. Monday: Nussbaum, Martha (1996). Patriotism and Cosmopolitanism, in Josh Cohen, ed. For Love of Country: Debating the Limits of Patriotism. Boston: Beacon Press: 2-17. [CP] Osler, Audrey and Hugh Starkey (2003). Learning for cosmopolitan citizenship: Theoretical debates and young peoples experiences. Educational Review 55(3): 24354. [iSite] Melissa Williams. (2003). Citizenship as Identity, Citizenship as Shared Fate, and the Functions of Multicultural Education. In Kevin McDonough and Walter Feinberg. Citizenship and Education in Liberal-Democratic Societies: Teaching for Cosmopolitan Values and Collective Identities. Oxford: Oxford University Press: 208-247. [CP] See curricular links on the iSite. [iSite] Wednesday: Rorty, Richard (1998). American National Pride: Whitman and Dewey, in Achieving Our Country: Leftist Thought in Twentieth-Century America. Cambridge, MA: Harvard University Press: 1-38. [CP] [Note: pp. 3-19 (top) required; rest recommended] Damon, William (2001). To Not Fade Away: Restoring Civil Identity Among the Young. In Diane Ravitch and Joseph P. Viteritti, eds. Making Good Citizens: Education and Civil Society. New Haven: Yale University Press. pp. 122-141. [CP] Ladson-Billings, Gloria (2007). Once Upon a Time When Patriotism Was What You Did. In Joel Westheimer, ed. Pledging Allegiance: The Politics of Patriotism in Americas Schools. New York: Teachers College Press. pp. 13-20. [CP] Robert K. Fullinwider (1996). Patriotic History. In Robert K. Fullinwider, ed. Public Education in a Multicultural Society. Cambridge University Press: 203-227. [CP] See curricular/program links on iSite. [iSite]

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UNIT II. IDENTITY AND DIVERSITY IN A CIVIC CONTEXT How and why do peoples identities matter in the civic context? What is the moral, psychological, political, and pedagogical status of individuals cultural and civic identities? What should happen if/when identities come into conflict internally, with each other, or externally, with others identities? What roles should schools play? Monday, Oct. 10 Columbus Day Holiday End of Unit 1 self-assessment and preview for Unit 2: What framing questions might you develop for a class on Columbus Day? How would these questions reflect what you have learned thus far, and what you are looking forward to learning in this forthcoming unit? Wednesday, Oct. 12 Ethnoracial Citizenship How, if at all, are individuals ascribed or chosen ethnoracial identities civically relevant in a multicultural democracy? How have African Americans distinctive histories and political/civic status in particular influenced their civic identities, civic ideals, and approaches to civic education? How do these questions play out in the age of Obama? Du Bois, W.E.B. (2003). Souls of Black Folk. New York: The Modern World Library: Forethought, Chapter 1 and Chapter 3: 3-14 and 43-51. [CP] Baldwin, James (1962). The Fire Next Time. New York: Vintage International: 79-end. [RT] Levinson, Meira (2012). No Citizen Left Behind. Ch. 2: At School I Talk Straight: Race Talk and Civic Empowerment. [iSite] See iSite for links to curricular and policy-relevant materials [iSite] Strongly recommended: Perlstein, Daniel (2009). Live the Truth: Politics and Pedagogy in the African American Movement for Freedom and Liberation. In Noel S. Anderson and Haroon Kharem, eds. Education as Freedom: African American Educational Thought and Activism. Lexington Books. Ch. 7: 137-161. [CP] Monday and Wednesday, Oct. 17 and 19 Immigrant Civic Identity, Education, and Incorporation Note that you must have submitted at least one of your synthesis papers by now. How have the legal, political, and social landscapes both reflected and defined who is considered to be American and who is considered a threat? How have these influenced patterns of civic engagement among naturalized and native-born citizens, as well as among non-citizen residents? What roles do and can schools play in fostering immigrant civic incorporation? E-lecture on Immigrant Civic Participation and Incorporation Ueda, Reed (2001) Historical Patterns of Immigrant Status and Incorporation in the United States. In Gerstle and Mollenkopf, eds. pp. 292-327. [RT] 12

Olsen, Laurie (2001). Racialization: The Contemporary Americanization Project. In Gerstle and Mollenkopf, eds. E Pluribus Unum? pp. 371-411. [RT] Seif, Hinda (2010). Ch. 17: The Civic Life of Latina/o Immigrant Youth: Challenging Boundaries and Creating Safe Spaces. In Lonnie R. Sherrod, Judith Torney-Purta, and Constance A. Flanagan, eds. Handbook on Research in Civic Engagement in Youth. New York: John Wiley and Sons: 445-470. [CP] Bucker, Catherine Simpson (2009). The Limits of Political Citizenship. Society 46: 423 428. DOI 10.1007/s12115-009-9246-1. [iSite] See iSite for links to contemporary policy issues and resources on this topic [iSite] Monday, Oct. 24 Transnational Identity What does civic education mean/look like when participants have multiple and/or transnational civic identities? How do youth and schools articulate, (dis)value, and respond to transnationalism and hybridity? Abu El-Haj, Thea Renda (2008). I Was Born Here, but My Home, Its Not Here: Educating for Democratic Citizenship in an Era of Transnational Migration and Global Conflict. Harvard Educational Review, 77 (3): 285-316. [iSite] Knight, Michelle (2011). Its Already Happening: Learning From Civically Engaged Transnational Immigrant Youth. Teachers College Record 113(6): 1275-1292. [iSite] See iSite for curricular, programmatic, and policy links. Wednesday, Oct. 26 Is Religious Diversity a Special Case? Where do religious identity and diversity fit into a multicultural theory of civic membership, identity, and education? Is religion different from other forms or sources of difference (ethnoracial, gendered, cultural, transnational, etc.)? How are civil and religious toleration related? How should religious diversity be addressed in schools? Gutmann, Amy (2003). Identity in Democracy. Princeton: Princeton University Press. Chapter 4, Is Religious Identity Special? pp. 151-191. [CP] Nomi Maya Stolzenberg (1993). He Drew a Circle that Shut Me Out: Assimilation, Indoctrination, and the Paradox of a Liberal Education. Harvard Law Review 106 (3): 581667. [iSite] **As a reminder, writing conventions in law reviews are different from other academic disciplines. Ignore the footnotes and youll read much more quickly without missing much of value. Also, concentrate primarily on pp. 581-634.** Jeff Spinner-Halev (2000). Extending Diversity: Religion in Public and Private Education. In Will Kymlicka and Wayne Norman, eds. Citizenship in Diverse Societies. Oxford: OUP: 68-95. [CP]

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Monday and Wednesday, Oct. 31 and Nov. 2 Digital Media and the Technology Transformation Note that we will spend time in class on Wednesday discussing final paper proposals. How are extant and new technologiesincluding the internet, video games, social networking sites, Twitter, blogs, citizen journalism, Wikileaks, and YouTubeenabling and encouraging increased civic participation among various groups? How are new technologies changing our understanding of what civic engagement and participation look like or mean? To what extent do new technologies mediate, inhibit, or unequally distribute civic participation? Given the fast-moving nature of technologically-mediated and -enabled civic action, I cant preplan. Will Arab Spring be moving into Arab Fall? Will World of Warcraft fans have organized worldwide to conduct famine relief in Somalia? Will a cell phone photo have helped bring down a dictatoror alternatively helped him figure out whom to imprison and assassinate? Will Julian Assange have released another document trove? Will Michelle Bachman turn out to be a master mobilizer via on-line media? Stay tuned to the iSite

UNIT III. EDUCATIONAL PRACTICE

What do we know about effective civic educational practices? How are these best practices related to the civic ideals and dilemmas we discussed above? What tools can educators draw upon to help engage and empower youth in diverse settings? Monday, Nov. 7 History Education As (or Against) Civic Education What is the appropriate relationship between history education and civic education? What are the consequences of using history as a tool for civic education? How do students and adults from different groups construct the civic lessons of history? To what extent does diversity pose a problem for the civic uses of history? Barton, Keith C. and Linda S. Levstik (2004). Teaching History for the Common Good. Lawrence Erlbaum Associates. Ch. 3, The Identification Stance, pp. 45-68. [CP] Levinson, Meira (2012). No Citizen Left Behind. Chapter 3, You Have the Right to Struggle: The Construction of Historical Counternarratives as a Tool for Civic Empowerment. [iSite] Facing History and Ourselves (www.facinghistory.org) [iSite] Wednesday, Nov. 9 Teaching Controversy What are the attractions and risks of fostering conversation about controversial issues in K-12 classrooms? How can teachers do so effectively, appropriately, and safely? Hess, Diana (2009). Controversy in the Classroom. Routledge. Read Chapter 4 and one of Chapter 6, 7, or 8. [RT]

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Monday, Nov. 14 Textbooks What conflicts have there been over the civic and multicultural content of textbooks in the past? How do these conflicts reflect the issues and dilemmas we have been grappling with in this course? What do civics and history textbooks look like today? How, if at all, are textbooks attempting to promote civic purposes in a multicultural context? Note that todays readings will serve as background to our exploration of history and civics texts in Special Collections. Feel free to read quickly, therefore, rather than deeply. Moreau, Joseph (2003). Schoolbook Nation: Conflicts over American History Textbooks from the Civil War to the Present. Ann Arbor, University of Michigan Press. Introduction and Ch. 1: From Virtuous Republic to Nation-State, pp. 1-51. [CP] Zimmerman, Jonathan (2005). Whose America? Culture Wars in the Public Schools. Cambridge, MA: Harvard University Press: 1-8. [CP] Takaki, Ronald (1994). A Different Mirror: A History of Multicultural America. Boston: Little, Brown and Company: 1-17. [CP] Srongly recommended: Ravitch, Diane (2004). A Consumers Guide to High School History Textbooks. Washington, D.C.: Thomas B. Fordham Institute. http://www.edexcellence.net/doc/Historytextbooks%5B0206-04%5D.pdf [iSite] I strongly recommend pp. 13-14, 20-22, 64-66 (Introduction, General Assessment, Conclusion); note that pdf pagination is 1 page off. Porat, Dan (2004). Its Not Written Here, But This Is What Happened: Students Cultural Comprehension of Textbook Narratives on the Israeli-Arab Conflict. American Educational Research Journal 41(4): 963-996. [iSite] Wednesday, November 16 Action Civics What opportunities can and do students have to take civic and political action in schools? What risks do students and teachers run? What benefits may result? Are there principles that can guide such work so that it is both normatively and empirically justifiable? Levinson, Meira (2012). No Citizen Left Behind. Ch. 6, Providing the key to a door we can open: The Case for Action Civics. [iSite] Read at least two additional chapters that discuss examples of action civics. The Ginwright et al. and the Apple and Beane are both chock full of fascinating stuff from different writers, educators, and activists. The Rubin and Hayes is a terrific comparison of the same action civics curriculum at work in two very different settings. Shawn Ginwright, Pedro Noguera, and Julio Cammarota, eds. (2006). Beyond Resistance! Youth Activism and Community Change. New York: Routledge. [Reserve] Michael Apple and James A. Beane, eds. (2007). Democratic Schools, Second Edition: Lessons in Powerful Education. Heinemann. [Reserve]

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Rubin, Beth C. and Brian F. Hayes (2010). No Backpacks versus Drugs and Murder: The Promise and Complexity of Youth Civic Action. Harvard Educational Review 80(3), 149175. [iSite] Monday, Nov. 21 Assessment

What is being measured with respect to schools civic education practices and/or students civic outcomes? What conclusions are being drawn? What can we learn from these measurementsin other words, what conclusions should we draw? How are prospective and current citizens measured and why? What do these measures indicate with respect to policy makers understandings and prioritizations of civic education and engagement? Levinson, Meira (2012). No Citizen Left Behind. Chapter 7, Democracy, Accountability, and Education. [iSite] See links to various national citizenship tests and surveys on line. [iSite] Read one of the following articles. Remember as always to skip the footnotes in law reviews. Orgad, Liav (2010). Illiberal Liberalism: Cultural Restrictions on Migration and Access to Citizenship in Europe. American Journal of Comparative Law 85: 53-105. [iSite] Orgad, Liav (2011). Creating New Americans: The Essence of Americanism Under the Citizenship Test. Houston Law Review 47(5): 1227-1297. [iSite] Monday, Nov. 28 School Culture and Discipline

How can, do, and should schools exemplify civic relationships in their everyday practice? How do different models of school discipline, from zero tolerance to restorative, promote various (anti)civic ideals and practices? What is the significance of various forms of student diversity to these questions: Levinson, Meira (2012). No Citizen Left Behind. Chapter 5, How Are You Going to Soar Into a World Youve Never Seen? Making Citizenship Visible in Schools. [iSite] Note that I will likely add one or two more articles, and/or links to a variety of disciplinary programs. [iSite] Wednesday, Nov. 30 Pulling it All Together: Summary and Synthesis In what ways has the demographic diversity of citizens in the United States challenged the notion of what it means to be American? What roles did, do, and should schools play, if any, in uniting the citizenry in a shared national identity? What do we feel we know now about civic identity and education in a multicultural context? What do we still need to learn? David Tyack (2001). School for Citizens: The Politics of Civic Education from 1790 to 1990. In Gerstle and Mollenkopf: 331-370. [RT]

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