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Such is especially surprising given that films have shaped much of how the general public views educational issues, from “ghetto schooling” to “cheating scandals” to “suicide pacts.” Films have circulated powerful, though often uncomplicated, representations of teachers and influenced our sense of what meaningful educational experiences are supposed to look like and how good teachers create them. Filmic representations have also shaped our understanding of the dynamics of teacher-student relationships and the roles that teachers play in the lives of students and the larger community.
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The course will show how movies have become unlikely authoritative texts on what counts as good education. Students entering before 2012: satisfies Social Science distribution requirement Students entering 2012 and after: satisfies Liberal Studies distribution requirement Satisfies a concentration requirement in Education Satisfies a minor requirement in Educational Studies Students will write analytical papers and complete a major research project. What really constitutes school success? Is a liberal education the best education? Do teachers treat children from different backgrounds unfairly? What aspects of society do schools reproduce? These are some of the questions that students will examine in this introductory course on contemporary educational theory and practice in schools. Using theoretical autobiography as a tool, students will build an understanding of major social theories that have shaped their thinking about educational problems. In addition, students will construct and reconstruct their own theoretical perspective to educational trends and debates in the United States. The course requires the completion of 15 structured contact hours in a school, a midterm and a final review. Students entering 2012 and after: satisfies the Social-Scientific Thought distribution requirement.