UC San Diego
EDS/SOC 117: LANGUAGE, CULTURE AND EDUCATION
Fall 2015
Instructor: Makeba Jones, Ph.D. Lecture: Tu/Th 2-3:20pm, Center Hall 105
Email: Section: Thurs. 12-12:50pm PCYNH 340
Office: Pepper Canyon Hall 312 TA: Heidi Schneider,
Office Hours: Thurs. 11:30-1:30 or by appt. Reader: Mayra Marquez-Mendez,
Please visit me. I love talking to students!
Course Description
The purpose of this course is to enable you to think critically about education as a social institution. The
readings, activities, assignments and discussions focus on the social, linguistic, and cultural dimensions of
teaching and learning. Throughout the quarter, we examine how concepts of culture and language are
represented in explanations of student achievement. We pay particular attention to the “politics of
representation” - the meanings people attach to concepts of culture, language, race/ethnicity, gender,
class, immigration, etc. – in education. We examine how cultural processes and political-economic
constraints shape human action. We will read both historical and contemporary theories, with an emphasis
on explanations of educational underachievement.
The course is designed to help students actively investigate the theories and concepts. Students will
conduct “investigative assignments” involving brief, informal interviews with people on and off campus.
These small action projects give students the opportunity to locate course concepts in the “real world.”
Students are not expected to have prior research experience. The goal of the action assignments is less
about doing research and more about experiencing theory in everyday practices.
Teaching Methods
Learning is a social process and class meetings will be organized accordingly. Class meetings for lecture
are specifically designed to engage you in critical discussion of course readings and assignments. Students
should expect to critically discuss readings and assignments each class meeting. Class meetings will
include a range of interactive activities to enable critical thinking and discussion of course material.
Students will spend a large portion of class meetings in discussion groups. Preparation and active
participation in the discussion groups are significant to excel in the course. The syllabus provides detailed
information about how to prepare for the discussion groups. The key to succeeding in the course is regular
attendance and participation.
EDS/SOC 117 Fall 2015 1
This study source was downloaded by 100000861168648 from CourseHero.com on 03-11-2023 03:09:46 GMT -06:00
https://www.coursehero.com/file/12869813/Jones-EDS-SOC-117-F15-Syllabus/
, Course Assignments
Description Due Points
ATTENDANCE AND PARTICIPATION – The key to doing well in the Ongoing
course is punctual attendance for every lecture and active participation.
WEEK 10 ATTENDANCE IS MANDATORY 10 pts
(week 10)
While section attendance is not mandatory, section attendance is important,
particularly if you’re new to taking social science or education courses.
Section attendance counts as extra credit points - 2 pts per section.
The TA will have a sign-in sheet and points will be included in the course grade
at the end of the quarter.
QUIZZES – These short quizzes will occur on Thursdays during class. Weeks 15 pts
Quizzes will assess students’ knowledge of the main points from the week’s 2, 7, 8,
readings and from the lecture. The best way to prepare? Do the readings, come
to class, and participate in the discussion groups. If you do these three things,
you will do well on the quizzes! NO MAKE-UPS!
INVESTIGATIVE ASSIGNMENTS – These four assignments are small Weeks 50 pts
action projects; students will conduct informal interviews in order to 3-6
deepen their understanding of course topics. Students will discuss their
experiences conducting these action projects in their discussion groups on
Thursdays during weeks 3-6.
Students will write up their investigative assignment and analyze it using course
readings. The write-up is due each Sunday during weeks 3-6. See the next page
for a description of each investigative assignment and more details about the
assignment.
ANALYTIC ESSAY – This take-home essay will be on selected course Tues. 100 pts
topics. Students will write a 5-6 page analytic essay. The prompts for the essay Dec. 8
will be distributed approximately one week prior to the due date. by
11:59pm
The Analytic Essay is due on Ted via Turnitin by Tue., Dec. 8, 11:59pm
OPTIONAL ALTERNATIVE TO ANALYTIC ESSAY –With the Week 100 pts
instructor’s permission, students may do a Visual Essay instead of the Analytic 10 Per Student
Essay. The Visual Essay is a presentation to the class during Week 10. The
Visual Essay focuses on images, photos, text and/or media that analyze course
topics. Students may work alone or in groups. Time is limited, so “first come,
first served.” Details will be distributed in class during Week 5
355 total
points
Description of Investigative Assignments
The investigative assignments are informal action projects in which you will briefly talk to people about
topics from the course. You will only use these informal interviews for the purposes of this course.
Follow the general gist of the script below to help you explain to people why you want to interview them.
More detailed tips for talking to people will be discussed in class.
EDS/SOC 117 Fall 2015 2
This study source was downloaded by 100000861168648 from CourseHero.com on 03-11-2023 03:09:46 GMT -06:00
https://www.coursehero.com/file/12869813/Jones-EDS-SOC-117-F15-Syllabus/
EDS/SOC 117: LANGUAGE, CULTURE AND EDUCATION
Fall 2015
Instructor: Makeba Jones, Ph.D. Lecture: Tu/Th 2-3:20pm, Center Hall 105
Email: Section: Thurs. 12-12:50pm PCYNH 340
Office: Pepper Canyon Hall 312 TA: Heidi Schneider,
Office Hours: Thurs. 11:30-1:30 or by appt. Reader: Mayra Marquez-Mendez,
Please visit me. I love talking to students!
Course Description
The purpose of this course is to enable you to think critically about education as a social institution. The
readings, activities, assignments and discussions focus on the social, linguistic, and cultural dimensions of
teaching and learning. Throughout the quarter, we examine how concepts of culture and language are
represented in explanations of student achievement. We pay particular attention to the “politics of
representation” - the meanings people attach to concepts of culture, language, race/ethnicity, gender,
class, immigration, etc. – in education. We examine how cultural processes and political-economic
constraints shape human action. We will read both historical and contemporary theories, with an emphasis
on explanations of educational underachievement.
The course is designed to help students actively investigate the theories and concepts. Students will
conduct “investigative assignments” involving brief, informal interviews with people on and off campus.
These small action projects give students the opportunity to locate course concepts in the “real world.”
Students are not expected to have prior research experience. The goal of the action assignments is less
about doing research and more about experiencing theory in everyday practices.
Teaching Methods
Learning is a social process and class meetings will be organized accordingly. Class meetings for lecture
are specifically designed to engage you in critical discussion of course readings and assignments. Students
should expect to critically discuss readings and assignments each class meeting. Class meetings will
include a range of interactive activities to enable critical thinking and discussion of course material.
Students will spend a large portion of class meetings in discussion groups. Preparation and active
participation in the discussion groups are significant to excel in the course. The syllabus provides detailed
information about how to prepare for the discussion groups. The key to succeeding in the course is regular
attendance and participation.
EDS/SOC 117 Fall 2015 1
This study source was downloaded by 100000861168648 from CourseHero.com on 03-11-2023 03:09:46 GMT -06:00
https://www.coursehero.com/file/12869813/Jones-EDS-SOC-117-F15-Syllabus/
, Course Assignments
Description Due Points
ATTENDANCE AND PARTICIPATION – The key to doing well in the Ongoing
course is punctual attendance for every lecture and active participation.
WEEK 10 ATTENDANCE IS MANDATORY 10 pts
(week 10)
While section attendance is not mandatory, section attendance is important,
particularly if you’re new to taking social science or education courses.
Section attendance counts as extra credit points - 2 pts per section.
The TA will have a sign-in sheet and points will be included in the course grade
at the end of the quarter.
QUIZZES – These short quizzes will occur on Thursdays during class. Weeks 15 pts
Quizzes will assess students’ knowledge of the main points from the week’s 2, 7, 8,
readings and from the lecture. The best way to prepare? Do the readings, come
to class, and participate in the discussion groups. If you do these three things,
you will do well on the quizzes! NO MAKE-UPS!
INVESTIGATIVE ASSIGNMENTS – These four assignments are small Weeks 50 pts
action projects; students will conduct informal interviews in order to 3-6
deepen their understanding of course topics. Students will discuss their
experiences conducting these action projects in their discussion groups on
Thursdays during weeks 3-6.
Students will write up their investigative assignment and analyze it using course
readings. The write-up is due each Sunday during weeks 3-6. See the next page
for a description of each investigative assignment and more details about the
assignment.
ANALYTIC ESSAY – This take-home essay will be on selected course Tues. 100 pts
topics. Students will write a 5-6 page analytic essay. The prompts for the essay Dec. 8
will be distributed approximately one week prior to the due date. by
11:59pm
The Analytic Essay is due on Ted via Turnitin by Tue., Dec. 8, 11:59pm
OPTIONAL ALTERNATIVE TO ANALYTIC ESSAY –With the Week 100 pts
instructor’s permission, students may do a Visual Essay instead of the Analytic 10 Per Student
Essay. The Visual Essay is a presentation to the class during Week 10. The
Visual Essay focuses on images, photos, text and/or media that analyze course
topics. Students may work alone or in groups. Time is limited, so “first come,
first served.” Details will be distributed in class during Week 5
355 total
points
Description of Investigative Assignments
The investigative assignments are informal action projects in which you will briefly talk to people about
topics from the course. You will only use these informal interviews for the purposes of this course.
Follow the general gist of the script below to help you explain to people why you want to interview them.
More detailed tips for talking to people will be discussed in class.
EDS/SOC 117 Fall 2015 2
This study source was downloaded by 100000861168648 from CourseHero.com on 03-11-2023 03:09:46 GMT -06:00
https://www.coursehero.com/file/12869813/Jones-EDS-SOC-117-F15-Syllabus/
