OBJECTIVES

During the course participants will:

• Read and analyze the basic writings of the major philosophers and practitioners who have shaped the field of nonformal, popular, and alternative education;

• Study the linkages between theory and practice as illustrated by examples of major NFE/Popular Education projects around the world;

• Explore critical issues of nonformal & popular education in relation to formal education and to the larger processes of development.

COURSE STRUCTURE

The course will be divided into two parts.

• The first will focus on the writings which form the theoretical and conceptual basis for nonformal education including — the humanist and individualist philosophers; the structuralist writers and critics of formal education (Including a detailed discussion of Freire's basic philosophy); the planners and systems analysts; and the practitioners. Analysis of these works will form a conceptual basis for a more thorough understanding of nonformal education and its roles in the development process.

• The second part will focus on the evolving definitions of NFE and Popular Education; their roles in development; and a variety of case studies.  An analysis of Popular Education and more recent alternatives like Accelerated Learning and how they compare with other NFE approaches. Participants will be expected to analyze and present cases that illustrate critical issues in nonformal or popular education.

REQUIREMENTS     

• Readings as assigned weekly & short written exercises.
• A written paper of 8-10 pages focusing the educational philosophy of a specific philosopher - and its implications for NFE. Due at the 6th class meeting.
• A presentation on the key concepts embedded in the approach of your chosen philosopher to education
• A substantive written paper of 20+ pages which analyzes a critical issue in nonformal, popular, or alternative education. A written outline of the paper is due by the 10th class and the paper is due at the next-to-last class.
• Brief Presentation of Final Paper at last class.

GRADING

This course is being offered on a Pass/Fail basis with a letter grade option.  Any student wishing a letter grade must submit a written request for that option by the fourth class meeting.

TEXTS READINGS, RESOURCES AND COMMUNICATIONS

The required text can be purchased at Food for Thought, a book cooperative located in downtown Amherst on the right before the CVS Pharmacy.  A set of Collected Readings will also be required. Information about purchasing the Collected Readings will be available in class. Many supplementary readings will be available on SPARK for use in presentations, papers, and for more indepth study. Required core readings will be in the Collected Readings.

Required Texts

Freire, Paulo. (1970). Pedagogy of the Oppressed. New York: Herder and Herder.

Collected Readings for 719. (February, 2008). Xeroxed & Bound set of readings.

SPARK

The course will make use of SPARK as a source of readings, linkages to important web sites and as a means of communication during the course.  Students should arrange to have frequent access to SPARK and should expect to check it regularly for updated information and sources.

Web Sites

 (There will be a list of web links on SPARK that provide resources for various activities and assignments in the course)

Accommodations

If you have a documented disability that requires an accommodation, please notify me within the first two weeks of the semester so that we may make appropriate arrangements.

Academic Honesty

The integrity of the academic enterprise of any institution of higher education requires honesty in scholarship and research.  Academic honesty is therefore required of all students at the University of Massachusetts Amherst. Academic dishonesty (cheating, fabrication, plagiarism, facilitating dishonesty) is prohibited in all programs of the University.

 

Draft Syllabus - still under revision
See SPARK for current version during semester

Date	Topic	Activity	Readings: Finish by Class date listed	Papers Due on date listed
Jan 28	Intro to NFE & what it is like	Exercise on Characteristics of NFE Critical Incidents
Feb 4	Educational Philosophers & application to NFE (Could drop this session?)	Discussion of nature of humans, learning, visions of society; & how they relate to NFE. +	Five Education Philosophers & their key ideas; Reading on SPARK	Use Study questions for Philosophy Readings
Feb 11	Deschooling Society	Discussion of Illich’s take on schooling and its role in Society	Illich, I. Deschooling Society. Chpts 1,2,3 on SPARK	Use study questions to prepare for class discussion.  Collected Readings available.
Feb 19	Meets on Tuesday – Freire Pedagogy of the Oppressed 1	Concept of Oppression; examples and applications.	Freire Chpts 1&2;  CR #1 McLaren	Use Study Questions for Class; Philosopher Paper Assigned – see web resources on SPARK . Requests for letter grade due.
Feb 25	Freire –Pedagogy of the Oppressed 2	Dialogue conditions; culture circle process; Roots of Freire’s Philosophy	Freire Chpts 3&4; CR#2 Brown; CR#3 Gulleth.	Study Questions
Mar 3	Using Freire to analyze real-life situations.	Naming, Reflection, Action. Stages and application exercises	CR#3 Chpts 1,2,3 Smith
Mar 10	Gramsci & Freire Comparisons	Presentation of Philosophers Key points; discussion of commonalities and relation to Freire & Gramsci	Reading on Gramsci from Mayo	Philosopher Paper DUE; Come prepared to make a short presentation on key ideas
Mar 17	Spring Break – No Class
Mar 24	Roots of NFE & history & current status	Definition, dimensions, alternative interpretations. Exercise	Chapters from Rogers?  Chpts 1,2,3 Evans
Mar 31	Role of NFE in EFA & current policies & status		Hoppers-Unesco	Final Paper Assigned – Critical Issue & Illustrative Cases
Apr 7	Case study examples of NFE Popular Education, Accelerated Learning	Sarvodaya, Highlander, other cases Udaan – accelerated learning	Hoppers – four cases SPARK	Outline of Final Paper DUE
Apr 14	Popular Education Intro	Roots of PEd; Characteristics; Examples; Current Status
Apr 21	Patriot’s Day – No Class
Apr 28	Pop Ed & development & Basic Ed & Informal Ed	BRAC; Escuela Nueva; others?
May 5	Pop Ed and Popular Theater & other examples	PEd Methodologies - PAR; Pop Theater; REFLECT, etc		Final Paper DUE
May 12	Gender Issues in NFE/PEd Critical Issue Papers		CR Walters & Manicom Chpts 4 & 6;	Brief Presentations on Final Papers

 

                        

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