Introduction to the course

This course examines the role of schooling in the formation of youth identity in international development. We will explore a range of theories regarding the relationship between race, class, schooling and youth identity development in the international context, including cultural-ecological theory, social reproduction theory, cultural production theory, social constructivism, critical race theory and critical psychology. Alongside this exploration of theories, students will, with youth in the area, engage in a qualitative investigation of the relationship between schooling, migration, race and identity formation for youths. In this way, we will be undertaking both a theoretical and practical approach to understanding cultural attitudes to youth and what constitutes youth. Students will learn a variety of social theories concerning international development and youth development, will apply these theories to educational settings and will learn to do basic ethnographic research, including observations and interviews.

Course Materials

The readings for this course include books and articles about theoretical issues related to youth and international development. There are three required books for this course and a set of required readings. The required texts can be purchased at Food For Thought in Amherst and a set of required readings available on E-reserves at the UMass library.

Required Books:

Marshall, C. & Rossman, G. (1999). Designing Qualitative Research. Thousand Oaks CA: Sage Publications.

Emerson, R.M., R.I. Fretz, L.L. Shaw (1995). Writing Ethnographic Fieldnotes. Chicago IL: University of Chicago Press.

Hall, K. (2002). Lives in Translation: Sikh Youth as British Citizens. Philadelphia, PA: University of Pennsylvania Press.

Grading and Course Requirements

Grades in this class will be Pass/Fail unless you notify me, in writing, by the end of February that you would prefer a Letter Grade. Letter Grades will be based on the Rossman/Rallis Grading Rubric, found in Appendix B. Evaluation in this course will be based on the following:

Participation………………………………………………….……………………….……10%

It is expected that you attend regularly and participate actively in all course experiences. The content of this class emerges from students’ and professor’s interpretations of concepts, theories and experiences raised by the readings, course discussions and assignments. The success of this course depends on the commitment of each of the students to being an active learner, coming to class prepared to share your ideas, experiences and questions.

 Weekly fieldwork……………………………………………………………………….….20%

Students will select, with my assistance if necessary, a setting, activity or group of people on which to focus. Students will begin weekly fieldwork (some combination of participant observation, interviews, etc.) by week 3 and continue through week 13 (i.e. for 10 weeks). At the end of the semester, students will turn in a portfolio of fieldnotes based on observations and interviews. It is expected that there will be a total of 11 separate fieldnote entries.

 Ethnographic Research……………….………………….……………………..……….60%

10 weeks isi not sufficient for a full, ethnographic study. However, this exercise is merely to practice how to do one. The following documents will be a part of the students’ on-going development research project: (more details are provided in appendix A)

- research questions (due week 2)
- research design (due week 4)
- edited fieldnotes on cultural event/activity (due week 6)
- first set of theoretical/interpretive notes on Participant Observation (PO) (due week 7)
- interview log and brief transcript (due week 9)
- second set of theoretical/interpretive notes on PO (due week 11)
- final report (due week 14)

Presentation of project to the class…………………………………………………..10%

Office Hours

In order to best accommodate the variable schedules of participants in this class, I will make individual appointments with students. If you need to make an appointment, please send an e-mail to: jmosselson@educ.umass.edu and we can try to find a time that is mutually convenient. Also, if you have any other problems or concerns, I find it best to communicate via e-mail, which I check frequently. I strongly encourage you to take advantage of email and office hours.