COMMUNITY
DEVELOPMENT 640:
EDUCATION AND PARTICIPATORY
COMMUNITY DEVELOPMENT
COURSE SYLLABUS
SPRING 2004
|
Download in pdf format |
| Readings | Assignments and Grading | Course Policies and Expectations | Course Outline | Additional Readings |
Meeting
Time: Mondays, 6:00–9:00 p.m.
Meeting Place: 204 Kethley Hall
Instructor:
Dr. Alan Barton
Office: 201A Kethley Hall
Telephone: 846-4097
E-mail: abarton@deltastate.edu
Webpage:
http://ntweb.deltastate.edu/vp_academic/abarton/
Office
Hours: The professor holds regular office
hours at the following times:
Mondays, 1:00–2:30 p.m. and
Wednesdays
3:45–6:00
p.m. or by appointment
If you cannot make one of these times, check the instructor's website for
additional office hours or contact the professor for an appointment.
Chambers,
Robert E. 1997. Whose Reality Counts?
Putting the First Last. London: Intermediate Technology Publishing.
Freire,
Paulo. 1973. Education for Critical
Consciousness. New York: Continuum Publishing Co.
Articles
as assigned.
Course
Overview:
The
purpose of this course is to critically examine various aspects of community-based
adult education and participatory development. The course covers educational theory and practice, and the implications of different
educational approaches
on community and national development, and on educators.
Students are encouraged to think practically and reflexively about the
role of education and educators, and gain research experience through
participation in course projects. Major themes of the course include power, intervention, and
change.
Course
Web Page:
A link to the course web site is on the instructor’s home page (see above).
Announcements pertinent to the course will also be posted on the
instructor’s page. Check the
instructor’s and the course web pages periodically for changes on the
syllabus and other information pertaining to the course.
The URL for the course web page is:
http://ntweb.deltastate.edu/vp_academic/abarton/COD640/COD640Syllabus.htm
(1) Reading, attendance and participation in class discussions (10% of course grade)
• You are expected to do
all of the assigned readings and attend all class sessions
• You are expected to
engage in classroom discussions, reflecting on the topic and readings
(2) Lead class discussion on readings (20% of course grade)
• You will prepare and
lead class discussions on the assigned reading; dates will be determined at
the beginning of the semester
• You are expected to
prepare a series of questions that stimulate a productive discussion on the
topic of the readings
•
Click here for a list of discussion leaders.
(3) Weekly reflection papers (30% of course grade)
• You will
prepare and submit ten two-page (maximum) papers that summarize and reflect
on the assigned readings for the week
• Papers MUST be typed,
double spaced, 10- or 12-point font, 1 inch margins
• Due at the beginning
of each class
• You can skip papers
for two sessions during the semester without penalty (10 papers total due)
(4) Group project (30% of course grade)
•
You will join with one other classmate in a working group
• As a group, you will
identify a local organization or agency working in an area that interests you
• You will
collaborate with this organization on an original, practical community
development project with an educational component
• You will
prepare and submit a ten-page journal that describes your activities, and a
three-to-five page executive summary that describes the purpose and findings
of your project
• You will
present your group project on the final day of class (dead week)
(5) Discretionary (10% of course grade)
•
The instructor will evaluate your contribution to the
course, including your interest, motivation, creativity and initiative.
• This course is taught in an interactive style, and
you are expected to take an active interest not just in the course material,
but in the course itself, making it a success for all participants.
Course Policies and Expectations:
(1) YOU are responsible for learning the course
material and for your progress in the course
• You are expected to attend class regularly and
complete all of the assignments.
• You are expected to know all material presented during class
sessions, whether you attended the class or not. If you miss a class
session, you should check with another student to see what you missed.
• “I didn’t know” is NEVER a valid excuse. If you
don’t know something, it is your job to find out.
(2) Missed assignments CANNOT be made up
• It is assumed that if you miss class or an assignment,
you are making a choice that prioritizes other activities above the class.
For this reason, none of the assignments or coursework can be made up.
• Assignments are due at the time specified; no late
assignments will be accepted.
• If you must miss a presentation or other in-class
activity, it is up to you to arrange to trade with another student before the
event. Please notify the instructor of such changes.
(3) Illnesses and emergencies MUST be documented
• If you must miss a class due to illness or another
personal emergency, notify the instructor BEFORE the missed class
period either by e-mail or telephone.
• If you cannot notify the instructor in advance, bring a
note from a doctor or other professional to the next class meeting.
• Illnesses and emergencies pertain only to the
student, not to the student’s family, friends or others.
• If you must miss class for an official university
activity, you should make arrangements with the instructor BEFORE the
missed class. Appropriate documentation is required.
• Notified absences (i.e. you notify the instructor
before the event) count as one-half absence. Excused absences (i.e. you bring
a note from a doctor or other professional) will not count against you for the
first two; after that, each excused absence counts as one-half absence.
• You are responsible for all material presented in the
class, even during an excused absence. You should get class notes from
another student for all class sessions you miss.
• It is in your interest to provide the instructor with
written notification (e.g. note or e-mail) or documentation for any
missed class. It is risky to simply tell the instructor and expect him to
remember.
(4) Appropriate accommodations will be made for students with medical problems or diagnosed disabilities. Have Dr. Richard Houston at the Reily Health Center (846-4690) contact the course instructor to make arrangements.
(5) You must demonstrate appropriate respect the opinions and ideas of other students.
• If you repeatedly show disrespect for
other students, you will be asked to leave the classroom.
• It is acceptable (and encouraged) to disagree with the
perspectives of other students, but you should phrase this to show
disagreement with the idea or opinion, not with the person presenting the idea
or opinion.
• Please make sure that all pagers, cell phones, etc. are
turned off during class time. If your phone or pager repeatedly
interrupts class, you will be asked to leave the classroom.
(6) You are expected to comply with all academic standards and ethics as defined in the DSU Bulletin and Handbook
• You are expected to do their own work in this course.
Plagiarism and other forms of cheating will NOT be tolerated.
•
Click here if you are unsure what constitutes plagiarism.
The DSU Library's "Plagiarism
Prevention: A Guide for Students" is also a good resource.
If it is still unclear, see the instructor. IT IS YOUR RESPONSIBILITY
TO UNDERSTAND THESE GUIDELINES. If at some point in the semester you are
suspected of committing plagiarism, pleas of “I didn’t know what plagiarism
was” will not be accepted.
•
The sanctions for plagiarism are outlined on the web page linked above. Make sure you are
aware of these BEFORE you submit any work in this class.
|
Week |
Date |
Topics |
Readings |
|
1 |
1/12 |
REGISTRATION |
|
|
2 |
1/19 |
MARTIN LUTHER KING HOLIDAY |
|
|
3 |
1/26 |
Review Syllabus and Expectations; Sociology of Knowledge |
None |
|
4 |
2/2 |
The
Development Enterprise and
Community
Development |
Cohen
& Uphoff (1980 |
|
5 |
2/9 |
Introduction to Paulo Freire |
Blackburn
(2000) |
|
6 |
2/16 |
Paulo
Freire: Critical Consciousness |
Freire (1973), pp. 1–58 |
|
7 |
2/23 |
Robert Chambers: Professional Realities |
Chambers,
Ch. 1–4, |
|
8 |
3/1 |
Robert
Chambers:
Learning to Learn |
Chambers |
|
9 |
3/8 |
Robert Chambers: Putting the First Last |
Chambers |
|
--- |
3/15 |
SPRING
BREAK |
|
|
10 |
3/22 |
Paulo Freire: Democracy and Freedom |
Freire (2001), p. 21 |
|
11 |
3/29 |
Paulo Freire: Extension
Education |
Freire (1973), pp. 93–164 |
|
12 |
4/5 |
Community Development and the State |
Meade
& O'Donovan (2002) |
|
13 |
4/ |
Community Development and Non-Governmental Organizations |
Lammerink / Vergara
(1994) |
|
14 |
4/19 |
Transforming Civil Society |
Ratliff (1999) Korten (1995) Rifkin / Murnane & Levy / Karp (1997) |
|
15 |
4/26 |
Community Education in a Globalizing World |
Hall
(2000) |
|
16 |
5/ |
Presentation
of Group Projects |
None |
Week
4
Cohen,
John M. and Norman T. Uphoff. 1980. “Participation’s place in rural
development: Seeking clarity through specificity,” World
Development 8(3): 213–235.
Ewert,
D. Merrill, Thomas G. Yaccino and Delores M. Yaccino. 1994. “Cultural
diversity and self-sustaining development: The effective facilitator,” Journal of the Community Development Society 25(1): 20–33.
Van
Riezen, Karsten. 1996. “Non-formal education and community development:
Improving the quality,” Convergence
29(1): 82–96.
Week
5
Blackburn,
James. 2000. “Understanding Paulo Freire: Reflections on the origins,
concepts, and possible pitfalls of his educational approach,” Community
Development Journal 35(1): 3–15.
Ramdas,
Lalita. 1997. “The Tao of mangoes, adult education and Freire: The
continuing challenges and dilemmas,” Convergence
30(2-3): 17–26.
Schugurensky,
Daniel. 1998. “The legacy of Paulo Freire: A critical review of his
contributions,” Convergence 31(1-2):
17–29.
Week
12
Collins,
Tom. 2002. “Community development and state building: A shared project,”
Community Development Journal 37(1): 91–100.
Loughry,
Rebecca. 2002. “Partnering the state at the local level: The experiences of
one community worker,” Community
Development Journal 37(1): 60–68.
Meade,
Rosie and Orla O’Donovan. 2002. “Editorial introduction: Corporatism and the
ongoing debate about the relationship between the state and community
development,” Community Development
Journal 37(1): 1–9.
Week 13
Schafer,
Mark J. 1999. “International nongovernmental organizations and Third World
education in 1990: A cross-national study,” Sociology
of Education 72(2): 69–88.
Burnell,
Peter. 1992. "Debate: NGOs and poverty. Third World charities in a
changing world." Community Development Journal 27(3): 290–302.
Smith,
Roger. 1992. “The role of the voluntary sector in tackling poverty.” Community Development Journal 27(3): 303–309.
Vergara,
Ricardo. 1994. “NGOs: Help or hindrance for community development in Latin America," Community Development
Journal 29(4): 322–328.
Lammerink,
Marc P. 1994. "People's participation and action research in community
development experiences in Nicaragua." Community Development
Journal 29(4): 362–368.
Week
14
Rifkin, Jeremy. 1997. "Preparing students for the 'end of work.'"
Murnane, Richard J. and Frank Levy. 1997. "A civil society demands education for
good jobs."
Karp, Stan. 1997. "Educating for a civil
society: The core issue is inequality," Educational Leadership
54(5): 40–43.
Ratliff, William. 1999.
"Development and civil society in Latin America and Asia," The Annals
of the American Academy of Political and Social Science 565(Sep.): 91–112.
Week 15
Guevara,
José Roberto. 2000. “Rethinking the local-global links in grassroots
environmental adult education,” Convergence
33(4): 74–85.
Hall, Budd L. 2000. “Global civil society: Theorizing a changing world,” Convergence 33(1-2): 10–32.
Korten,
David C.
1999. The Post-Corporate World: Life After Capitalism. West Hartford, CT:
Kumarian Press. Chapters 7 (pp. 137–150)
and 9 (pp. 163–182).
| Readings | Assignments and Grading | Course Policies and Expectations | Course Outline | Additional Readings |